Addressing global citizenship education in adult learning and education (summary report)

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Intended Audience

“Policy-makers, researchers and practitioners” [working with adult learning]

Nikolitsa-Winter, C., Mauch, W. and P. Maalouf, UNESCO Institute for Lifelong Learning

2019

“The role of global citizenship education (GCED) is very relevant to the realization of the 2030 Agenda for Sustainable Development. The three areas of sustainability, namely economic growth, social inclusion and environmental protection, rely on the contribution of informed citizens. Moreover, GCED requires a lifelong learning perspective, beginning in early childhood and continuing through all levels of education into adulthood, including both formal and informal approaches.

While GCED is already being promoted in schools and formal education, and progress has been made, further efforts are needed to involve all relevant stakeholders. Policy-makers, researchers and practitioners need to be made aware of the importance of GCED in lifelong learning and in non-formal learning and education, focusing on adult learning and education in a range of areas, including peace promotion, conflict prevention, inclusion and social cohesion” (p.5)

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SDGs LINKAGES

The resource is most closely linked to the training and skills of those working with adult education, supporting SDG 4.4 (skills for work). Global Citizenship Education is closely linked to SDG 4.7 (Education for Sustainable Development), 12.8 (information for sustainable development and lifestyles in harmony with nature) and 13.3 (climate change awareness and education). The resource supports the development of activity for all three targets, both in terms of the adults who take part in learning programmes, and the capabilities of educators themselves. The resource also outlines the elements of literacy that can contribute to sustainable development, supporting SDG 4.6 (By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy). Promoting universal access to lifelong learning supports SDG 10.2 (support universal social, economic and political inclusion).

Click on the SDG Target to discover Our Collections Matter indicators

SDG 4.4: Increase the Number of People with Relevant Skills for Financial Success
Our Collections Matter indicators:
Number of young people and adults in skills-development activities and programmes drawing on collections, for employment, decent jobs and entrepreneurship.
Increase in number of young people and adults in such programmes.
Number and proportion of staff who have received training in the last year, to better support their contribution to the SDGs.
Programs and processes in place to ensure the availability of a skilled workforce.
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SDG 4.6: Universal Literacy and Numeracy
Our Collections Matter indicators:
Number of programmes drawing on collections to support literacy and numeracy among youth.
Number of programmes drawing on collections to support literacy and numeracy among adults.
Number of programmes drawing on collections to support literacy and numeracy among marginalized groups.
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SDG 4.7: Education for Sustainable Development and Global Citizenship
Our Collections Matter indicators:
Numbers of people in each type of programme drawing on collections from different demographic groups.
Increases in numbers of people in each type of programme from different demographic groups.
Proportion of people involved in such programmes in relation to overall audience size.
Evidence that learners have acquired knowledge and skills to promote sustainable development.
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SDG 10.2: Promote Universal Social Economic and Political Inclusion
Our Collections Matter indicators:
Collections development to ensure that collections effectively meet the needs of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
Number and proportion of educational and participatory programmes that promote participation irrespective of social or other status.
Numbers and proportions of people making use of collections in relation to the demographic of the local population.
Numbers and proportions of people involved in focused programmes aimed at promoting social, economic and political inclusion.
Numbers and proportions of people from different demographic groups involved in decision-making processes relating to collections and collections-based institutions.
Number and types of partnerships that build relationships with marginalized groups, individuals and communities.
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SDG 12.8: Promote Universal Understanding of Sustainable Lifestyles
Our Collections Matter indicators:
Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
Extent to which global citizenship education and education for sustainable development (including climate change education) are mainstreamed in formal, informal and non-formal education programmes and activities drawing on and related to collections.
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SDG 13.3: Build Knowledge and Capacity to Meet Climate Change
Our Collections Matter indicators:
Plans in place to enhance positive contributions to addressing climate change through use of collections. Plans in place to ensure collections, collections institutions and broader society can adapt effectively to climate change.
Plans in place for effective education and awareness raising on climate change mitigation, adaptation, impact reduction and early warning.
Plans in place to reduce negative contributions of collections-related functions, e.g. measuring greenhouse emissions with plans and targets in place to reduce them.
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