Progress
Significant progress
Significant progress

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Headline data

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
Year Value Units Series
2020 1.0 Index Extent to which GCED and ESD are mainstreamed in education policies
2024 1.0 Index Extent to which GCED and ESD are mainstreamed in education policies
2020 0.875 Index Extent to which GCED and ESD are mainstreamed in curricula
2024 0.922 Index Extent to which GCED and ESD are mainstreamed in curricula
2020 0.95 Index Extent to which GCED and ESD are mainstreamed in teacher education
2024 0.95 Index Extent to which GCED and ESD are mainstreamed in teacher education
2020 1.0 Index Extent to which GCED and ESD are mainstreamed in student assessment
2024 1.0 Index Extent to which GCED and ESD are mainstreamed in student assessment

Geographical Area:

Unit of Measurement:

Footnote:

Methodological sheet of the indicator available for the Autonomous Community of the Basque Country.

Available indicator

Extent to which global citizenship education (GCED) and education for sustainable development (ESD) are mainstreamed in education policies, curricula, teacher education and student assessment
Target

4.7 By 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’s contribution to sustainable development
Goal

4- Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Definition

Scores obtained in each of the four sections of the UNESCO questionnaire on global citizenship education (GCED) and education for sustainable development (ESD). Each section uses a scale of 0 to 1 to measure the extent to which global citizenship education and education for sustainable development are integrated into specific areas of the education system: education policies, curricula, teacher education, and student assessment.
Theoretical formula \[P^{t}_{area}\]

where:

$P^{t}_{area} =$ Score obtained on the questionnaire for each area in year $t$
Frequency

Four-yearly
Data last updated 2026/10/23
Metadata last updated 2026/10/23

Source 1

Department of Education
Organisation Department of Education
Periodicity Four-yearly
Link to data source Department of Education

This section provides more information about the United Nations indicator or the European Union Sustainable Development Indicator, such as its rationale, international results, metadata, and other relevant statistics.

Rationale

In order to achieve SDG targets 4.7, 12.8 and 13.3, it is necessary for governments to ensure that ESD and GCED and their sub-themes are fully integrated in all aspects of their education systems. Students will not achieve the desired learning outcomes if Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) have not been identified as priorities in education policies or laws, if curricula do not specifically include the themes and sub-themes of ESD and GCED, and if teachers are not trained to teach these topics across the curriculum.

This indicator aims to give a simple assessment of whether the basic infrastructure exists that would allow countries to deliver quality ESD and GCED to learners, to ensure their populations have adequate information on sustainable development and lifestyles in harmony with nature. Appropriate education policies, curricula, teacher education, and student assessment are key aspects of national commitment and effort to implement GCED and ESD effectively and to provide a conducive learning environment.

Each component of the indicator is assessed on a scale of zero to one. The closer to one the value, the better mainstreamed are ESD and GCED in that component. By presenting results separately for each component, governments will be able to identify in which areas more efforts may be needed.

Source: United Nations Statistics Division
Comparability between the available indicator and the UN indicator

The available indicator complies with the metadata of the United Nations indicator.
Link to UN metadata

Metadata 4-7-1.pdf
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