Metadata Sub-indicator 12.8.1.2. Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in curricula
Goal 12. Ensure sustainable consumption and production patterns
Target 12.8. By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature
Indicator 12.8.1. Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessme
Sub-indicator 12.8.1.2. Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in curricula
- Global
Measures the extent to which countries incorporate Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) into their education systems. as reported by government officials, ideally after consultation with other government ministries, national human rights institutes, the education sector and civil society organizations. It measures what governments intend rather than what is actually implemented in schools and classrooms.
The information collected through the questionnaire monitoring the implementation by UNESCO Member States of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms is used to develop the global indicator. For each of the four components of the indicator (policy, curriculum, teacher training and student assessment), a number of criteria are measured, which are then combined to produce a single score between zero and one for each component. Only information for primary and secondary education is used to calculate indicator 4.7.1.
Range [0,1]
Annual yet to be determined
None
Tier I
No
25/05/2022
UNESCO-UIS
The indicator is based on self-reporting by government officials. However, countries are asked to provide supporting evidence in the form of documents or links (e.g., educational policies or laws, curricula, etc.) to support their responses. In addition, UNESCO compares the responses with information available from alternative sources and, if appropriate, poses questions to national respondents. At the end of the reporting cycle, country responses and supporting documents are made publicly available.