Introduction to the SDG 4 and ESD and GCED Lina Benete International Education Programme Specialist, UNESCO Almaty Sub-Regional Workshop on Implementing ESD and GCED at local level in Central Asia September 2016, Almaty, Kazakhstan

Background Through a multi-layered consultation process at UN level that started in 2012, culminated in key events in 2015 World Education Forum and Incheon Declaration (May 2015) Transforming our World - Agenda 2030 for Sustainable Development adopted UNGA (September 2015) Adoption of the Education 2030 Framework for Action (Nov 2015) Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Vision and Rationale  A single agenda: Education 2030 = SDG 4  Comprehensive, holistic, ambitious, aspirational and universal  Transformative, leaving no one behind  Addressing unfinished business of EFA and MDGs and current and future challenges Introduction to the SDG 4 and ESD and GCED, 27 September 2016

The Goal SDG 4 ‘Ensure inclusive and equitable, quality education and promote lifelong learning opportunities for all’ Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Key Features  Access : at least 12 years of free, publicly funded, quality primary and secondary education + quality education for out-of-school children  Equity and inclusion : in access, participation, retention, completion and in learning outcomes  Quality : leading to relevant, equitable and effective learning outcomes  Lifelong Learning : learning begins at birth throughout life  Gender Equality: education for and as empowerment Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Key Features (cont’d)  7 ‘specific and measureable’ Targets & 3 Means of Implementation  A set of 43 thematic indicators proposed, across four levels: global, thematic, regional and national  Can be used by countries according to their relevance to the country context  Country ownership - Governments have the primary responsibility to deliver Education 2030  Implementation strategies based on principles of inclusiveness, participation, transparency and mutual accountability  The Framework for Action (FFA) provides the rationale and shared understanding as well as the indicative strategies for effective implementation Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Links between Education and other SDGs Source: Vladimirova & Le Blanc (2015). /2015/wp146_2015.pdf Graph Credit: M. Dayan Introduction to the SDG 4 and ESD and GCED, 27 September 2016

SDG 4: the 7 Targets 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent work and entrepreneurship 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy 4.7 By 2030, ensure that 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

Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) In Target 4.7, GCED and ESD are recognized as mutually reinforcing approaches: Both prioritize the relevance and content of education in order to ensure that education helps build a peaceful and sustainable world. Both emphasize the need to foster the knowledge, skills, values, attitudes and behaviours that allow individuals to take informed decisions and assume active roles locally, nationally and globally. Each has its own distinct thematic areas of focus. Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Sustainable Development Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Water for Food Source: Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Water for Food Source: Introduction to the SDG 4 and ESD and GCED, 27 September 2016

What is Education for Sustainable Development (ESD)? Overall goal of ESD: To provide everyone with the opportunity to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future Introduction to the SDG 4 and ESD and GCED, 27 September 2016

What is ESD? ESD means: Integrating key sustainable development issues into teaching & learning Applying inclusive and participatory teaching & learning methods Promoting competencies like critical thinking, imagining future scenarios & making decisions in a collaborative way Introduction to the SDG 4 and ESD and GCED, 27 September 2016

What is ESD? Learning to know acquiring tools to better understand the world and its complexities and continue learning. Learning to be Developing to one’s full potential holistically – “mind, body, heart.” Learning to do being able to actively and creatively engage with society. Learning to live together respecting the dignity and rights of others and fostering peace, harmony and solidarity at all levels in society. Learning to transform oneself and society empowering oneself and others to assume responsibility for creating a sustainable future. Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Global Citizenship Education A video from the Global Education First Initiative (GEFI) Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Global Citizenship Education (GCED) There is no single definition... It stands on many foundations, but takes the agenda further, emphasizing how they inter-connect and support each other. The focus is on the role, content and relevance of education. Emphasis on the non-cognitive aspect of learning: ◦Values, attitudes, well-being ◦Increasing attention to ‘learning to be’, ‘learning to live together’, ‘learning to do’ and ‘learning to know’ ◦Respect for human rights, social justice, diversity, gender equality and environmental sustainability Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Global Citizenship Education (GCED) - continued Source: UNESCO (2015). Global Citizenship Education: Topics and Learning Objectives. Paris: UNESCO. Introduction to the SDG 4 and ESD and GCED, 27 September 2016

GCED Topics and Learning Objectives publication (UNESCO HQ + APCEIU) A resource for educators, curriculum developers, trainers, policymakers, etc. Identifies key topics and breaks down how these can be translated intro learning objectives for different school levels/age groups Designed for flexibility, adaptation, contextualization and can be used to build on existing work in related areas (e.g. civic education, human rights education, ESD, peace education, etc.) Topics and learning objectives are not exhaustive, nor closed to the integration of new issues Introduction to the SDG 4 and ESD and GCED, 27 September 2016

Thank You Introduction to the SDG 4 and ESD and GCED, 27 September 2016