{"id":3742,"date":"2017-10-28T14:30:49","date_gmt":"2017-10-28T14:30:49","guid":{"rendered":"http:\/\/www.mediaeducationcentre.eu\/eng\/?p=3742"},"modified":"2017-10-28T15:32:05","modified_gmt":"2017-10-28T15:32:05","slug":"the-challenge-of-sdg","status":"publish","type":"post","link":"https:\/\/www.mediaeducationcentre.eu\/eng\/?p=3742","title":{"rendered":"The Challenge of SDG"},"content":{"rendered":"

Capturing Transformative Change in Education<\/strong>: The Challenge of SDG Target 4.7
\nBy Susan Gallwey<\/strong>, Irish Development Education Association (IDEA) – IDEA is one of our partners in the “Bridge 47 – Building Global Citizenship”\"\"<\/p>\n

1. \u2018By 2030, ensure that all learners acquire the 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\u2019s contribution to sustainable development.\u2019 SDG Target 4.7<\/p>\n

2. Many \u2018educations\u2019 are active in the area of Target 4.7, including Education for Sustainable Development, Education for Global Citizenship, Development Education, Human Rights Education, Peace Education, Intercultural Education\u2026 in IDEA we support all of the above.<\/p>\n

3. \u2018It is not enough for education to produce individuals who can read, write and count. Education must be transformative\u2026It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century.\u2019 UN Global Education First Initiative 2013 Why is this target so exciting?<\/p>\n

4. So it\u2019s not just about providing education \u2018over there\u2019\u2026. It\u2019s also about transforming education EVERYWHERE.<\/p>\n

5. Target 4.7 provides legitimacy for, and raises the profile of, Development Education in educational policy and practice. \uf02a It encourages Development Education programmes to clarify their purpose, measure progress and gather evidence of impact. \uf02a It can help to strengthen a global community of practice based on the values of Development Education. Target 4.7 brings major benefits<\/p>\n

6. \u2018Turf wars\u2019 between the various educations named in Target 4.7 over how the indicators will be articulated. \uf02a The types of tools usually used to measure progress towards international development goals (e.g. Results Frameworks) are not well suited to measure progress towards 4.7, where change is complex, long-term and non- linear. \uf02a There is a risk that measurement will focus on what is easily measurable rather than on real critical engagement with sustainable development and global citizenship issues. But there are some major challenges:<\/p>\n

7. The need to provide measurable \u2018results\u2019 The desire to promote long-term critical engagement with global justice issues Work of IDEA members in this area<\/p>\n

8. Learner Changes in Knowledge, Skills and Values Education System Changes in Policy and Practice Society Changes that happen as a result of education Sites for Measuring Educational Change<\/p>\n

9. This is an obvious way to measure progress towards Target 4.7, as we already have multiple systems in place for monitoring students\u2019 learning. \uf02a Currently in Ireland the assessment of knowledge far outweighs the assessment of skills and values. \uf02a IDEA members have been working on ways to meaningfully track the development of young people\u2019s skills and values for global citizenship and sustainable development. Measuring change\u2026.in learners<\/p>\n

10. The course aims to provide students with the \u2018awareness, knowledge, skills, values and motivation to live sustainably\u2019. Students will be assessed through a Reflective Journal and Action Record, focusing on the development of skills for active citizenship — with students taking an active role in their own assessment. Tracking scores in this short course could be an effective way of measuring growth in the skills needed for sustainable development and global citizenship. Example from proposed Junior Cycle Short Course in Citizenship<\/p>\n

11. We can track changes in educational policy —for example, DES\u2019s new ESD strategy. \uf02a We can monitor the role of Development Education in Initial Teacher Education — for example, DICE and Ubuntu provide DE in ITE institutions and collect data on student-teacher engagement with DE. \uf02a It\u2019s harder to monitor the extent and depth of DE in schools around Ireland as this is not required by the DES. However, some IDEA members have initiated work in this area, particularly WorldWise Global Schools. Measuring change\u2026in educational policy and practice<\/p>\n

12. The Global Passport scheme is a voluntary, self-assessed, externally audited accreditation scheme for second level schools. Schools are invited to collect \u2018stamps\u2019 for their Passport in 7 areas: Curriculum, Extra-Curricular, Teacher Capacity, Student Capacity, School Leadership, Policy & Ethos, and Respectful Relationships. Together, the 7 areas create a composite picture of a \u2018global school\u2019, allowing different schools to take different approaches. Progress towards the full \u2018passport\u2019 could be tracked as an indicator of how well school environments are helping to develop the knowledge and skills needed for global citizenship and sustainable development. Example from WorldWise Global Schools<\/p>\n

13. Behavioural\/Social change as a result of education interventions is very difficult to measure, particularly in the time-frame of most monitoring schemes. \uf02a Attribution vs contribution? \uf02a Critical engagement vs \u2018clicktivism\u2019? \uf02a Pre-determined outcomes can be very limiting. Track the actor rather than measure the action? Some IDEA members have been exploring this path. Measuring change in\u2026society<\/p>\n

14. SUAS measures the action dimension not by what actions are taken but by how participants engage with action options. \uf02a OUTCOME: Participants will be familiar with a range of action pathways which they can take to create positive change in the world \uf02a INDICATOR: Change in participants\u2019 level of awareness of different ways that they can bring about positive change Scores on a \u2018participation pathway rubric\u2019 could be collected from a variety of DE projects and collated to track citizens\u2019 ability to work effectively for a more just and sustainable world. Example from SUAS<\/p>\n

15. Co-operation between the different \u2018educations\u2019 working towards target 4.7, particularly around the language used in indicators. \uf02a Recognition that progress towards target 4.7 happens at different sites and in different ways and therefore requires a diverse toolbox for monitoring. \uf02a Dialogue between practitioners, policy-makers and funders, especially in terms of using targets as a means of learning rather than as a means of control. The way forward\u2026<\/p>\n","protected":false},"excerpt":{"rendered":"

Capturing Transformative Change in Education: The Challenge of SDG Target 4.7 By Susan Gallwey, Irish Development Education Association (IDEA) – IDEA is one of our partners in the “Bridge 47 – Building Global Citizenship” 1. \u2018By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable Continue Reading \u2192<\/a><\/p>\n","protected":false},"author":12139,"featured_media":3744,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[100,4],"tags":[],"class_list":["post-3742","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-from-our-partners","category-news-2"],"_links":{"self":[{"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=\/wp\/v2\/posts\/3742","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=\/wp\/v2\/users\/12139"}],"replies":[{"embeddable":true,"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=3742"}],"version-history":[{"count":3,"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=\/wp\/v2\/posts\/3742\/revisions"}],"predecessor-version":[{"id":3747,"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=\/wp\/v2\/posts\/3742\/revisions\/3747"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=\/wp\/v2\/media\/3744"}],"wp:attachment":[{"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3742"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3742"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.mediaeducationcentre.eu\/eng\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3742"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}