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 1890–1913. Just above 10% of textbooks in Northern Africa and Western Asia mentioned women’s rights in the last decade. Such analysis shows it is possible to develop valid and reliable measures using textbooks. A regular monitoring mechanism should be established to provide globally comparable data on textbook contents. F I G U RE 1 3 : Human rights is the most prevalent concept in national curricula Percentage of countries including each of the key terms in their national curriculum frameworks, 2005–2015 Human rights Rights Democracy Freedom Social justice TEACHER EDUCATION Human rights education Teachers should be prepared to teach in areas related to sustainable development and global citizenship. Only 8% of 66 countries surveyed integrated sustainable development in teacher education in 2013, up from 2% in 2005. Teacher training programme content is seldom readily available, but some information, mostly regional, has been collected. Stronger efforts are urgently needed to assess concepts in target 4.7 for teacher preparation and training. Applying a standard coding protocol to the curricula of teacher training institutions would make it possible to analyse the effectiveness of professional development in preparing teachers to respond to various communities of students. Sustainable development Sustainable development Ecology Environmental education Environmental sustainability Climate change Renewable energy sources Waste management Economic sustainability Social sustainability Peace and non-violence Education for sustainable development Peace Abuse/harassment/violence Peace education ACTIVITIES OUTSIDE THE CLASSROOM Globalization Global citizenship Multiculturalism/interculturalism Global citizen(ship) Migration/immigration Global competition Global–local thinking Global inequality Gender equality Gender equality Gender equity Gender sensitivity Gender parity Empowerment 0 10 20 30 40 50 % Note: The analysis is based on a sample of 78 countries. Source: IBE (2016). 50 60 70 80 90 100 Students are introduced to sustainability and global citizenship issues not only in school but also through academic clubs, student associations, sport, debate clubs, theatre productions, music groups, volunteer work and other activities. An analysis for the GEM Report found that well-designed, inclusive activities accessible to all improved conflict resolution and social cohesion, increased awareness of legal frameworks and concepts related to human rights, and promoted a sense of global citizenship. Existing data collection tools pay insufficient attention to the quality of experiences and development processes in such activities. The absence of shared reporting standards limits the chance of obtaining globally comparable and reliable data.