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Global citizenship education: goals and challenges in the new millennium Año de publicación: 2013 Autor: Soonyong Pak Autor corporativo: APCEIU The research report examines what issues are at stake in delivering global citizenship education, a new emerging education initiative. Revisiting the conceptual and operational framework of global citizenship education, readers can have a broad picture on the current status of global citizenship education and a way forward towards effective implementation of it. Éducation à la citoyenneté mondiale: objectifs et défis dans le nouveau millénaire Año de publicación: 2013 Autor: Soonyong Pak Autor corporativo: APCEIU Le rapport de recherche examine les questions qui sont en jeu dans la prestation de l'éducation à la citoyenneté mondiale, une nouvelle initiative émergente de l'éducation. Revisiter le cadre conceptuel et opérationnel de l'éducation à la citoyenneté mondiale, les lecteurs peuvent avoir une vue d'ensemble sur l'état actuel de l'éducation à la citoyenneté mondiale et une voie à suivre pour la mise en œuvre effective de celui-ci. 글로벌 시민 교육: 새 천년의 목표와 도전 Año de publicación: 2013 Autor: 박순용 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 이 연구 보고서는 새로운 신흥 교육 이니셔티브인 글로벌 시민 교육을 제공하는 데에 어떤 문제가 있는지를 조사하고 있다. 글로벌 시민 교육의 운영 체제와 개념을 다시 살펴보면, 독자는 글로벌 시민 교육의 현 상태와 이를 효과적으로 이를 구현할 수 있는 방법에 관한 폭넓은 그림을 그릴 수 있다. 
Global Monitoring of Target 4.7: Themes in National Curriculum Frameworks; Background Paper Prepared for the 2016 Global Education Monitoring Report Año de publicación: 2016 Autor corporativo: UNESCO International Bureau of Education (IBE) This study is an initial attempt to monitor ESD and GCED content in curricula globally. The goal here is to analyse national curriculum documents to reveal if, how, and to what extent ESD and GCED content is present across the globe. For this purpose, the research team developed a coding scheme based on key ESD and GCED knowledge, skills, behaviours and pedagogies that was used in evaluating the various national curriculum documents for evidence of ESD and GCED content. In this paper, we present the study in the following order. Further explanation of ESD and GCED, and a discussion of issues relating to their implementation and monitoring will come first. Then we will review similar studies that have also attempted to monitor GCED and ESD through content analysis. The study’s methods and findings will then be presented, followed by a discussion of the challenges addressed in developing a coding system to monitor curricula effectively. Finally, we share a series of recommendations that will focus on ways for moving forward in monitoring GCED and ESD effectively, both at a curricular level and beyond. 
Non-formal and Informal Programs and Activities that Promote the Acquisition of Knowledge and Skills in Areas of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) Año de publicación: 2016 Autor: Ashley Stepanek Lockhart Autor corporativo: UNESCO This study will examine the nature of, and how, non-formal and informal programs and activities contribute to the acquisition of knowledge and skills for children, adolescents, youth and adults in precise areas of Target 4.7. This will be done by highlighting different definitions, conceptual approaches and history, along with policies of GCED and ESD and non-formal education and informal learning, comparing attempts to operationalize GCED and ESD to indicators for measurement and monitoring and challenges therein, and by identifying relevant sample programs and activities from around the world to analyze and consider using as data sources. How non-formal and informal provision related to GCED and ESD links to formal education will be considered, along with its connection to the larger notion of lifelong learning. 
Turning Promises into Action: Gender Equality in the 2030 Agenda for Sustainable Development Año de publicación: 2018 Autor corporativo: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Turning promises into action: Gender equality in the 2030 Agenda for Sustainable Development” provides a comprehensive and authoritative assessment of progress, gaps and challenges in the implementation of the Sustainable Development Goals (SDGs) from a gender perspective. This report monitors global and regional trends in achieving the SDGs for women and girls based on available data, and provides practical guidance for the implementation of gender-responsive policies and accountability processes. As a source of high-quality data and policy analysis, the report is a key reference and accountability tool for policymakers, women’s organizations, the UN system, and other stakeholders. Hacer las promesas realidad: La igualdad de género en la agenda 2030 para el desarrollo sostenible Año de publicación: 2018 Autor corporativo: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Hacer las promesas realidad: La igualdad de género en la Agenda 2030 para el Desarrollo Sostenible” presenta una evaluación exhaustiva y fidedigna de los avances, dificultades y posibilidades de la aplicación de los Objetivos de Desarrollo Sostenible (ODS) desde una perspectiva de género. El informe hace seguimiento de las tendencias mundiales y regionales con miras a la consecución de los ODS para las mujeres y las niñas sobre la base de los datos disponibles, y ofrece orientación práctica para la ejecución de políticas sensibles al género y los consiguientes procesos de rendición de cuentas. Como fuente de análisis de alta calidad de datos y políticas, el informe es una referencia e instrumento de rendición de cuentas esencial para responsables de la formulación de políticas, organizaciones de mujeres, el sistema de las Naciones Unidas y otras partes interesadas. 
Towards the development of an international module for assessing learning in Global Citizenship Education (GCE) and Education for Sustainable Development (ESD): a critical review of current measurement strategies Año de publicación: 2016 Autor: Bryony Hoskins Autor corporativo: UNESCO The aim of the study is to support the development of an indicator for target 4.7 of the UN sustainable development goals (STG). The study provides a conceptual framework for measuring the competences from global citizenship education (GCE) and education for sustainable development (ESD) from a review of the literature and then an audit of the different aspects of these competences. The study establishes the extent that these competences can be measured using existing data. The results of this analysis show that most dimensions of GCE can to some extent be measured by the existing IEA ICCS 2009 and 2016 datasets and an outline of how this data can be used to develop an initial indicator or set of indicators for target 4.7 is given. However, in contrast, the study finds that existing data is much more limited on measuring ESD and the existing data does not provide enough coverage for indicator development at the moment. The study recommends that in order to provide a more comprehensive measure of both these competences it would be necessary to develop a new module on GCE and ESD. After considering the options, it is concluded that the most realistic option is for this module to be attached to the existing IEA ICCS survey. The study concludes that an indicator of all citizens across the whole world is probably unrealistic considering the challenges faced, but what could be achievable is an indicator covering some countries from each region from around the world. To make this a reality considerable political effort and search for funding would be required to engage new regions to the ICCS survey, for example, from Africa and the Middle East 
Developing a Monitoring Instrument to Measure Extracurricular and Non-formal Activities which Promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) Año de publicación: 2016 Autor: Bassel Akar Autor corporativo: UNESCO The goal on Education is 1 of 17 Sustainable Development Goals that comprises a target to ensure all learners around the world have an opportunity to develop the competencies to promote sustainable approaches to living, including appreciating of cultural diversity, non-violence, and gender equality. Extracurricular activities and non-formal education (ENA) provides a non-traditional space for learning global citizenship and sustainable development. Around the world, communities have organized education programs and activities for youth outside school to learn the values and practices of being global citizens. Research shows, however, that most efforts to review and improve ENA for global citizenship and sustainable development have focused on summative evaluations with little attention to formative approaches of monitoring. Drawing on basic principles of action research, sustainable professional development, and education quality enhancement, a monitoring framework emerges to support organizations around the world in measuring progress towards education for global citizenship and sustainable development. This framework also suggests (1) inclusive monitoring spaces like internal reviews and online social networking platforms, (2) roles of stakeholders like donor agencies in institutionalizing monitoring practices, (3) instruments and measurable scales to facilitate dialogues that review program objectives and action plans, and (4) challenges in inclusive and sustainable monitoring tools and approaches. 
教科文组织在实施全球公民教育以及促进和平与人权教育和可持续发展教育中的作用和责任 Año de publicación: 2015 Autor corporativo: UNESCO This document is an addendum to document 196 EX/32. This item was included in the provisional agenda of the 196th session of the Executive Board at the request of Austria and Italy