Cliquez pour modifier le style du titre SDG Target 4.7 and the importance of monitoring learning materials Aaron Benavot March 2017 CIES, Atlanta #betweenthelines @GEMReport
SDG Overview Sustainable Development Goals 17 SDGs and 169 targets were adopted by UN Member States in 2015 to be achieved by 2030 Merge development (MDG 2000-2015) and environment (Rio 1992-) agendas UNESCO EDUCATION SECTOR 2
Global goal SDG4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 7 Targets and 3 Means of Implementation (10 targets) 11 Global Indicators and 32 Thematic Indicators Global indicators being finalized by InterAgency Expert Group-SDGs Thematic indicators finalized by Technical Cooperation Group - UIS Different measures can be proposed for same indicator Global Education Monitoring Report is mandated to monitor and report on education progress in SDGs
SDG4: The global goal on Education What is new or distinctive about the SDG4 targets, relative to earlier goals in the EFA and MDG agendas? They are universal, applicable to all countries not just those in the Global South More ambitious: seeks to expand and transform education systems (eg, universal primary and secondary education) in ways that are without historical precedent, especially in the time frame allotted More comprehensive set of targets: includes formal and non-formal education; Early childhood development, ECCE, 12 years of basic schooling, TVET, higher education, lifelong learning opportunities More output oriented: relevant and effective learning outcomes at primary and secondary education; literacy and numeracy among adults, non-cognitive skills for employment & decent work Focused on the contents of schooling and not just universal access to, or completion of, primary education
Equity is deeply embedded in the SDG4 agenda The final Incheon Declaration from the World Education Forum (May 2015) calls inclusion and equity the cornerstone of a transformative education agenda and commits governments to develop and implement education policies that address all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes. It makes emphatic this point by stating: no education target should be considered met unless met by all, and focuses on the disadvantaged and marginalized, to ensure that no one is left behind. http://en.unesco.org/world-education-forum-2015/incheondeclaration
Assessing progress towards target 4.7 Target 4.7: By 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture s contribution to sustainable development. Target touches upon social, humanistic and moral purposes of education Explicitly links education to other SDGs and transformative aspirations of SD vision History of formulation of target 4.7 should be explored and written The knowledge and skills learners are meant to acquire in target 4.7 are broad umbrella concepts, and consequently difficult to operationalize. Target 4.7 refers to all learners, in all education levels (incl tertiary) and to adult non-formal education: Strong lifelong learning perspective
However.. Title Capturing the intent of 4.7 is a complex and dynamic task. Country commitments and statements in relation to target 4.7 are likely to change in the coming years, partly due to the SDG agenda Most of the concepts in 4.7 have contested definitions as well as different histories, and understandings, even in international documents. Difficult to come up with a consensual analytic framework of the different concepts embedded in Target 4.7, among experts in these areas What global and thematic indicators have experts formulated to capture Target 4.7?
One Global indicator 4.7.1 (see 2016 GEM Report) 25. 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 Four Thematic Indicators (some UIS data available, see eatlas) 26. Percentage of students by age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability (no, but placeholder measure: percentage of youth with adequate understanding of issues relating to HIV/AIDS and sexuality education, 71 countries) 27. Percentage of 15-year-old students showing proficiency in knowledge of environmental science and geoscience (no, but placeholder measure: results from PISA 2012, some 63 countries) 28. Percentage of schools that provide life skills-based HIV and sexuality education (yes for some 75 countries) 29. Extent to which the framework on the World Programme on Human Rights Education is implemented nationally (as per UNGA Resolution 59/113) (no data)
Current initiatives to measure global indicator for 4.7 UNESCO monitoring of country implementation of 1974 International Title Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights. New follow up survey sent to UNESCO National Commissions, expanded to reflect concepts in target 4.7. About 85 countries have sent information. In the past, limited country participation; uneven quality of country reports 2016 GEM Report (see chapter 16 in full report) International Bureau of Education: conducting in-depth studies of Global Citizenship Education and Education for Sustainable Development in curricula of select countries in different regions Mahatma Gandhi Institute of Education for Peace and Sustainable Development and UNESCO Bangkok Office developed coding scheme, which is being applied to policy documents in 20 Asia and Pacific countries. Results later this year Others? (APCIEU institute in Seoul, Korea)
Methodology to compiling information on the global indicator Analyse national curriculum documents to capture if, how, and to what extent, ESD and GCED content is present in countries, regions and across the globe.the coding scheme searches documents for the presence of key words or terms, associated with GCED and ESD. The GEM Report coding scheme is comprised of nine categories: 1. Human rights 2. Gender equality 3. Peace, non-violence and human security 4. Health and well-being 5. Sustainable development 6. Global citizenship and Interconnectedness 7. Cognitive skills, values and attitudes, and behaviours 8. Pedagogical approaches and methods 9. Assessment
GEM Report background research to capture Global Indicator for 4.7 The coding process involved searching for key words or related terms within subcategories in each of the nine main categories Eg., The category of Sustainable Development was organized around 10 subcategories: 1. Sustainable, sustainability, sustainable development 2. Economic sustainability, sustainable growth, sustainable production/consumption, green economy 3. Social sustainability, (social cohesion re sustainability) 4. Environmental sustainability/environmentally sustainable 5. Climate change (global warming, carbon emissions/footprint) 6. Renewable energy, alternative energy (solar, tidal, wind, wave, geothermal, biomass) 7. Ecology, ecological sustainability (ecosystems, biodiversity, biosphere, ecology, loss of diversity) 8. Waste management, recycling 9. ESD, sustainability education, education for sustainability 10. Environmental education/studies, Education for the environment
GEM Report background research to capture Global Indicator for 4.7 The coding process involved searching for key words or related terms within sub-categories in each of the nine main categories E.g, The category of Peace and Non-violence was organized around 3 sub-categories: 1.Peace 2.Abuse, Harassment, violence 3.Peace Education If a key term related to one of the sub-categories above was present in the document being coded, then a 1 was recorded. If not, then a 0 was recorded. Later, each category was characterized by 2 measures: a total count, representing the number of sub-categories found, and an index count coded 1 if one or more sub-category key terms were found present (i.e. if the main category was represented in some way), and 0 if no key terms in the category were found. The total index count was also calculated at the end of coding.
Dataset Document type: This study focused on coding the contents of National Curriculum Frameworks (NCFs). In cases where NCFs were absent, National Education Sector Plans or Strategic Plans (ESPs) were utilized and are referred to as Policy Plans. Data sources: a) IBE s collection; b) UNESCO s online databases of curriculum documents; and c) Ministry of Education websites. The vast majority of coded documents are dated from the last ten years (from 2005 onwards). Sample: 108 curriculum-based documents NCFs and ESPs were identified and coded. These documents represent curricular policies in a total 78 countries: 18 Latin America and the Caribbean, 16 Europe and Northern America, 15 sub-saharan Africa, 11 the Pacific, 7 Eastern and South-eastern Asia, 6 Southern Asia, 3 North Africa and Western Asia, and 2 Caucasus and Central Asia.
Peace education gets limited mentions in curricula
Assessing country efforts towards target 4.7: Textbook s potential TEXTBOOKS mediate intentions of curricular policy and guidelines and actual classroom activities, and one of the most widely used pedagogical tools worldwide, even where textbooks are not available to students. Large textbook collections (like that of the Georg Eckert Institute for International Textbook Research in Germany) are available and can be used to provide valid and reliable measures of progress towards target 4.7 through analysis of textbook contents For 2016 GEM Report we analyzed secondary level textbooks in terms of content areas relevant to target 4.7: the environment and sustainable development, human rights, gender equality, global citizenship, multiculturalism and cultural diversity, peace and non-violence, and student skills and values. Using standardized coding protocols developed after piloting and inter-coder reliability testing. Background study analysed 500 textbooks for secondary education subjects: history, social
(% of textbooks with mentions) Textbooks: mentions of women s rights growing Only half of global curricula mention gender equality. 40 35 30 25 20 15 10 5 0 1946 1969 1970 1979 1980 1989 1990 1999 2000 2011 to 2000 2013 Women's rights Violence against women
Some countries are updating their textbooks content Revisions of Vietnamese textbooks 2016
Textbooks can stoke or prevent violence
Textbooks can contribute to stereotypes
Textbooks have increasingly stressed human rights
Yet most textbooks still fail to cover diversity
Despite progress, coverage of global citizenship is low
Some textbooks still misrepresent environmental issues
Textbook and conflict resolution Textbooks should Pay attention to historical narratives Include stories about conflict resolution, respect for diversity and local, national or global role models Include illustrations to stimulate class discussion and personal reflection.
Overarching RECOMMENDATIONS We need to monitor curricula frameworks and textbooks 1. Textbooks should be urgently reviewed 2. Guidelines should be drawn up explicitly related to Target 4.7 in textbooks 3. Workshops should be held with textbook illustrators and writers 4. Regional organisations could help share successful policies and practice between countries.
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