Understanding SDGs andSDG Target 4.7

Yoko Mochizuki, PhD
9 February 2017

Sustainable Development Goals (SDGs)

Sustainable Development Goals (SDGs)➤A set of 17 goals for the world’s future➤

169 targets➤

Negotiated over a two-year period at theUnited Nations➤

Agreed to by nearly all the world’s nations, on

25 Sept 2015

What is new about SDGs?
SDGs apply to every nation … and every sector.
Cities, businesses, schools, organizations, all arechallenged to act. This is calledUniversality

What is new about SDGs?
SDGs are all inter-connected, in a system. We
cannot aim to achieve just one Goal. We mustachieve them all. This is called

Integration

What is new about SDGs?
And finally, it is widely recognized that achieving
SDGs involves making fundamental changes in how
we live on Earth. This is called

Transformation

SDG 1
End poverty
in all its
forms
everywhereSDG 2End hunger, achieve food security andimproved nutritionand promote sustainable agriculture

SDG 3#2: End hunger, achieve food security andimproved nutrition and promotesustainable agriculture

Ensurehealthy
lives andpromote
well-being
for all at allages

SDG 4
Ensureinclusiveand quality
education
for all andpromotelifelong
learning

SDG 5
Achievegenderequality
andempower
womenand girls

SDG 6
Ensure accessto water andsanitation for all

SDG 7
Ensureaccess toaffordable,reliable,sustainable
and modern
energy for all

SDG 8Promoteinclusive andsustainableeconomicgrowth,employment
and decent
work for all

SDG 9Build resilient
infrastructure,promotesustainableindustrializationand foster
innovation

SDG 10
Reduceinequality
within andamongcountries

SDG 11Make citiesinclusive, safe,
resilient andsustainableSDG 12

Ensuresustainableconsumption
andproduction
patterns

SDG 13
Take urgent action
to combat climatechange and its
impacts

SDG 14
Conserve
andsustainably
use theoceans,seas andmarine
resources

SDG 15

Sustainably manage forests, combat
desertification, halt and reverse landdegradation,
halt biodiversity loss

SDG 16

Promote just, peacefuland inclusive
societies

SDG 17
Revitalize theglobal
partnershipforsustainable
development

“5Ps” of Agenda 2030
People: to end poverty and hunger, in all their forms and dimensions, and to ensure that all
human beings can fulfil their potential in dignity and equality and in a healthy environment.
Planet: to protect the planet from degradation, including through sustainable consumption
and production, sustainably managing its natural resources and taking urgent action on
climate change, so that it can support the needs of the present and future generations.
Prosperity: to ensure that all human beings can enjoy prosperous and fulfilling lives and that
economic, social and technological progress occurs in harmony with nature.
Peace: to foster peaceful, just and inclusive societies which are free from fear and violence.
There can be no sustainable development without peace and no peace without sustainable
development.
Partnership: to mobilize the means required to implement this Agenda through a revitalized
Global Partnership for Sustainable Development, based on a spirit of strengthened global
solidarity, focused in particular on the needs of the poorest and most vulnerable and with theparticipation of all countries, all stakeholders and all people.

Education in the 2030 Agenda

Sustainable Development Goal 4
Goal 4 : Ensure inclusive and equitable quality educationand promote lifelong learning opportunities for all
Outcome Targets [7]Means of implementation [3]4.1 Quality primary/secondary education for all

4.a Safe & inclusive learningenvironments

4.2 Early childhood & pre-primary education
4.3 Equal access to TVET & higher education

4.b Scholarships for higher education

4.4 Relevant skills for work
4.5 Gender equality & equal access for all

4.c Teachers’ training and working
conditions

4.6 Youth and adult literacy
4.7 Education for sustainability
UNESCO Education Sector

Education targets/indicators
within other SDGs
Health and Well-being
Target 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, andthe integration of reproductive health into national strategies and programmes
Gender Equality
Global Indicator: Number of countries with laws and regulations that guarantee women
aged 15-49 years access to sexual and reproductive health care, information and education
Decent Work and Economic GrowthTarget 8.6: By 2020 substantially reduce the proportion of youth not in employment,
education or training
Responsible Consumption & Production
Target 12.8: By 2030 ensure that people everywhere have the relevant information
and awareness for sustainable development and lifestyles in harmony with nature
Climate Change Mitigation
Target 13.3: Improve education, awareness raising and human and institutional
capacity on climate change mitigation, adaptation, impact reduction, and early warning
UNESCO Education Sector

SDG4 - Key Features
Principles••Universally-relevant
Rights-based and a public goodScope••

Expanded access to all levels of education
Holistic and lifelong learning approachEquity•

Renewed focus on inclusion, equity and gender equality

Quality•••

Renewed focus on effective acquisition of foundational skills
New focus on relevance of learning for decent work
New focus on relevance of learning for social and civic life

Key Features:
Implications for implementation
Features
Universally-relevant agenda
with sustainability at its core

Expanded access to all levelsof education in a holistic andlifelong learning approachbased on the principles ofeducation as a basic humanright and a public good

Implications•

Collaboration, cooperation and partnerships•

Beyond a silo approach to education•

Inter-sectoral coordination at country level•

Legislation•

Sector-wide policy, planning and coordination•

Recognition, validation and accreditation oflearning•

FinancingKey Features:
Implications for implementation
Features
Renewed focus onequity, inclusion andgender equality

Implications•••

Renewed focus oneffective acquisition ofbasic competencies•••

New focus on relevanceof learning both for work •and for responsible
citizenship in a plural & •interdependent world

Inclusive policy dialogue and formulation
Targeted strategies to overcome inequality inaccess, participation and outcomesMore disaggregated data to monitor educational
inequality and greater capacity for data analysis
Review of curricular content and methods
Teacher training and professional development
Curricular approaches that ensure alignment
between teaching/learning content, methods,
teacher training, assessment…
Re-examining methods of formative and summative
assessment of learning
Establishing or further developing quality assurance
and qualifications frameworks

Governance, Accountability
and Partnerships
Country-led action, supported by collective efforts

Principles of inclusiveness, participation, transparency andmutual accountability

Strong and multifaceted partnerships: governments, coconvening agencies and international organisations, NGOs,
civil society, youth organizations, teachers and educators,
communities and parents, private sector, philanthropic
organizations and foundations

UNESCO Education Sector

UNESCO supportfor SDG4 implementation
At global and regional levels:••••

Lead/facilitate coordination, partnerships and policy dialogue, knowledgesharing and standard-setting
Undertake advocacy and communication to promote political and financial
commitment to Education 2030
Indicator development [UIS]Monitoring and review of progress in education across SDGs [GEM]

Capacity development and technical support at country level:••

Sub-sectoral policy and strategy reviews
Sector-wide planning, management and monitoring
UNESCO Education Sector

Indicators to monitor
SDG4 progress
11 Global indicators [obligatory]:
Minimum set of internationally-comparable indicators that countries are expected toreport on at the global level. (Developed by UN Inter-Agency and Expert Group, IAEG-SDGs)

43 Thematic indicators [optional]:
A more comprehensive set of internationally-comparable indicators that countries may
use to report on progress toward SDG4 at the global level. (Developed by UNESCO TechnicalCooperation Group, TCG)

Regional and national indicators:
Regional indicators: Specific indicators, common to countries within a specific region, mayalso be developed to collectively monitor and report on progress.
National indicators: Monitoring at country level will also include context-specificindicators essential for monitoring and regulating national educational development.
UNESCO Education Sector

Sustainable Development Goal 4.7
Target 4.7 : By 2030, ensure that all learners acquire the knowledge
and skills needed to promote sustainable development, including,among others, through education for sustainable development andsustainable lifestyles, human rights, gender equality, promotion of aculture of peace and non-violence, global citizenship and appreciationof cultural diversity and of culture’s contribution to sustainable
development
Global Indicator
Extent to which (i) global citizenship education, (ii) education forsustainable development, including gender equality and human rights,
are mainstreamed at all levels in (a) national education policies (b)curricula (c) teacher education and (d) student assessment
UNESCO Education SectorSDG 4.7 Indicators

UNESCO Education Sector

MGIEP Contribution toSDG 4.7
1. Monitoring SDG 4.7
The State of Education for Peace, Sustainable
Development and Global Citizenship Report forAsia
2. Capacity development for implementing SDG 4.7

Embedding Guidebook for Textbook Authors

MGIEP Contribution toSDG 4.7

1. Policy and Curriculum Review for SDG 4.7 Monitoring:
The State of Education for Peace, Sustainable
Development and Global Citizenship for Asia••••

National education policy
Nation curriculum framework (NCF)
Subject curricula
Textbooks

1. Policy and Curriculum Review for SDG 4.7

UNESCO Education Sector

MGIEP Contribution toSDG 4.7
2. Capacity development for implementing SDG 4.7
Embedding Guidebook for Textbook Authors• International Workshop in Bangalore, June 2016,
bringing together diverse stakeholders, including
major publishers (Pearson and McMillan)• Focus on core subjects: Math, Sciences,Languages (English) and Geography• Training for textbook authors

MGIEP Contribution toSDG 4.7
2. Capacity development for implementing SDG 4.7
MGIEP’s Embedding Approach• From preaching SD on the fringes of curricula tomaking SD as a core guiding principle ofcurriculum development• From inserting new thematic content into thealready overburdened curricula to reorienting
the content of textbooks of core subjects

Thank you
https://en.unesco.org/education2030-sdg4@Education2030UN

For more information on the MGIEP embedding initiative,
please contact

y.mochizuki@unesco.org