Group Work during the Youth/Students Engagement to Foster Global Citizenship, Sustainable Development Initiatives and Peace Building in The Gambia Workshop (Photo: ©UNESCO)

Gambian youth engage in the promotion of peace, sustainable development and Global Citizenship

From 3 to 8 July 2017, the Gambian National Commission for UNESCO gathered more than 200 young people from all regions of the country and their teachers, for a weeklong training where participants adopted a Declaration calling youth organizations and national authorities for actions in favour of the integration of Global Citizenship Education and Education for Sustainable Education into the education system.

Education for Sustainable Development (ESD) is becoming an integral part of national education policies

Country reports from UNESCO Member States reveal that more than half have integrated ESD into their national education policies. The development of specific education policies on sustainable development appears to lag behind the rate at which the education sector is integrating an overall ESD agenda in national education policies.

UNESCO ESD Leadership Training, designed by Earth Charter International, is piloted around the world

During February of 2017, over one hundred young sustainability leaders gathered in Dublin, Beirut, Nairobi, and New Delhi to train in Education for Sustainable Development (ESD) Leadership using a UNESCO curriculum developed by Earth Charter International (ECI).

(Photo: © Canadian Commission for UNESCO)

Education connects peace and development in sustainable ways says Director-General at UNESCO Week opening

UNESCO Director-General Irina Bokova officially opened the UNESCO Week for Peace and Sustainable Development: The Role of Education in Ottawa, Canada on 8 March together with Catherine McKenna, Minister of Environment and Climate Change, Government of Canada, and Mitzie Hunter, Minister of Education, Government of Ontario.

The 5-day event is gathering more than 400 experts, practitioners and policymakers from across the world to examine pedagogical approaches and teaching practices to achieve the Sustainable Development Goals (SDGs) through Education for Sustainable Development (ESD) and Global Citizenship Education (GCED).

Learning to live together sustainably (SDG4.7): Trends and Progress

UNESCO contributes to the measuring of progress towards Target 4.7 of Sustainable Development Goal 4 on Education which focuses on Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). This webpage publishes regular reports, news, analyses and publications produced by UNESCO and its partners which provide evidence and links to data sets that indicate how the world is progressing towards the achievement of this Target.

Common Ground High School students study water quality in the river that flows near their campus as a part of Green Jobs Corps, an environmental employment and leadership training program. (Photo courtesy of Common Ground)

We Can’t Solve Climate Change Without Teaching It—Why More Classes Are Heading Outside

(Kate Stringer, Yes! Magazine) While climate change awareness has improved over the past two decades, U.S. middle- and high-school classrooms spend an average of only one to two hours per school year covering it, according to a survey of science teachers published in the February 2016 issue of Science. And misinformation abounds: Thirty percent of teachers say climate change is likely caused by natural events; twelve percent don’t emphasize a human cause. A handful of schools across the United States are finding place-based learning creates a valuable connection between students’ local environment and their education, especially during this time of rapid climate change.

New agreement to measure global citizenship and sustainable development education

UNESCO and the International Association for the Evaluation of Educational Achievement (IEA) have established an official agreement to collaborate in the area of measuring Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). The UNESCO – IEA collaboration will focus on measuring Target 4.7 of the 2030 Education Agenda which includes GCED and ESD, the aim of which is to “…ensure all learners acquire 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.”