Teacher Training for Quality Education (TTQE)
Working Group

SDG 4.7: Sharing practices & recommendations

The Teacher Training for Quality Education Working Group of the Swiss Network for Education and International Cooperation (RECI) aims to identify, share, and promote practices and recommendations to improve international cooperation actions in this field. The working group focuses a large part of its activities on Sustainable Development Goal (SDG) 4.7:

By 2030 ensure all learners acquire 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. 

Thematic Day​

The TTQE Working Group organized a thematic day on SDG 4.7 in 2022. In this video, you can catch a glimpse of the panel discussions, which included Karen Roberts (Swiss Agency for Development and Cooperation – SDC), Yao Ydo (IBE-UNESCO), Roman Tesfaye Adamu (Emmanuel Development Association, Tina Hascher (University of Bern). 

Sharing experiences

The TTQE Working Group has collected RECI members’ experiences/projects concerning SDG 4.7 to showcase their work and inspire practices not only within the network but also beyond. 

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Manifesto

In contribution to SDG 4.7, we call for the integration of sustainability principles into curricula, teaching methods, and education systems across all educational levels, from primary to tertiary and adult education, to ensure our learners and institutions are well-prepared for the complex challenges of the 21st century. We acknowledge the critical importance of nurturing global citizens who can positively impact our interconnected world. The education process must begin with the active involvement of learners. Therefore, it is imperative to empower teachers as catalysts for change. Together, let us collaboratively instil in our students a profound sense of global responsibility, promoting understanding, empathy, and cooperation among diverse cultures and backgrounds.

Point 1: Partnerships and Funding for the SDGs

  • Quality education for all must be rooted in equal partnership approaches and collaborations.
  • Prioritising public education and funding both formal and non-formal Education for Sustainable Development (ESD) is non-negotiable.

 

Point 2: Full Stakeholder Engagement and Inclusion

  • We call for the involvement of all stakeholders, including students, teachers, and the communities, to avoid disjointed educational visions.
  • Both, mainstreaming and targeting inclusion of disadvantaged groups (e.g. people with disabilities, indigenous people, etc.) in education systems is non-negotiable.

 

Point 3: Cultural Diversity and Decolonisation

  • We pledge to incorporate cultural knowledge, traditions, and values into our educational content as a source of enrichment for our societies.
  • This must be based on a decolonisation (or at least a localisation) approach, calling for the abandonment of paternalistic patterns and ideals and the promotion of local capacities and existing knowledge to address real needs.

 

Point 4: Human Rights, Peace, and Non-violence

  • We urge educational institutions, policymakers, and educators to weave human rights into curricula, and teacher training programs, and foster dialogue on peace and conflict resolution. Our goal is to cultivate learners who champion a more just and peaceful world.

Point 5: Gender Equality

  • We specifically emphasize the eradication of gender disparities in education, as gender equality is a non-negotiable fundamental human right.

 

Point 6: Sustainable lifestyles and green development

  • We call for a profound shift towards a green and just transition with education firmly rooted in green principles while ensuring every step we take towards progress is just, inclusive, and fair. The global “environmental” crisis calls for more sustainable lifestyles, environmental awareness, and climate action also within and through education systems, by that strongly considering current imbalances (e.g. climate injustice) of those most responsible / affected.

 

Point 7: Innovation and critical ESD infrastructure

  • We emphasize the importance of innovative approaches to education and insist on quality and universal digital inclusivity.
  • Promoting digital literacy is just as much a part of this as encouraging innovations, ESD exchange platforms as well as the establishment of critical ESD infrastructure within the education sector in the interests of sustainable development.

 

Point 8: Lifelong Learning

  • Lifelong learning forms the bedrock of SDG 4.7. As members of RECI, we firmly believe that education should be an ongoing journey for all individuals, transcending age and formal schooling. Let us cultivate an enabling environment that fosters lifelong learning, equipping individuals with the skills and knowledge to adapt effectively to an ever-changing world.

Forum

Do you have any experiences to share on SDG 4.7? What are the limits of this goal and the activities to implement it? Do you share the principles of our Manifesto? Should SDG 4.7 be revised for the post-2030 horizon?

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