Global citizenship, Asia-Pacific region, Sustainable development, Curriculum implementation, Educational policy, Teacher role, School systems
The relationship between global citizenship and education quality was established almost a decade ago, when it was described as a target under United Nations Sustainable Development Goal (SDG) 4.7 – to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development.’ Despite efforts to define and frame global citizenship education (GCED), systems continue to grapple with understanding, enacting, and measuring it in ways that reflect changing local and global conditions for students, teachers and schools. This study responds to an identified need for tools and resources for systems to enact, monitor and evaluate GCED, particularly in primary school in the Asia-Pacific region. Presented here is a draft framework for monitoring effective GCED, which is relevant to systems, schools, and staff supporting upper primary school students. This was developed through a review of existing instruments and literature, consultation with experts, and data collected through questionnaires and focus group workshops with teachers from Australia, South Korea, and the Philippines.
Parker, Rachel; Chainey, Jennie; Goundar, Payal; Richardson, Sarah; Dabrowski, Anna; Berry, Amy; and Scoular, Claire, "Summary report. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region" (2023).
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© Australian Council for Educational Research and Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO 2023
Place of Publication
Australian Council for Educational Research; Asia-Pacific Centre of Education for International Understanding (APCEIU)
Australia, Asia, Australia, Korea, South, Pacific region, Philippines