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Characteristics of Target 4.7 and the Importance of Its Inclusion to the Sustainable Development Goals

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Characteristics of Target 4.7 and the Importance of Its Inclusion to the Sustainable Development Goals Characteristics of Target 4.7 and The Importance of its Inclusion to the Sustainable Development Goals 16th August 2019 Submitted to: Written and Developed by: Bridge 47 Network Rosaria Kunda Marron and Deirdre Naughton www.bridge47.org Education and Development Solutions (EADS) Seven Oaks, College Road, Mountbellew, Co. Galway Ireland. This project is funded by the European Union Contents Abstract 3 Introduction 4 2Global Education Target 47 5 3 Definitions of Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) 6 31 Education for Sustainable Development 7 32 Global Citizenship Education (GCED) ������������������������������������������������������������������������������������������������������ 7 331 Global Citizenship Education in Practice 8 3211 Education Above All (EEA) Foundation’s Reach Out to Asia (ROTA) Programme 9 3212 Education Above All Foundation’s (EEA) Al Fakhoora Programme 9 3213 Education Above All Foundation’s (EEA) Educate A Child Programme 9 3214 Education Above All Foundation’s (EEA) Protect Education in Insecurity and Conflict programme (PEIC) 10 4 Characteristics and Importance of SDG Target 47 to the SDGs 11 5 Mainstreaming GCED and ESD into Education Policy, Curricula, Teacher Education and Student As- sessment in Formal and Non-Formal Education and Lifelong Learning 12 51 National Education Policies 12 52Curricula 14 53Teacher Education 16 54Student Assessment 17 6Monitoring SDG Target 47 19 61How should data about goal 47 be gathered? 20 62.. What is the quantitative and qualitative measurement of Goal 47 that can be executed? 22 63.. Who should be the responsible institution that will collect and report the data? 24 64 How can these pathways be activated? Ten recommendations: 26 7 Conclusion 28 References 29 Annexes �������������������������������������������������������������������������������������������������������������������������������������������� 30 Abstract This paper, the first in a series of three, explores the wider and broader concept of lifelong the characteristics of Sustainable Development learning makes both practices and programmes Goal (SDG) Target 4.7 and the importance of a very suitable pedagogical match for the its inclusion in the SDGs. In doing so, it takes competencies embedded in GCED and ESD. This a broad look at relevant definitions, providing conceptualisation lends non-formal GCED or ESD– an overview of the inherent key concepts of the based programmes the potential to be particularly Target. It will also explore the data collection and impactful in affecting life-long changes. monitoring progress of Target 4.7. The paper first sets out a brief introduction regarding the context Finally, this paper dedicates discussion to the and aims of commissioning this piece of research pertinent and pressing questions regarding what and an introduction to the core concepts of SDG data on Target 4.7 should and can be collected, Target 4.7, as well as definitional elaboration for what institutions can be responsible and how this the relevant terms within the Target area. It also data can be gathered. We suggest two distinct provides the methodology undertaken to fulfil the reporting pathways, leveraging and boosting brief, several exemplars of good practice on the existing actors in the process, and make ten mainstreaming of GCE into the four dimensions practical recommendations for activation of these of education, as outlined within the Target, and pathways.This Bridge 47–commissioned research an exploration of promising practices in the realm has been undertaken against the backdrop of the of non-formal learning for Global Citizenship challenge presented by the lack of indicators for Education (GCED) and Education for Sustainable Target 4.7 and within the broader context of the Development (ESD). Furthermore, given that Goal work of the Bridge 47 Project. The impetus for 4.7 refers explicitly to the overarching concept of this research stems from the fact that the limited GCED, underpinned by human rights and gender number of indicators currently formulated for equality, this paper attempts to examine and measurement of Target 4.7 do not have (in most respond to these questions using Andreotti’s countries) easily accessible forms of previously (2006) theoretical approach. collected data through which to measure indicator progress, in contrast to some of the This paper notes that much of the measurement other sub-indicators based on learning outcomes, of learning around the broader SDG 4, and such as literacy and numeracy rates. This state specifically SDG 4.7, has been conducted in the of affairs is making it very difficult to measure realm of formal assessment, translating to a potential success or otherwise against Target 4.7 significant gap in measurement learning of GCED nationally, while also making it almost impossible and ESD, much of which can and does take place to offer regional or international comparison. in the non-formal and informal sectors. Historically, because non-formal and informal education has not been well understood, clearly identifiable, or measurable within the same parameters as formal education, it has not been as highly valued. 1 However, we argue that the inherent connectivity of these non-formal and informal education practices regarding 1 Lockhart, Ashley Stepanek. 2016. Education for People and Planet. Non-formal and informal programs and activities that promote the acquisition of skills and knowledge in the areas of GCED and ESD. Background paper prepared for the 2016 Global Education Monitoring Report. UNESCO 2016. p.9 3 Series 1 (Characteristics of Target 4.7 ) Paper 1 3 Introduction The Bridge 47 – Building Global Citizenship Agenda is our roadmap and its Goals and Targets Project mobilises global civil society to contribute are our tools to get there.” The centrality of the to global justice and the eradication of poverty education Goal was confirmed in data visualisa- through Global Citizenship Education (GCED). The tion research related to the interlinkages between project provides a space for civil society organi- the Goals published in 2017 by Moinuddin and sations, activists and other interested people to Zhou, who stated that although many of the Goals interact with one another, exchange information are purported to be mutually supportive, there and resources and develop new and innovative are cases in which they can conflict with the aims approaches for global citizenship education. The of one another, leading to policy incoherence and project focuses on joint advocacy efforts and a lack of genuinely joined up planning and imple- building new partnerships, while also support- mentation. However, after undertaking in-depth ing civil society to develop new and effective interlinkage research using data visualisation and approaches designed to reach out to new stake- social network analysis, education represents a holders and provide tools for promoting and simple example that can be employed in order acting upon Global Citizenship Education. The to show that measures to ensure inclusive and project works closely with partners engaged in quality education (Goal 4) can “reinforce progress informal and non-formal education, as well as in many-if not all- other SDGs”. 4 life-long learning, with a view to promoting trans- formative change in society. 2 As a sub-target of the ambitious SDG Goal 4 on Education, Target 4.7 offers a potentially The Global Education Meeting in Brussels in transformative way to inspire inclusive, value December 2018 had as its overarching message and skill-based action designed to promote a the symbiosis between education and develop- sustainable world. The SDGs elevate the central- ment. The first of the Brussels Declaration’s nine ity of education as an anchor Goal and boost its key messages declared, “the right to inclusive visibility, augmenting the Target of the Education quality education and the fundamental role of Millennium Development Goals (MDG) of education, training, lifelong learning, higher providing expanded access to quality education education and research as key drivers for sustain- for those most disadvantaged in the world, as able development, including for climate change well as to an overall goal for learners globally, adaptation and mitigation”. 3 at all life stages, via a conceptual shift catalysed by the UNSG’s Global Education First Initiative SDG 4.7 is a therefore critical goal, both in its (GEFI) of 2012/2013. Evidently, mutuality exists own right and also in its potential to enable the between the overall SDG Agenda and Goal 4, meeting of all other SDGs. No other Goal has as particularly Target 4.7. Not only can the global many integrated conceptual links with achieving vision offered by the SDGs benefit quality and the other Goals, reinforcing its criticality to the equity in education systems, but those educated overall success of Agenda 2030. Its importance with/through the ethos of ESD and GCED can to the agenda was highlighted most recently in also develop the knowledge, skills and attitudes February 2019, when UN Secretary General (UNSG) required to contribute to the successful delivery of António Guterres reiterated that, “The 2030 all 17 Goals. 5 However, should the sorely needed 2 Bridge 47 webpage notes accessed via https://www.bridge47.org/global-citizenship 3 Global Education Meeting 2018 Synthesis Report3-5 December 2018, Brussels, Belgium UNESCO ED-2018/ME-GEM, p.9. 4 Moinuddin and Zhou, 2017. Sustainable Development
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