By 2030, ensure that all learners acquire the 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.
Project 1: Revise National Education Policies to Emphasize Sustainability and Global Citizenship
Specific: Revise national education policies in [Specific Country] by December 2024 to explicitly mention GCED and ESD as key learning objectives across all education levels. Policies should promote the integration of these themes into curriculum development, teacher training, and student assessment practices.
Measurable: Track the revision of national education policies and analyze their content to assess the inclusion and emphasis placed on GCED and ESD.
Achievable: Partner with education ministries and curriculum development bodies to advocate for policy revisions. Utilize existing international frameworks on GCED and ESD for guidance.
Result-Oriented: Ensure national education policies create a strong foundation for mainstreaming GCED and ESD throughout the education system.
Time-Bound: Revise policies by December 2024.
Impact Assessment:
4.7.1 (a): Analyze the revised national education policies to assess the extent to which they mention and prioritize GCED and ESD, including references to gender equality and human rights.
Project 2: Develop and Implement Comprehensive GCED and ESD Curricula
Specific: Develop and implement age-appropriate GCED and ESD curricula for all primary and secondary education levels in [Specific Region] by December 2025. Curricula should integrate these themes across various subjects and encourage critical thinking, problem-solving, and action-oriented learning.
Measurable: Track the development and national/regional adoption of the GCED and ESD curricula. Analyze curriculum content to assess its alignment with learning objectives and integration of key sustainability and global citizenship concepts.
Achievable: Partner with curriculum development experts and teachers to design engaging and relevant curricula. Utilize existing resources and best practices from other countries.
Result-Oriented: Equip students with the knowledge, skills, and values necessary to become responsible global citizens and contribute to sustainable development.
Time-Bound: Develop and implement curricula by December 2025.
Impact Assessment:
4.7.1 (b): Conduct curriculum reviews to assess the integration of GCED and ESD themes across different subjects in primary and secondary education. Conduct pilot tests of the new curricula and gather feedback from teachers and students.
Project 3: Integrate GCED and ESD into Pre-Service and In-Service Teacher Training Programs
Specific: Modify pre-service and in-service teacher training programs in [Specific Country] by June 2024 to include dedicated modules on GCED and ESD pedagogy. These modules will equip teachers with the knowledge, skills, and resources to effectively integrate these themes into their classrooms across various subjects.
Measurable: Track the revision of teacher training programs and analyze the content of GCED and ESD modules. Monitor teacher participation in training programs.
Achievable: Partner with teacher education institutions and curriculum development experts to design and deliver training modules. Utilize online learning platforms to reach a broader range of teachers.
Result-Oriented: Equip teachers with the necessary pedagogical skills and knowledge to deliver engaging and effective GCED and ESD lessons.
Time-Bound: Revise training programs and launch modules by June 2024.
Impact Assessment:
4.7.1 (c): Analyze teacher training program content to assess the inclusion and depth of GCED and ESD modules. Conduct surveys with teacher trainees and participants in in-service programs to gauge their understanding and confidence in teaching these topics.
Project 4: Develop Innovative Teaching and Learning Materials to Support GCED and ESD Pedagogy
Specific: Develop a comprehensive collection of age-appropriate and interactive teaching and learning materials in the local languages of [Specific Country] by December 2024. Materials will focus on key GCED and ESD themes like environmental awareness, social justice, human rights, and intercultural understanding. These materials will be available in various formats (e.g., digital, print) and cater to diverse learning styles.
Measurable: Track the development and distribution of teaching and learning materials, analyze their content alignment with GCED and ESD concepts, and monitor their utilization by teachers.
Achievable: Partner with subject-matter experts, educators, and technology specialists to develop engaging and culturally relevant materials. Utilize low-cost production methods and accessible online platforms for dissemination.
Result-Oriented: Provide teachers with readily available and high-quality resources that facilitate interactive and student-centered learning experiences related to sustainability and global citizenship.
Time-Bound: Develop and disseminate materials by December 2024.
Impact Assessment:
4.7.1 (b): Monitor how teachers utilize the developed materials in their classrooms. Conduct classroom observations to assess student engagement and learning activities related to GCED and ESD.
Project 5: Establish National Teacher Professional Development Programs on GCED and ESD
Specific: Establish a national professional development program for teachers in [Specific Region] on GCED and ESD by June 2024. The program will offer ongoing training workshops, online learning resources, and peer-to-peer learning opportunities to enhance teacher knowledge and skills in integrating these themes into their teaching practice.
Measurable: Track the establishment and participation rate in the national professional development program, analyze the content and quality of training materials, and monitor teacher engagement in ongoing learning activities.
Achievable: Partner with universities, teacher associations, and NGOs specializing in GCED and ESD to develop and deliver training programs. Utilize a blended learning approach (online and in-person) to reach a wider audience.
Result-Oriented: Foster a culture of continuous learning among teachers and equip them with the latest strategies and resources for effective GCED and ESD education.
Time-Bound: Establish the program and launch initial training opportunities by June 2024.
Impact Assessment:
4.7.1 (c): Monitor teacher participation rates in ongoing professional development activities on GCED and ESD. Conduct surveys with teachers to assess their perceived effectiveness of the program in enhancing their teaching skills and knowledge related to these themes.
Project 6: Design and Implement Student Assessment Strategies that Evaluate Knowledge, Skills, and Dispositions Related to GCED and ESD
Specific: Develop and implement a framework for student assessment in [Specific Country] by December 2024 that evaluates students' knowledge, skills, and dispositions related to GCED and ESD. This framework will encompass a variety of assessment methods, including classroom-based activities, projects, and standardized tests that go beyond rote memorization.
Measurable: Track the development and national adoption of the assessment framework, analyze the types of assessment methods included, and monitor their implementation in classrooms.
Achievable: Partner with assessment experts and educators to develop age-appropriate and diverse assessment tools. Utilize existing frameworks and best practices from other countries.
Result-Oriented: Ensure that student assessments accurately measure not just knowledge acquisition but also critical thinking, problem-solving, and action-oriented skills related to sustainability and global citizenship.
Time-Bound: Develop and implement the framework by December 2024.
Impact Assessment:
4.7.1 (d): Analyze the student assessment framework to assess the types of skills and dispositions (e.g., collaboration, empathy, critical thinking) targeted related to GCED and ESD. Pilot test the assessment tools with students and revise them based on feedback.
Project 7: Promote School-Community Partnerships to Foster Learning Experiences that Promote Sustainability and Global Citizenship
Specific: Establish partnerships between schools and local communities in [Specific Region] by December 2024 to create opportunities for students to engage in real-world learning experiences related to sustainability and global citizenship. These partnerships could involve local businesses, NGOs, environmental organizations, and cultural institutions.
Measurable: Track the number of established school-community partnerships, analyze the types of collaborative activities implemented, and monitor student participation in these activities.
Achievable: Partner with local organizations and community leaders to identify potential collaboration opportunities. Facilitate communication and coordination between schools and community partners.
Result-Oriented: Provide students with opportunities to apply their knowledge and skills in real-world contexts, fostering a sense of local and global responsibility.
Time-Bound: Establish partnerships and launch initial collaborative activities by December 2024.
Impact Assessment:
4.7.1 (b): Monitor the implementation of school-community partnership activities and their alignment with GCED and ESD themes. Conduct surveys with students and teachers to assess their perceptions of the impact of these activities on their learning and engagement.
Project 8: Develop Public Awareness Campaigns to Highlight the Importance of GCED and ESD for All Learners
Specific: Launch a national public awareness campaign in [Specific Country] by June 2024 to emphasize the importance of GCED and ESD for all learners. The campaign will utilize various media channels and community outreach events to engage parents, educators, and the general public about the benefits of these educational approaches for a sustainable future.
Measurable: Track the reach and impact of the public awareness campaign through media monitoring and surveys. Analyze the level of public awareness and understanding of GCED and ESD before and after the campaign.
Achievable: Partner with media outlets, celebrities, and educational institutions to develop engaging campaign materials. Utilize social media platforms and community events to reach a broad audience.
Result-Oriented: Generate public support for GCED and ESD, influencing policy decisions and promoting a societal shift towards sustainability education.
Time-Bound: Launch the campaign by June 2024.
Impact Assessment:
4.7.1 (a): Analyze media coverage and public discourse around GCED and ESD following the campaign. Conduct surveys to measure changes in public awareness and attitudes towards these themes.
Project 9: Encourage Collaboration and Knowledge Exchange Between Educational Institutions Across Different Countries on GCED and ESD Practices
Specific: Establish a regional network for educators and curriculum developers in [Specific Region] by June 2024 to facilitate knowledge exchange and collaboration on effective GCED and ESD practices. The network will utilize online platforms and organize regional workshops to share best practices, resources, and innovative teaching approaches.
Measurable: Track the establishment and membership of the regional network, monitor participation in online discussions and workshops, and analyze the types of resources and best practices shared.
Achievable: Partner with regional educational institutions and NGOs to establish the network. Utilize existing online platforms for communication and collaboration.
Result-Oriented: Foster a community of practice among educators across borders, promoting cross-cultural learning and the development of more effective strategies for GCED and ESD education.
Time-Bound: Establish the network and launch initial knowledge exchange activities by June 2024.
Impact Assessment:
4.7.1 (b & c): Analyze the resources and best practices shared within the network, assessing their focus on GCED and ESD themes and potential for adaptation in different educational contexts. Conduct surveys with network participants to gauge their perceptions of the network's effectiveness in promoting collaboration and knowledge exchange.
Project 10: Conduct Research Studies to Evaluate the Effectiveness of GCED and ESD Programs in Promoting Sustainable Development and Global Citizenship
Specific: Commission a national research study in [Specific Country] by December 2025 to evaluate the long-term impact of GCED and ESD programs on student knowledge, skills, attitudes, and behaviors related to sustainability and global citizenship. The study will employ a mixed-methods approach, including surveys, interviews, and analysis of student work.
Measurable: Track the development and completion of the research study, analyze the research methodology and data collection tools, and assess the findings related to the impact of GCED and ESD programs.
Achievable: Partner with universities or research institutions with expertise in education research. Secure funding to support the research study.
Result-Oriented: Generate evidence-based data on the effectiveness of GCED and ESD programs in fostering desired learning outcomes and contributing to a more sustainable future.
Time-Bound: Commission the study by December 2024 and complete data collection by December 2025.
Impact Assessment:
4.7.1 (d): Analyze the research findings to assess the extent to which GCED and ESD programs contribute to students' development of knowledge, skills, and dispositions (e.g., critical thinking, empathy, responsible decision-making) related to sustainability and global citizenship. Utilize research findings to inform policy decisions and program improvements related to GCED and ESD.
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