le Development G oal nab tai 4 us .7 S G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 6 SUMMARY Sustainable development and global citizenship TARGET 4.7 M ore than any other target, 4.7 touches on the social, humanistic and moral purposes of education. It explicitly links education to other SDGs and captures the transformative aspirations of the new global development agenda. The GEM Report focuses on the proposed global indicator and examines how global citizenship and sustainable development are included in system-wide interventions, curricular materials such as national curriculum frameworks and textbooks, and teacher education programmes. Identifying indicators to monitor knowledge, skills and attitudes needed to promote sustainable development is arduous. The report examines initiatives that could be used to monitor acquisition of relevant knowledge and skills, as well as youth and adult attitudes. Target 4.7 is closely aligned with a lifelong learning framework, and does not specify the education levels or age groups to which its themes apply. The proposed global and thematic indicators mainly focus on children and adolescents in formal education. None of the proposed thematic indicators explicitly capture adult learners in non-formal and informal education. CURRICULA Curricula are the main way knowledge and skills to promote sustainable development and global citizenship are typically conveyed. One thematic indicator proposes measuring national implementation of the World Programme on Human Rights Education framework. The indicator captures elements of target 4.7 as regards human rights, fundamental freedoms and tolerance, among others. Another proposed thematic indicator for target 4.7 – the percentage of schools providing life skills-based education on HIV/AIDS and on sexuality – responds to five elements of target 4.7: human rights, gender equality, culture of peace, non-violence, and knowledge and skills to promote sustainable development and lifestyles. The inclusion of this indicator in education management information systems and schoolbased surveys has been piloted in some countries, which will allow for better future monitoring. Three-quarters of 78 countries had some emphasis on sustainable development issues in their curricula over 2005-2015 Further research into subject curricula would aid in understanding progress on target 4.7. Systematic lists of national curriculum frameworks and related materials are needed. GEM Report analysis of over 110 national curriculum framework documents for primary and secondary education in 78 countries showed that, over 2005–2015, three-quarters of countries had some emphasis on sustainable development issues, but far fewer made reference to terms related to global citizenship. Gender equality was also less prevalent: Less than 15% of countries integrated key terms such as gender empowerment, gender parity or gender-sensitive, while half mentioned gender equality. TEXTBOOKS Recent advances in textbook content analysis are promising for gauging curricular content. For the GEM Report, three data sets on secondary school textbooks in history, civics, social studies and geography were compiled. Analysis showed close to 50% of the textbooks mentioning human rights over 2000–2013, compared with around 5% over 49