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Cross-Sectoral Cooperation for Sustainable Futures Año de publicación: 2021 Autor: Jana Arbeiter | Maja Bučar Autor corporativo: Bridge 47 Cross-sectoral cooperation is important to strengthen the coherence and collaboration, as well as mobilization of resources needed for addressing systemic challenges, implementing the Sustainable Development Goals (SDGs), and enabling transformative change. Building or strengthening cross-sectoral multi-stakeholder groups or coalitions within SDG Target 4.7, can support equipping everyone with the knowledge, skills and competencies needed to contribute to a more sustainable and just future.Multi-stakeholder groups or coalitions in support of SDG Target 4.7 on a local, regional and global level are essential mechanisms for promoting and implementing sustainable development. They can enable coherence and collaboration, as well as pooling of expertise and resources needed for co-creation of the relevant policy proposals linked to the implementation of SDG Target 4.7. Building and strengthening multi-stakeholder groups or coalitions require a clear basis for establishing well-defined relationships within the multi-stakeholder groups or coalitions, well-designed structures and operating procedures and strong coordination. But most importantly, they have the potential to combine key stakeholders from relevant sectors of society, which can advocate for the implementation of SDG Target 4.7 and the (co)-creation of appropriate policies that address global justice, sustainability, and key global challenges. This publication identifies the following recommendations for establishing multi-stakeholder groups or coalitions in support of SDG Target 4.7: Multi-stakeholder groups or coalitions in support of SDG Target 4.7 on a local, regional and global level should be established, and resources should be made available for this. Stakeholders wishing to establish multi-stakeholder groups in the context of SDG Target 4.7 should clearly define their main goals and objectives. Stakeholders involved in multi-stakeholder groups in the context of SDG Target 4.7 need to be strategically identified and cover all major societal sectors, including different components of SDG Target 4.7. Coalitions in support of SDG Target 4.7 should place focus on facilitation, active listening, and peer learning opportunities. Inclusive and flexible coordination and leadership should be applied, stressing transparency, accountability and joint commitment to the cause. 
Transformative Education: Bridging Education for Change Año de publicación: 2021 Autor: Jana Arbeiter | Maja Bučar Autor corporativo: Bridge 47 This publication suggests that improvements in the areas of coordination, cooperation, awareness raising and capability development are needed, as outlined in the recommendations below. Policies and strategies at national, regional and global level should adopt overarching visions for transformative education in the form of overarching strategies for SDG Target 4.7. Mechanisms for coordination and collaboration between the different components of SDG Target 4.7 should be established at national, regional and global levels. Awareness of the role of transformative education and SDG Target 4.7 in contributing to more just and sustainable futures should be raised jointly between the different components of SDG Target 4.7. Opportunities for capacity building and upskilling of practitioners and learners linked to transformative education should be enabled and created at national, regional and global levels. 
Unlocking the Transformative Potential of Education: The Alliance Between Lifelong Learning and SDG Target 4.7 Año de publicación: 2021 Autor: Chris Millora Autor corporativo: Bridge 47 This paper has found that Lifelong learning as a spectrum of formal, informal and non-formal learning, offers a framework to embrace different forms of learning people gain in various spaces across their lifespan. While several lifelong learning policies emphasise economic benefits, evidence shows that lifelong learning also facilitates active citizenship, tolerance to diversity, empathy, learning to live together, leadership, intergenerational learning, and awareness of social injustices. This paper demonstrated the impact of ALE provisions that bring to centre stage the needs of adults – particularly women – in resource-poor contexts. These programmes recognise the ‘funds of knowledge’ and ‘banks of skills’ already existing in these communities – challenging the deficit discourse that is dominant particularly in development circles even today.Based on these findings, this paper puts forward seven interrelated policy recommendations: (1) acknowledgement, within SDG 4.7 policies, that learning occurs in all life stages, forms and spaces; (2) prioritisation of lifelong learning and transformative approaches to education into local, national, regional and global level policies, including provisions of funding; (3) a focus on the transformative competencies and outcomes of lifelong learning; (4) positioning lifelong learning as a cross- cutting (rather than separate) approach to achieving the SDGs; (5) increased attention to recognising, validating and accrediting (RVA) non-formal and informal learning; (6) involving marginalised groups as stakeholders that can shape policy and not only recipients; (7) increased government support and financing to adult educators and literacy facilitators. 
Transformative Competencies: How to Define and Implement Competencies for SDG Target 4.7 Año de publicación: 2021 Autor: Johanna Helin Autor corporativo: Bridge 47 This paper was commissioned to support advocacy for SDG Target 4.7 in European and global policies by exploring the concept of ‘Competencies for SDG Target 4.7’. This advocacy paper draws from a desk review of existing global and regional competency frameworks at national, regional and global levels. The aim is to get a clearer understanding of these transformative competencies and how they help the implementation and assessment of Target 4.7.This paper is divided in three sections. The first section provides background to the different world views that frame the discussion on competencies, before turning to presenting some of the competency frameworks for Target 4.7. The second section gives some examples of how these competencies are being introduced into national education policies, professional skills training and lifelong learning. The paper finishes with conclusions and policy recommendations. 
Indicators: The Need and Challenges of Tracking Implementation of Target 4.7 Año de publicación: 2021 Autor: Johanna Helin Autor corporativo: Bridge 47 This paper investigates the existing and proposed indicators and monitoring frame- works for 4.7. Examining efforts at national, regional, and global levels will identify the main challenges in measurement initiatives. The paper will start by looking at the context of SDGs and the special character of Target 4.7. Thereafter, it will discuss the process and limitations of defining the indicators at the global level. It will also review regional developments, tools, and ideas for national and local level assessment frameworks in Asia-Pacific and Europe. The paper ends with conclusions and policy recommendations. 
Resources: For SDG Target 4.7 Año de publicación: 2021 Autor: Sandra Oliveira Autor corporativo: Bridge 47 This paper is part of a series of publications commissioned to support advocacy for more space for SDG Target 4.7 of Agenda 2030 in European and global policies. In November 2019, Bridge 47 organised an event called Envision 4.7, which brought together civil society organisations, national governments, MEPs, European and global organisations, and together wrote a Roadmap for SDG Target 4.7 for Europe.Focusing on the key themes of this Envision 4.7 Roadmap and drawing on the Envision 4.7. policy papers as key references, this paper focuses on providing a global overview and identification of the types of resources re- quired to achieve this target.\ 
Pathways Towards Quality Primary Education: Improving Completion and Learning Outcomes Año de publicación: 2021 Autor: Moizza Binat Sarwar | Susan Nicolai | Diego Benitez Moreno | Olha Homonchuk | Jose Manuel Roche Autor corporativo: ODI Global This paper explores pathways towards quality primary education by identifying and analysing strategies used in 38 countries that have made faster progress in primary completion rates (PCR) – and, where discernible, learning outcomes – between 2000 and 2017. It further considers which social and economic groups within these countries are being left behind or excluded from the rise in completion rates, why that may be happening and what governments are doing to address those gaps. 
[Résumé] La crise climatique est une crise des droits de l’enfant: Présentation de l’indice des risques climatiques pour les enfants Año de publicación: 2021 Autor: Nicholas Rees | Margaretha Barkhof | Jan Burdziej | Sophie Lee | Harriet Riley Autor corporativo: United Nations Children's Fund (UNICEF) La crise climatique est une crise des droits de l’enfant. Les canicules, les incendies et les inondations sans précédent qui viennent de frapper plusieurs pays sont annonciateurs d’une nouvelle normalité climatique particulièrement hostile. L’impact des changements climatiques est connu de tous. Les solutions le sont également. Il est inadmissible que les enfants et les jeunes d’aujourd’hui soient confrontés à un avenir aussi incertain. Partout dans le monde, à travers des manifestations, des interventions sur les réseaux sociaux et un engagement communautaire et citoyen, les enfants et les jeunes revendiquent haut et fort le changement. Les modi operandi classiques ont fait long feu. Le présent rapport s’appuie sur l’Indice des risques climatiques pour les enfants (IRCE) pour fournir un premier aperçu de l’exposition et de la vulnérabilité des enfants aux effets des changements climatiques. 
Reimagining Climate Education and Youth Leadership: Survey Report Año de publicación: 2021 Autor: Lucia Rost | Jessica Cooke | Isobel Fergus Autor corporativo: Plan International Climate change is a social, intergenerational, gender, and racial injustice. Plan International aims to support children and youth to meaningfully and safely engage in climate policy processes and to reduce the barriers preventing them from engaging in and influencing climate policy and advocacy.With this in mind, Plan International conducted a global online survey to capture the opinions and experiences of young people on climate change education and their participation in climate policy processes. The survey was available in seven languages and was open to 15 to 24-year- olds in all 77 countries where Plan International operates. Over 1,800 adolescents and youth, between the ages of 15 to 24, from 37 countries, participated: more than half (54 per cent) were 15 to 18 years old and 72 per cent were girls. Reimagining Climate Education and Youth Leadership: Survey Report Año de publicación: 2021 Autor: Lucia Rost | Jessica Cooke | Isobel Fergus Autor corporativo: Plan International El cambio climático es una injusticia social, intergeneracional, racial y de género. Plan International tiene como objetivo ayudar a las niñas, niños y jóvenes a involucrarse de manera significativa y segura en los procesos de formulación de políticas climáticas, así como eliminar los obstáculos que les impiden participar e influir en las políticas y las actividades de promoción relacionadas con el cambio climático. Plan International realizó una encuesta on line a nivel mundial para recopilar las opiniones y las experiencias de jóvenes sobre la educación en materia de cambio climático y su participación en los procesos de formulación de políticas climáticas. La encuesta se ofreció en siete idiomas y estuvo abierta a jóvenes de 15 a 24 años en los 77 países donde trabaja Plan International. En esta encuesta, participaron más de 1800 adolescentes y jóvenes, con edades comprendidas entre los 15 y los 24 años, y procedentes de 37 países: más de la mitad de las personas (54 %) tenían entre 15 y 18 años, y el 72 % eran niñas.