By Andrés Sandoval-Hernández, University of Bath, and Diego Carrasco, Pontificia Universidad Católica de Chile
When UN Member States adopted the 2030 Agenda and its 17 Sustainable Development Goals (SDGs), there was not much discussion about how these goals were going to be measured. As we enter the Decade of Action, deciding on a measurement strategy for all SDGs and their targets has become a pressing issue.
We live in very challenging times. The rapid influx of immigrants, refugees and asylum seekers, along with increasing intolerance, social exclusion and feelings of alienation, extremism among young people, and the ongoing climate crisis, pose complex challenges. To face this global environment, we need information that enables us to think critically, connect our actions with their impacts, and act as empowered, active global citizens.
When looking specifically at SDG 4 for education, Target 4.7 asks Member States to “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.”
Today, the 60th anniversary of the UNESCO Convention Against Discrimination in Education, we are reminded more than ever of the values of inclusion embodied in this target. While we say no to discrimination in education, let us say yes to inclusivity, respect for our differences and the right of all children to a quality education.
In this blog post we describe a recently developed strategy for assessing two indicators that embody tolerance, respect and sustainable development:
Indicator 4.7.4: Percentage of students by age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability.
Indicator 4.7.5: Percentage of 15-year-old students showing proficiency in knowledge of environmental science and geoscience.
Indicators 4.7.4 and 4.7.5 speak to empowering and enabling students to be active agents of positive change, while taking action to meet the other goals.
Using UNESCO Institute for Statistics (UIS) data, we are preparing an open-source, robust and easy-to-use document containing detailed technical guidelines for countries and other interested parties to collect the data necessary to produce the scales we discuss below.