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5/2/2019
Global Festival of Action for Sustainable Development, Bonn, 2-4 May 2019
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Read the entire interesting article on the challenges of monitoring SDG 4.7 and the ways adopted by the UN agencies to overcome them (and provide comparable data in measuring the 21st century skills of ESD and Global Citizenship Education) here:

https://www.brookings.edu/blog/education-plus-development/2018/11/26/monitoring-for-21st-century-skills/

According to the article, two approaches are being adopted:

- The first solution accepts that understanding of these skills depend on cultural, traditional, and other contextual lenses, and therefore they should be measured within “comparable” contexts. Accordingly, the design of some assessment frameworks is focused on sub-regional or regional coverage where there are greater common understandings. The Southeast Asia Primary Learning Metrics (SEA-PLM) and Life Skills and Citizenship Education (LSCE) Initiative in the Middle East and North Africa are examples of this perspective. The main argument here is that unless consensus at a regional level is in place on key definitions, values, behaviors, benchmarks, and thresholds on measurement of 21st century skills, global consensus will not be achieved.

- The second solution accepts the core concept of national ownership and accountability in monitoring 21st century skills. Accordingly, each country needs to define the contextualized framework on necessary skills that respond to its own needs, and then link with the global trends, priorities, and requirements. Through such country-owned durable solutions, quality data could be collected regularly referencing results for national policies in a timely manner. In this regard, the development of “light” modules that includes key items from the existing ILSA could be made available to all countries as a common good might be a fundamental step. To achieve this goal, structured capacity development on data collection and analysis are essential.]

 
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