‘GCED Curriculum Development and Integration Project’ was launched in 2016, sponsored by the government of the Republic of Korea. This 3-year Project aims to mainstream GCED in educational system of participating countries by integrating GCED into their respective national curriculum. APCEIU has successfully operated the 1st (2016-2018: Cambodia, Mongolia, Uganda, Colombia) and the 2nd (2019-2021: Kenya, Lebanon, Sri Lanka, the Philippines) rounds of Project. This Project reflects each country’s local context and demand in developing GCED-integrated curriculum and resources, thereby effectively mainstreaming GCED in their educational systems. In 2021, the 3rd round of the Project with Georgia, Indonesia, Lao PDR and Rwanda has started and will be implemented until 2023.

The project discerns how the Intercultural Understanding (ICU) curriculum and policies across Australia are informing education with regard to global citizenship and of culture’s contribution to sustainable development, and to determine how these strategies are playing out on the ground (ie.in Australian classrooms). This was implemented across 2 stages, firstly a literature review, and secondly a survey of teachers’ experiences in schools across Australia. By synthesising these 2 stages, Australia’s progress towards Target 4.7 outcomes has been measured. This can be utilised to inform future policy, benchmarking and recommendations to address global citizenship education in Australia and beyond.

The German Federal Ministry of Education and Research funds the development of ESD-indicators in Germany as a strong commitment to the German National Action Plan on ESD. The research projects are to develop indicators for ESD, with respect to indicator 4.7.1, in the area of schools and vocational schools. The indicators shall be used for the German National Sustainability Development Strategy and national or sub-national educational reporting. Furthermore, they will be used for monitoring the implementation of the German National Action Plan on ESD. The main results will be two sets of tested input- and output-indicators and two sets of tested outcome-indicators for ESD.

The Bridge 47 Network is a global network in support of SDG Target 4.7 and transformative education. We create opportunities for learning and exchange and joint advocacy work for SDG Target 4.7 for our over 1000 members from 85 different countries. At the Forum, a summary of key findings and recommendations from three Bridge 47 advocacy research papers will be shared, highlighting among others lifelong and life-wide learning and a multi-stakeholder approach in contributing to measuring progress on SDG Target 4.7. The three advocacy research papers focus on indicators and transformative competencies for SDG Target 4.7.

IEA ICCS investigates the ways in which young people are prepared to undertake their roles as citizens in a world where contexts of democracy and civic participation continue to change. With previous cycles in 2009 and 2016, the follow-up for 2022 will report on students´ knowledge and understanding of concepts and issues related to civics and citizenship, as well as their beliefs, attitudes, and behaviors – additionally contextual data on curriculum, teachers, school environment, as well as homes and the wider community. ICCS 2022 specifically addresses knowledge, attitudinal and identity dimensions of GCED and ESD in relation to SDG Target 4.7.

UNiESD&ST is a new cooperation network between UNESCO, Rhodes University, Heidelberg University of Education, York University, University of Crete, Earth Charter Centre at University of Peace and Leuphana University of Lueneburg to foster sustainability learning with teacher education and capacity building at the core. This cooperation network is established under UNESCO’s University Twining, an inter-university cooperation programme to foster knowledge sharing and collaboration towards sustainable development. This global programme brings UNESCO and South African Research Chairs Initiative along with thirty institutions from academia, research and ESD practice together to implement the ESD for 2030 framework with the main focus on strengthening the capacities of teachers at all levels of education-primary to tertiary in the space of formal and non-formal education.

The NGO-UNESCO Liaison Committee represents more than 400 Non-Governmental Organisations in Official Partnership status with UNESCO. The Committee is elected by these NGOs every two years, and works to amplify the voices of civil society, The Committee operates under the Directives concerning UNESCO’s partnership with Non-Governmental Organisations   On 6-7 December 2021, the Liaison Committee is hosting the 12th International Forum of NGOs in Official Partnership with UNESCO, titled ˝Achieving Global Citizenship˝, with the intention of supporting the work undertaken on the 5th UNESCO Forum with the voices of NGOs from all over the world dedicated to this important topic. We are proud to present here the results of NGO responses on areas of focus aligning to Global Citizenship and SDG 4.7./

The aim of this project was twofold. First, to offer a picture of educational policy pertaining to sustainability education (or its variants) and how each country is doing w.r.t. SDG 4.7. Second, to provide an overview of the Nordic countries as a whole and see whether a common Nordic approach to sustainability education can be detected. More specifically, to answer the following questions: 1. How is sustainability education (or its variants) construed in educational policy in each of the Nordic countries? 2. Is there a common understanding of sustainability as an aim in education and as an approach in schools throughout the Nordic countries?

Sulitest aims to improve and mainstream sustainability literacy by offering educators with tools for education for sustainable development. Our main tool is the Awareness Test, with which candidates can learn while answering to multiple-choice questions about sustainable development. The Examiner that is offering this Awareness Test can have a mapping of the awareness, being able to see the results per question, per knowledge area and per SDG, besides benchmarking its session with the national and global average. Sulitest, on a global scale, reports on the trends that emerge from this data yearly, findings which are presented in this booth.

The teacher education programme on the intercultural dialogue at Tamagawa University (ASPnet) aims at the development of the competency of perspective taking. In the ˝SDGs Practical Learning Project˝, pre-service teachers participated in the moral dilemma discussion about several ongoing conflict issues of the international society, searching for some possible solution and reconciliation between cultures. After the participation, the students enhanced significantly their level of multi-faceted perspective taking in their moral judgement about conflict issues. The knowledge of different cultural heritage turned out to be a significant factor which facilitates the development of perspective taking as global competency towards conflict resolution.

The SDG 4.7 / Human Rights Education Monitoring Tool enables National Human Rights Institutions and/or state parties to monitor the implementation of the human rights education (HRE) element of global SDG target 4.7 and related human rights provisions. The Monitoring Tool can help improve HRE data, which can serve to guide a process towards enhanced national implementation of HRE. 11 National Human Rights Institutions have piloted the tool with promising results.   No quality education without human rights. If future generations are to participate in the development of a universal culture of human rights, it is crucial that human rights education is embedded in both national education policies and in the curricula

At the Duke of Edinburgh’s International Award Foundation, we use social value analysis to understand and monetize our impact. Social value is the economic value of the change the stakeholders (e.g. young people, teachers, youth workers) experience due to the activities, services or products of an organisation. Social value research uncovers how these changes occur, and through welfare economics, these changes, some of which can be linked to target 4.7, can be represented in monetary terms. This allows us to establish the return on investment and say ‘for each $ spent on our programme, the social value created is $x’.

Through the UNESCO Associated Schools Network pilot project ˝Getting Climate-Ready: A Whole-School Approach to Climate Change˝, students, teachers and their communities in 25 countries engaged in a combination of learning and actions to integrate sustainability in every dimension of their school. Schools integrated ESD in their curricula, shifted to inquiry-based, immersive and real-life teaching and learning, initiated participatory decision-making processes and built school-community partnerships to green school premises, improve water, waste and energy management and school communities’ overall health and well-being. Project participants developed an environmental conscience, a strong sense of belonging to their school and community and a new vision of how they can individually and collectively transform their schools and communities to support the transition to green economies and sustainable, climate resilient societies. In 2022, ASPnet will invite all of its member institutions to adopt the whole-institution approach and develop and implement, with and for their students, school action plans to counter climate change at the local level, with the objective to initiate lasting positive transformations towards sustainable development and lifestyles. Photo Credits: ASPnet Al Manar Modern School Ras El Metn Mount Lebanon

Health & Life skills education is a pillar supporting multi-component approaches (child friendly, healthy, safe, green schools etc.) promoted by several UN agencies. This core subject teaches vaccine literacy, personal hygiene skills, finding reliable health information - especially online, taking safety precautions and why we should be fundamentally concerned about the health of others. Yet health & well-being has been poorly researched, measured & monitored as well as deliberately ignored in the monitoring of Target 4.7 (p 13) and poorly understood by the Futures of Education Commission (p 68)). UNICEF, UNESCO, ISHN and other FRESH partners are conducting a fact-finding survey and policy/curriculum analysis to fill this ironic, deadly gap now exposed by the Covid pandemic.

The Southeast Asia Primary Learning Metrics (SEA-PLM) is a regional programme for Southeast Asian countries to improve students learning across basic education. The programme through its flagship regional comparative survey at the end of primary education – namely SEA-PLM 2019 as its 1st round across 6 participating countries assessed children´s learning proficiency in reading, writing and mathematics while collecting a large set of data about the attitudes, values and behaviours of children and their teachers on global citizenship education across a range of citizenship topics and concepts.

In order to assess the achievement of Target 4.7 it is crucial to identify who are the GCED key players in influencing policy and practice innovation and to map relationships that connect them as a network of GCED providers and policy actors. This research was seeking to map multiple ties among active promoters of GCED in the UN region of Europe and North America connecting them as a network. We adopted Social Network Analysis and digital methods to systematically map relationships among key GCED actors. Three networks were especially explored: mutual collaboration, technical information sharing, and meetings between organizations.

The OMEP world project aims at listening to children’s voices, enhancing children´s participation in education and society, and competence development in ESD. With the use of informal child interviews and the OMEP ESD rating scale, authentic ESD projects are initiated in preschools with active participation of young children. Participants are children in ECEC Settings, ECEC Teachers, and ECEC Student Teachers in 19 countries in Africa, Asia/Pacific, Latin America and Europe. The results will be exemplified with case studies from Sweden and Russia. One primary result is that participants show a deeper understanding of ESD and the need for transformative change.