incheon framework for action - --- - الصفحة ٢١ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

٦٢. The content of such education must be relevant, with a focus on both cognitive and non-cognitive aspects of learning. The knowledge, skills, values and attitudes required by citizens to lead productive lives, make informed decisions and assume active roles locally and globally in facing and resolving global challenges can be acquired through education for sustainable development (ESD)[١٢] and global citizenship education (GCED),[١٣] which includes peace and human rights education as well as intercultural education and education for international understanding. While considerable progress has been made in recent years, only ٥٠% of UNESCO’s Member States indicate that they have, for example, integrated ESD into relevant policies [[xxxiv]].

٦٣. Indicative strategies:

· Develop policies and programmes to promote ESD and GCED and bring them into the mainstream of formal, non-formal and informal education through system-wide interventions, teacher training, curricular reform and pedagogical support. This includes implementing the Global Action Programme on ESD[١٤] and addressing themes such as human rights, gender equality, health, comprehensive sexuality education, climate change, sustainable livelihoods and responsible and engaged citizenship, based on national experiences and capabilities.

· Provide learners of both sexes and of all ages with opportunities to acquire, throughout life, the knowledge, skills, values and attitudes that are needed to build peaceful, healthy and sustainable societies.

· Develop and disseminate good practices on ESD and GCED within and between countries to better implement education programmes and enhance international cooperation and understanding.

· Promote participatory programmes for learners and educators related to ESD and GCED to engage in their communities and society.

· Ensure that education acknowledges the key role that culture plays in achieving sustainability, taking into account local conditions and culture as well as building awareness of cultural expressions and heritage, and their diversity, while emphasizing the importance of respect for human rights.

· Support the development of more robust assessment systems for ESD and GCED to assess cognitive, socio-emotional and behavioural learning outcomes, using existing and proven tools when possible, identifying needs for the development of new tools and including a broad range of countries and regions, taking into account the work of the UNESCO Institute for Statistics (UIS) and other partners.

· Promote an interdisciplinary, and if necessary, multi-stakeholder approach to ensure ESD and GCED at all levels and in all forms of education, including through human rights education and training, promoting a culture of peace and non-violence.

[١٢] ESD empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education which addresses learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society. (UNESCO. ٢٠١٤. Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. http://unesdoc.unesco.org/images/٠٠٢٣/٠٠٢٣٠٥/٢٣٠٥١٤e.pdf.)

[١٣] GCED aims to equip learners with the following core competencies: a) A deep knowledge of global issues and universal values such as justice, equality, dignity and respect; b) cognitive skills to think critically, systemically and creatively, including adopting a multi-perspective approach that recognizes different dimension, perspectives and angles of issues; c) non-cognitive skills including social skills such as empathy and conflict resolution, and communicative skills and aptitudes for networking and interacting with people of different backgrounds, origins, cultures and perspectives; and d) behavioural capacities to act collaboratively and responsibly, and to strive for collective good. (UNESCO. ٢٠١٣. Outcome document of the Technical Consultation on Global Citizenship Education: Global Citizenship Education – An Emerging Perspective.

http://unesdoc.unesco.org/images/٠٠٢٢/٠٠٢٢٤١/٢٢٤١١٥E.pdf.)

[١٤] Endorsed by the UNESCO General Conference (٣٧ C/Resolution ١٢) and acknowledged by the UN General Assembly (A/RES/٦٩/٢١١) as follow-up to the UN Decade of ESD.