Educational content up close

Examining the learning dimensions of Education for

Sustainable Development and Global Citizenship Education
UNESCO Education Sector The Global Education 2030 Agenda
Education is UNESCO’s top priority because it is UNESCO, as the United Nations’ specialized
a basic human right and the foundation on which agency for education, is entrusted to lead and
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UNESCO is the United Nations’ specialized agency part of a global movement to eradicate poverty
for education and the Education Sector provides through 17 Sustainable Development Goals by
global and regional leadership in education, 2030. Education, essential to achieve all of these
strengthens national education systems and goals, has its own dedicated Goal 4, which aims to
responds to contemporary global challenges “ensure inclusive and equitable quality education
through education with a special focus on and promote lifelong learning opportunities for all.”
gender equality and Africa. The Education 2030 Framework for Action provides
guidance for the implementation of this ambitious
goal and commitments.

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Educational content up close
Examining the learning dimensions of Education for
Sustainable Development and Global Citizenship Education
 Foreword

We need to ensure education goes beyond literacy and numeracy. In today's

world, education must be about building peace, sustainable development,
greater justice, social equity and gender equality.

As societies and economies undergo deep transformations This publication summarizes the findings of a study
and face new challenges, new forms of education are commissioned by UNESCO on the extent to which the three
required to foster the knowledge, skills and values that dimensions of learning, believed to be at the core of ESD and
they need to thrive and prosper. This implies ensuring GCED, are reflected in pre-primary, primary and secondary
education goes beyond literacy and numeracy. In today’s education in ten countries, two from each UNESCO region.
world, education must be about building peace, sustainable
development, greater justice, social equity and gender Through this publication, UNESCO hopes to provide policy-
equality – in short about learning to live together on a makers in education, teachers and educators, researchers
planet under pressure. at both national and local levels, as well as its partners
from civil society with 'food for thought', inspiration and
This humanistic vision of education guides all of UNESCO’s facts that can help them improve their own practices
work in support of Target 4.7 of Sustainable Development and policies. The ultimate goal of this work is to ensure
Goal 4 on Education, and the Education 2030 Agenda as young people, at all levels, are given the opportunity to
a whole, notably as concerns Education for Sustainable develop the cognitive, socio-emotional and behavioural
Development (ESD) and Global Citizenship Education skills they need to be active and responsible citizens
(GCED). and to contribute to more peaceful, just and sustainable
societies.
Both ESD and GCED empower learners to develop the
knowledge, skills, values and attitudes they need to
contribute to a more inclusive, just, peaceful and sustainable
world. In taking ESD and GCED forward, UNESCO seeks to
advance three interlinked dimensions of learning - cognitive,
socio-emotional and behavioural – which, combined, offer a
holistic learning experience that puts learners on a pathway Stefania Giannini
of empowerment and transformation. Assistant Director-General for Education
United Nations Educational, Scientific
and Cultural Organization
Acknowledgements

UNESCO gratefully acknowledges the time and effort spent by Moroccan Association for the Improvement of Teaching Quality,
those involved in the production of this publication. AMAQUEN) and Abdellah Chekayri (Al Akhawayn University,
Ifrane); for Japan, Hikaru Komatsu (Associate Professor, Kyoto
This publication was developed under the supervision of Soo- University), Mikiko Nishimura, (Associate Professor, International
Hyang Choi, Director of the Division for Inclusion, Peace and Christian University, Tokyo) Sugata Sumida (Assistant Professor,
Sustainable Development, Dov Lynch, Chief of the Section of Hiroshima Shudo University) and Jeremy Rappleye (Associate
Global Citizenship and Peace Education, and Alexander Leicht, Professor, Kyoto University); for Korea, Jay Jaehong Kim (Head,
Chief of the Section of Education for Sustainable Development, Research and Development, Asia-Pacific Center for Education
Education Sector, UNESCO. Special thanks go to Lydia Ruprecht for International Understanding), Seungmi Lee (Korean Institute
(UNESCO) for her lead role in coordinating the creation of this for Curriculum and Evaluation) and Suehye Kim (Post-doctoral
publication. Research Fellow, Center for Social Cohesion Education, Korea
The publication would not have been possible without those University); for Portugal, Luísa Teotónio Pereira (Director, Global
who undertook the study and contributed to the development Education Network Europe), Sérgio Claudino (Centro de Estudos
of the final report. We wish to thank the lead authors of the final Geográficos, Universidade de Lisboa), Maria Helena Mariano
report of the study: in particular Aaron Benavot at the Research de Brito Fidalgo Esteves (Universidade de Lisboa), José Pedro
Foundation for the State University of New York and Marcia Amorim (Postdoctoral Researcher, Centre for Research and
McKenzie at the Sustainability and Education Policy Network Intervention in Education, University of Porto), Isabel Menezes,
(SEPN), together with Colette Chabbott, Andy Smart, Margaret (Professor, Centre for Research and Intervention in Education,
Sinclair, Jean Bernard, James H. Williams and Nicola Chopin. We University of Porto), Dalila Coelho (Centre for Research and
are, also, grateful for the administrative support of the Research Intervention in Education, University of Porto); for Sweden,
Foundation for the State University of New York. Gabriel Bladh (Professor of Social Science Education, Karlstad
University), Eva Friman (Director, Swedish International Center of
The authors of the report are grateful for the enthusiasm and Education for Sustainable Development) and Sverker Lindblad
diligence of Aishwarya Khurana (research assistant, document (Professor, University of Gothenburg); for Costa Rica, Astrid
collection), Nicola Chopin (formatting and data analysis support) Hollander and Ricardo Martinez (UNESCO Costa Rica Office)
and Kathleen Aikens (data analysis and coding support). The and Alicia Jiménez (Director of Programmes, Earth Charter
project also would not have been possible without the sustained International Secretariat and Center for Education for Sustainable
contributions of seven bilingual coders: Marcelo Gules Borges Development at the University of Peace, San José) and for Mexico,
(Costa Rica, Portugal), Sugata Sumida (Japan), Yahaira Núñez Sylvia Schmelkes (Director, National Institute of Educational
Cortés (Mexico), Hajar Idrissi (Morocco, Lebanon), Jooyoung Kim Evaluation, INEE) and Pamela Manzano Gutiérrez (Director,
(Republic of Korea), Elsa Lee (Rwanda, Kenya) and Philip Persson Evaluation of Scope and Methods, INEE), Raquel Ahuja Sánchez
(Sweden). Sunyoung Park, Sümeyye Arpacı and Amal Aldaej also (Director General, Evaluation of Educational Programmes, INEE)
provided project-related assistance. and Péter Bagoly-Simó (Professor, Humboldt University, Berlin)

During an early inception meeting the report authors gained The report authors are also deeply grateful to the reviewers who
valuable knowledge and insight from two experts: Yoko shared written comments and whose many contributions helped
Mochizuki, UNESCO Mahatma Gandhi Institute of Education for to strengthen, sharpen and shape the final product. As many
Peace and Sustainable Development and Péter Bagoly-Simó, comments as possible were taken on board.
Humboldt University, Berlin. This work would also not have
been possible without the insights shared by individual experts Final thanks go to all those who supported the production of the
from the ten countries participating in this study, namely from publication, including the original design and lay-out.
Kenya, Mary Kangethe (Deputy Director, Global Priorities, Kenya
National Commission for UNESCO) and Andrew R.O. Riechi (Senior
Lecturer, College of Education and External Studies, University
of Nairobi); for Rwanda, John Rutayisire (Consultant, formerly
Rwanda Education Board) and Jean-Damascène Gasanabo
(Director-General, Rwanda National Research and Documentation
Center on Genocide); for Lebanon, Norma Ghamrawi (Professor,
Education, University of Lebanon) and Maysoun Chehab
(UNESCO Beirut Office); for Morocco, Abdennassar Naji (President,
Table of contents

1. Summary 7

2. Background issues 10

3. Findings 13

4. Conclusion 27

Annexes 28
Annex A — Countries selected 29
Annex B — Methodology 31
Annex C — List of country experts 37
Annex D — Coding reliability assessment process 38
Annex E — Study limitations 39
Annex F — Examples of coded extracts, per learning dimension, from the analysed documents 40
Annex G — List of all documents coded 42
Annex H — References 64
List of figures

Figure 1 Percentage of references to ESD and GCED learning at each education level (pre-primary, primary,
lower secondary and upper secondary) by learning dimensions 16
Figure 2 Percentage of references to cognitive, social and emotional and behavioural learning by education level
(pre-primary, primary, lower secondary and upper secondary) 16
Figure 3 Percentage references to cognitive, social and emotional and behavioural learning by country 17
Figure 4 Kenya: Percentage of references to cognitive, social and emotional and behavioural learning by education level 18
Figure 6 Lebanon: Percentage of references to cognitive, social and emotional and behavioural learning by education level 18
Figure 5 Rwanda: Percentage of references to cognitive, social and emotional and behavioural learning by education level 18
Figure 7 Morocco: Percentage of references to cognitive, social and emotional and behavioural learning by education level 18
Figure 8 Japan: Percentage of references to cognitive, social and emotional and behavioural learning by education level 19
Figure 9 Republic of Korea: Percentage of references to cognitive, social and emotional and behavioural learning
by education level 19
Figure 10 Portugal: Percentage of references to cognitive, social and emotional and behavioural learning by education level 19
Figure 11 Sweden: Percentage of references to cognitive, social and emotional and behavioural learning by education level 19
Figure 12 Costa Rica: Percentage of references to cognitive, social and emotional and behavioural learning by education level 20
Figure 13 Mexico: Percentage of references to cognitive, social and emotional and behavioural learning by education level 20
Figure 14 Percentage of references to cognitive, social and emotional and behavioural learning by document type 23
Figure 15 Percentage of references to ESD and GCED learning by document type 23
Figure 16 Percentage of references to cognitive, social and emotional and behavioural learning by curricular
subject area (general, social sciences, natural sciences, language, other required) 24
Figure 17 Average number of references to GCED and ESD learning by publication period 24
Figure 18 Average number of references to cognitive, social and emotional and behavioural learning by time period
of publication 25
Figure 19 Percentage of references in different ESD and GCED themes overall and by country 26
Figure 20 Prevalence of different ESD terms in study documents overall and by country 27
Figure 21 Percentage of references to cognitive, social and emotional and behavioural learning by GCED and ESD content 28
Figure 22 Percentage of references to cognitive, social and emotional and behavioural learning by GCED and ESD theme 28

List of tables

Table 1. Inclusion of each learning dimension at each education level in each country
Table 2 List of ten selected countries 32
Table 3 Select characteristics of national education systems in studied countries 33
Table 4 Document types collected by region by region and country 36
Table 5 Phase 1 coding categories, codes and definitions, and examples 37
Table 6 Phase 2 keyword search terms 39
Table 7 List of country experts 40
Table 8. Percentage agreement of step 2 coding 41
Table 9. Examples of coded extracts, per learning dimension, from the analysed documents 43
List of acronyms

APCEIU Asia-Pacific Centre of Education for International Understanding

CE Compulsory Education
CERD Center for Educational Research and Development (Lebanon)
CNLG National Commission for the Fight against Genocide (Rwanda)
DESD Decade of Education for Sustainable Development
ECCE Early Childhood Care and Education
EE Environmental education
ESD Education for Sustainable Development
GCED Global Citizenship Education
GENE Global Education Network Europe
GER Gross Enrolment Rate
GIR Gross Intake Rate
INEE Instituto Nacional para la Evaluación de la Educación (National Institute for the Evaluation of Education)
LSE Lower secondary education level
MGIEP Mahatma Gandhi Institute of Education for Peace and Sustainable Development
NCF National Curriculum Framework
NGO Non-Governmental Organization
NISSEM Networking to Integrate SDG Target 4.7 and SEL into Educational Materials
OECD Organisation for Economic Co-operation and Development
PE Primary education
PPE Pre-primary education
SDGs Sustainable Development Goals
SD Sustainable development
SE Secondary education
SEL Social and emotional learning
SEPN The Sustainability and Education Policy Network
SWEDESD Swedish International Centre of Education for Sustainable Development
TR Transition Rate
UN United Nations
UNESCO United Nations Educational, Scientific and Cultural Organization
USE Upper secondary education level
 1. Summary

1. Summary

The context

Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) are part of the 2030 Agenda for
Sustainable Development, built into Sustainable Development Goal (SDG) 4 on education. More specifically, Target 4.7 prioritizes
ESD and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship
and the appreciation of cultural diversity.

In taking ESD and GCED forward, all three interrelated dimensions of learning - the cognitive, social and emotional and behavioural -
are seen as essential to advance a value-based and holistic approach to learning that is truly transformational (UNESCO 2015).

The study question

This publication summarizes the main findings of a study that examined whether, and to what extent, these three learning
dimensions are prioritized in commitments to ESD and GCED learning in pre-primary (PPE), primary (PE), lower secondary (LSE) and
upper secondary (USE) education in a selection of countries from UNESCO’s five regions of the world. These countries are Costa Rica,
Japan, Kenya, Lebanon, Mexico, Morocco, Portugal, Republic of Korea, Rwanda and Sweden. More specifically, the study reviewed
how the three dimensions of learning are reflected across the four education levels in order to identify the relative emphasis placed
on each learning dimension in relation to ESD and GCED learning, within each education level and across countries.

For this, the study examined the content of national laws, policies and the intended curriculum in the selected countries pertaining
to PPE, PE, LSE and USE in the formal sector. It did not explore official statements pertaining to tertiary education, adult education
or non-formal education. Although it reviewed subject syllabi, it did not gather information on the implemented curriculum (what
is taught in classrooms) or on textbooks, nor on the learning outcomes achieved by students, all of which are beyond this study's
scope. The data sources are from publicly available documents and materials.

Assumptions of the study

It is assumed that

• For effective teaching and learning of ESD and GCED, all three learning dimensions need to be developed in
conjunction:

àà Cognitive: To acquire knowledge, understanding and critical thinking about global, regional, national and
local issues, the interconnectedness and interdependency of different countries and populations, as well as social,
economic and environmental aspects of sustainable development;

àà Social and emotional: To have a sense of belonging to a common humanity, sharing values and responsibilities,
empathy, solidarity and respect for differences and diversity, as well as feel and assume a sense of responsibility for
the future;

àà Behavioural: To act effectively and responsibly at local, national and global levels for a more peaceful and
sustainable world.

• Each dimension in ESD and GCED teaching and learning deserves to be emphasized vertically across education
levels, and horizontally within each level across relevant subject areas – without however assuming that an equal
level of focus and an identical approach to the three dimensions is necessarily the most appropriate across
different countries, education levels and subject domains. However, less balanced ESD and GCED approaches –
such as a disproportionate focus on cognitive learning or addressing all three dimensions only at some education
levels and not others – may foster learners who will be less likely to alter their everyday actions and actively
contribute to living in and building a more inclusive, just, peaceful and sustainable society.

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Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

• Furthermore, it is assumed that the more policy and curricular commitments are articulated and focused on
appropriate ESD and GCED learning objectives, the more likely such commitments will lead to expected learning
outcomes. Even in contexts where the implemented curriculum does not fully reflect the intended curriculum,
it is assumed that the articulation of explicit learning objectives will help to create favourable conditions for
prioritizing the teaching of ESD and GCED themes.

Key findings

àà There is a major pattern of commitment to the three learning dimensions in the selected countries and
across the four education levels.

àà Overall, there is declining emphasis on the social and emotional dimension of ESD and GCED, from PPE to
USE. Concomitantly, from PPE to USE, there is an increased emphasis on the cognitive dimension of learning.
The emphasis on the behavioural dimension is less than on the other two dimensions and remains more
consistent across education levels.

àà The findings reveal country variations. While some countries have an overall greater focus on the cognitive
learning dimension in ESD and GCED learning, e.g. Sweden, Mexico and Costa Rica; other countries, including
Kenya, Lebanon, Morocco and the Republic of Korea, emphasize the social and emotional dimension.

àà In no country do the three learning dimensions receive similar levels of focus at all four education
levels. In several countries, emphasis on the three dimensions is relatively similar at two or three levels of
education. Where there is minimal focus on a particular dimension in relation to ESD and GCED learning
in certain countries or education levels, this is almost always the behavioural dimension and often at the
secondary level.

àà National education laws include more of a focus on the social and emotional dimension in references to
ESD and GCED learning compared to other document types. In relation to the GCED versus ESD thematic
focus, all document types were similar in that they included roughly twice as much GCED-coded material as
that coded for ESD.

àà Of the three learning dimensions, there is a greater focus on the cognitive dimension in the social sciences
and natural sciences subject curricula. The social and emotional dimension receives a slightly greater focus
in languages and in other required courses across levels, as well as in general curricula at the pre-primary and
primary levels.

àà Across all documents, GCED content included a greater focus on the social and emotional dimension than
the cognitive dimension, and a lesser focus on the behavioural dimension. ESD content included a greater
focus on the cognitive dimension than the behavioural dimension and placed the least emphasis on the
social and emotional dimension.

àà The relative focus on ESD and GCED remains quite consistent across the three timeframes studied:
(i) prior to 2006, (ii) 2006 to 2014, (iii) and 2015 to present. In contrast, the emphasis on the three learning
dimensions is most extensive in the documents published since 2015.

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 1. Summary

Take-away points

The findings and analysis highlight the following take-away points:

1. Patterns vary – The study shows that the relative emphasis on each of the three interrelated learning dimensions –
cognitive, social and emotional and behavioural -- varies across education levels and across countries, reflecting
specific contexts, systems, and needs.
2. Importance of holistic learning – While emphasis varies, the study shows that there is a great need for countries
to pay more attention to the social and emotional and behavioural dimensions of learning, to create synergistic
and holistic impacts.
3. Focus on subject domains – The study shows that emphasis on different dimensions of learning varies
depending on the subject domain where ESD and GCED is included. In light of this, ESD and GCED education
stakeholders need to pay more attention to the subject domains where topics are taught, as this can determine
the emphasis placed on the three learning dimensions and ESD and GCED learning overall.
4. Whole-school approaches – UNESCO recommends whole-school approaches to ESD and GCED so that
educational systems are modelling and teaching ESD and GCED understandings not only through the explicit
curriculum and pedagogy, but to all education stakeholders through the physical and operational environment
of schooling, through engagements with community, and via the overall governance priorities of educational
systems and institutions.
5. Future research – The study solely examined curriculum and policy materials. Analysing what is actually
happening in the classroom and the school environment is required in future research, to explore the learning
processes and outcomes related to the three dimensions of learning.

Nota bene
All graphs in the publication were created by UNESCO. All quantitative data displayed is a direct result of the
study commissioned by UNESCO, drawing on publicly accessible documents and materials in the countries
concerned, which do not necessarily reflect a comprehensive or complete overview of all official policies and
commitments. (See Annex B and E)

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Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

2. Background issues

Understanding ESD and GCED Since 2015, ESD and GCED are included together in SDG
Target 4.7.
To help countries take forward Target 4.7, UNESCO works
on the basis of the following understandings of ESD and
GCED, while recognizing the connection and overlap
By 2030 ensure all learners acquire
knowledge and skills needed to
between the two. promote sustainable development,
• Education for Sustainable Development (ESD) empowers including among others through
education for sustainable
everyone to make informed decisions for environmental
integrity, economic viability and a just society for development and sustainable
present and future generations, while respecting lifestyles, human rights, gender
cultural diversity (UNESCO 2014, p. 20). equality, promotion of a culture of
peace and non-violence, global
• Global Citizenship Education (GCED) aims to empower citizenship and appreciation of
learners of all ages to assume active roles, both locally cultural diversity and of culture’s
and globally, in building more peaceful, tolerant, contribution to sustainable
inclusive and secure societies (UNESCO 2015, p.14). development. (UN 2015).
It seeks to engender 'a sense of belonging to a broader
community and common humanity, which emphasizes On this basis, countries are expected to report on
political, economic, social and cultural interdependence steps they are taking to achieve Target 4.7 through the
and interconnectedness between the local, the national submission of Voluntary National Reviews and through
and the global' (UNESCO 2015, p.14). reporting on Global Indicator 4.7.11. The Global Indicator
focuses on the: 'extent to which ESD and GCED, including
Target 4.7 gender equality and human rights, are mainstreamed
at all education levels in: (a) national education policies,
Most national frameworks for ESD were set in motion (b) curricula, (c) teacher education and (d) student
before and during the United Nations Decade of Education assessment' (UN Statistics Division 2019).
for Sustainable Development (2005-2014). Topics such
as environmental sustainability, sustainable lifestyles, In this publication, ESD and GCED are considered together
sustainable consumption and production and human with a number of identified themes that can be linked with
survival typically remain rooted in ESD. Often 'GCED- one or both of these terms (see Annex B). While some themes
related' themes are also included, with an understanding are linked more closely with GCED and others with ESD as
that environmental, social, and economic concerns are part of the analysis, many of the findings consider ESD and
overlapping. GCED learning themes together, given their interwoven
concerns and shared uptake in global monitoring processes.
GCED was introduced in the UN Secretary-General’s Global
Education First Initiative (GEFI) in 2012, but elements such Three learning dimensions
as peace and human rights education, which are key to
GCED, had been advocated by countries long before GCED ESD and GCED learning can be understood to be furthered
was introduced on the global agenda. In some countries, through three interrelated dimensions of learning - the
these concepts are encompassed by ESD, just as ESD- cognitive, social and emotional, and behavioural (UNESCO
related themes can be included in GCED, creating room for 2015, 2017; Battiste 2000; Brookings Institution, 2017;
commonality between the two themes. UNESCO-APCEIU 2015).
It is important to note that for the purposes of this 1
UNESCO uses the quadrennial reporting process on the 1974 Recommendation
study, ESD and GCED are looked at differently, but concerning Education for International Understanding, Co-operation and Peace
their interconnection and overlapping themes are fully and Education relating to Human Rights and Fundamental Freedoms in order
to collect data from Member States on Global Indicator 4.7.1. It has developed a
acknowledged and considered. draft methodology for the calculation of the Global Indicator which remains to be
approved by the Interagency and Expert Group on SDG Indicators.

10
 2. Background issues

Aligned with the four pillars of learning described in the Sweden. These were selected as being committed to ESD
Delors Report 'Learning: The Treasure Within' (UNESCO and/or GCED and having relatively stable and centralized
1996): learning to know, to do, to be and to live together, education systems, in order to increase the likelihood that
this three part heuristic can help guide inclusion of various policies and curricula are implemented as intended. At the
learning considerations and a more holistic and embodied same time, these countries show variations in history and
approach to learning. It supposes deeper understandings size, as well as different approaches to basic education,
and knowledge, as well as attitudes and values of respect pre-primary enrolment and completion rates.
towards the environment, cultures and issues of equity and
social justice. Although all regions of the world are represented, the
study does not claim to provide region-specific patterns
Though presented here as discrete dimensions, this in the results. Annex A provides more information on the
heuristic for understanding holistic learning considers the selection criteria of the countries reviewed in the study.
three dimensions to be interwoven and overlapping.

• The cognitive dimension comprises knowledge and Methodology

critical thinking skills necessary to better understand the
world and its complexities (UNESCO 2015, 2017). Annex B provides an in-depth explanation of the
methodological basis for the study, including the document
• The social and emotional dimension includes skills, collection and coding processes. The discussion here
attitudes and values that enable learners to collaborate, highlights only the most salient points for understanding
negotiate, create and communicate in a diverse and the findings of the study.
globalized world, as well as cope with the challenges
of life and work in the 21st century. This dimension also The study examined the content of national laws, policies
provides opportunities for developing self-reflection, and the intended curriculum pertaining to PPE, PE, LSE
as well as values, attitudes and motivations that and USE education in the formal sector only. It did not
enable learners to lead fulfilled and productive lives, explore official statements pertaining to tertiary education,
respectfully and peacefully with others. adult education or non-formal education. Although it
reviewed subject syllabi, it did not gather information on
• The behavioural dimension nurtures the ability of the implemented curriculum (what is taught in classrooms)
learners to act in compassionate, respectful and non- or on textbooks, nor on the learning outcomes achieved by
violent ways, building constructive relationships. It also students, all of which are beyond the study's scope.
refers to action competencies, such as participating
constructively in community (local or global) projects In all, the study examined a total of 263 policy and
that promote sustainable development in their curriculum documents—national education laws, national
immediate environment and beyond. Finally, the education strategic plans, national curriculum frameworks
behavioural dimension helps learners apply learning (NCFs), national ESD/GCED-specific documents and
according to local community norms or broader societal national subject-specific curricula. The body of evidence
standards. only included documents currently in use in the study
countries, drawing on publicly accessible documents
Building on prior UNESCO studies (e.g. UNESCO 2015, and materials in the countries concerned, which do not
UNESCO MGIEP 2017; UNESCO 2017), and other reports necessarily reflect a comprehensive or complete overview
(e.g. UNFPA 2018), the three dimensions described above of all official policies and commitments. The document
provided the framework for the study. collection process entailed manual searches of websites of
national ministries of education and other sources in the
At the same time, other approaches were found useful to public domain; the input of national experts to validate
enrich the results of the study (e.g. see CASEL 2013; Durlak identified documents and suggest additional ones; as
et al. 2011; Greenberg et al. 2003; Leach, Dunn and Salvi well as direct correspondence with national ministries
2014; O’Conner et al. 2017; Wenger 2009). requesting electronic or print versions of documents that
were difficult to obtain otherwise. Of the 263 documents
Country selection (between 19 and 39 per country, with 26 documents on
average), almost two-thirds were subject-specific curricula.
The study selected ten countries from all regions of
the world − Costa Rica, Japan, Kenya, Lebanon, Mexico, Drawing on coding exercises employed in prior studies
Morocco, Portugal, Republic of Korea, Rwanda and (UNESCO 2015; European Commission 2017a,b; UNESCO-

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Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

IBE 2016; UNESCO-MGIEP 2017), the coding scheme Limitations

included eight categories of ESD and GCED themes, related
to: • Despite a careful document collection process involving
country experts to ensure all required documents of
1. Cultural diversity and tolerance; each document type were included in the dataset,
2. Peace and non-violence; there were marked disparities in the numbers, focus
3. Human rights and gender equality; and length of active documents found in respective
4. Environmental sustainability; countries. Furthermore, the scope of this 263-document
study in 7 different languages within the study time-
5. Sustainable consumption and production;
frame, did not allow for in-depth examination of the
6. Human survival and well-being; qualitative document data, or interviews with key
7. The three pillars approach to ESD; stakeholders to provide further context for the analysis
8. Other ESD and GCED intended learning and interpretation of the findings.
(UNESCO 2016b).
• The coding structure and analysis focused more on
The first six codes of this scheme were adapted from identified themes of ESD and GCED learning, as well as
the scheme used for monitoring the UNESCO 1974 ESD and GCED overall, rather than on ESD and GCED as
Recommendation concerning Education for International separate and distinct entities. Even in countries more
Understanding, Co-operation and Peace and Education committed to one concept or the other, understandings
relating to Human Rights and Fundamental Freedoms of these principles are complex and often overlap. In
adopted on 19 November 1974 by UNESCO’s Member other countries the specific terms of ‘ESD’ and ‘GCED’ are
States at the 18th Session of the General Conference not widely used, at least in the curriculum documents
(UNESCO 1974; 2016b; 2018). In addition, code 7 was currently in use.
added for general references to ESD or ‘social, economic,
and environmental’ education (i.e. a ‘three pillars’ approach • Many documents pre-date SDG 4 and Target 4.7, which
explicitly mention ESD and GCED. Recently published
to ESD), and code 8 for ESD and GCED learning content not
documents may have benefited from guidelines or
covered by codes 1-7 (such as moral education or character
exemplary materials produced by advocates of ESD
education without specifics that can be coded in codes
and GCED at the national and international levels. In
1-7). In addition, the learning dimensions were coded as:
several countries, new curricula are currently under
1. Cognitive dimension; development; however, for the purposes of this study,
these materials went un-analyzed since they do not yet
2. Social and emotional dimension;
represent official government policy.
3. Behavioural dimension;
4. Other (approaches that combine multiple • The results of the study allow for tentative conclusions
dimensions in a way that does not allow them about policy and curriculum documents, although they
to be separated out). say little about the implemented curriculum and actual
classroom practice.
On this basis, the study tracked the cognitive, social
and emotional and behavioural dimensions of learning As such, the study’s design is an informative foundation for
in relation to these ESD and GCED themes across four further work, which could examine how intended policies
education levels - PPE, PE, LSE and USE. This was done and curriculum documents are translated into textbooks
through a reading of official documents in which coders and other teaching/learning materials, teaching practices,
searched for the meaning of each key concept rather student-teacher interactions, school learning environments
than exact keywords or terms. ‘Units of information’ and student learning outcomes.
were identified for coding, in which all text necessary to
understand the meaning of a reference was coded. In
some cases, single sentences were coded as a reference;
in others, longer sections of several sentences were coded
under a single coding reference.

12
 3. Findings

3. Findings

This section summarizes the main findings of the study cognitive dimension in ESD and GCED learning increases
that sought to examine whether and to what extent the and the focus on the social and emotional dimension
three learning dimensions (cognitive, social and emotional, decreases. The focus on the behavioural dimension
behavioural) are prioritized in commitments to ESD and increases slightly.
GCED learning in PPE, PE, LSE, USE education in a selection
of countries. A considerable emphasis in curriculum, often beginning
in primary education, is behaviour-oriented, focusing on
The findings also address the relative focus on various place (i.e. the surrounding community and nature) and on
themes or aspects of ESD and GCED learning in relation instilling everyday practices in children’s lives.
to each education level. Finally, the analysis also reports
key findings in relation to variations by document type, In the upper grades of primary education, and particularly
curricular subject area and time period of document in secondary schools, students are typically asked
publication. to consider greater complexity in relation to global
citizenship and sustainable development, with instruction
emphasizing cognitive learning and knowledge
Nota bene acquisition.

In the figures that follow, the ‘percentage of And yet, social and emotional and behavioural skills
references’ refers to the relative number of times are also needed throughout secondary schooling to
that a particular item was explicitly referenced in the understand the rationale for global citizenship and
analysed documents. The number next to the letter sustainability, and to develop cooperative approaches to
‘N’ in the lower end of the graphs refers to the total societal challenges—for example, to tackle gender-based
number of times that a specific item was coded in the violence or to negotiate solutions to problems such as
country documents. access to clean water or pollution.

Results based on a low number of instances of coding Likewise, cognitive and behavioural dimensions of learning
(with an n value under ten) should be interpreted are as important as social and emotional learning in earlier
with caution, as they are based on low sample sizes. grades to enable understanding and action on citizenship
Unless otherwise stated, all document types were and sustainability in age-appropriate ways.
included in the analysis.
Figure 1 indicates that in all ESD and GCED learning
In some cases, the totals for percentage breakdown mentioned in the collected study documents, there is
by learning dimension do not total 100% because: a sum total of 1,192 explicit references to the cognitive
dimension, 1,085 references to the social and emotional
• a fourth learning dimension code of ‘other’ was dimension and 635 references to the behavioural
coded for, but not included in visualizations; or dimension.

• an eighth code of ‘other ESD and GCED’ learning When these references are organized by education level, as
was coded for, but not included in visualizations. in Figure 1, the findings indicate that 29%, 52% and 17% of
pre-primary references were, respectively, cognitive, social
and emotional and behavioural. By placing the percentage
of references to a dimension at each education level side
Finding #1
by side, Figure 1 shows the shift in emphasis placed on
Throughout education levels, the focus on the each dimension from PPE to PE to LSE and, finally, to USE.
cognitive increases, while the focus on the social For example, there is a greater percentage of cognitive
and emotional decreases learning statements in the USE level (48%), as compared to
the preceding levels (between 29% and 42%). Figure 2 also
As schooling moves from PPE and PE to LSE and USE reports the percentages of references to ESD and GCED
education, over the ten countries, the focus on the learning by learning dimension, but highlights differences
within each education level.

13
Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

Figure 1. Percentage of references to ESD and GCED Figure 2. Percentage of references to cognitive, social
learning at each education level (pre-primary, primary, and emotional and behavioural learning by education
lower secondary and upper secondary) by learning level (pre-primary, primary, lower secondary and upper
dimensions secondary)

PPE 29%
29%
PE 38%
PRE-PRIMARY 52%
LSE 42%
(N=455) 17%
COGNITIVE USE 48%
(N=1,192)
38%
41%
PPE 52% PRIMARY
(N=721) 21%
PE 41%
LSE 36%
42%
SOCIAL & USE 27%
EMOTIONAL 36%
(N=1,085) LOWER 22%
SECONDARY
(N=897)
PPE 17%
PE 21% 48%

LSE 22% 27%

UPPER 24%
BEHAVIOURAL USE 24%
SECONDARY
(N=635) (N=861)

Note: PPE=pre-primary, PE=primary, LSE=lower secondary, USE=upper Social and

● Cognitive ● ● Behavioural
secondary education levels. Emotional

Finding #2 Overall, of the more than 5,000 references to ESD and

GCED learning, which could be coded as belonging to
There is considerable variation across countries one of the three learning dimensions in the documents
regarding the relative emphasis on the three - approximately 40% include a reference to the cognitive
learning dimensions in ESD and GCED dimension, 35% to the social and emotional dimension
and 24% to the behavioural dimension.
Countries vary in their relative emphasis on the three
learning dimensions, particularly in relation to the cognitive There may be different reasons for this pattern, some
and the social and emotional dimensions (see Figure 3). applicable across many cases, others more specific to
a particular case. For example, if ‘teaching to the test’
Some countries place a strong emphasis on one of the dominates policy or classroom practices, as is more often
three dimensions. For example, in Sweden and, to a lesser the case in secondary education, then a focus on thinking
extent, in Mexico and Costa Rica, the documents include and factual knowledge would be expected to dominate.
much more focus on the cognitive dimension than on This would be likely to result in greater focus on the
the social and emotional or behavioural dimensions. In cognitive than the other learning dimensions, as is the case
contrast, in Lebanon, Kenya, Morocco, and the Republic for a number of countries in the study.
of Korea, the social and emotional dimension is more
prevalent. Documents in Japan include more behavioural
learning relative to other dimensions.2
2
Additional information brought to our attention by the Ministry of Education,
Culture, Sports, Science and Technology-Japan (MEXT) indicates that actual
implementation in schools is done in a balanced manner based on the Act (School
Education Act) and curricula (Course of Study).

14
 3. Findings

Figure 3. Percentage references to cognitive, social and emotional and behavioural learning by country

COSTA RICA 43% PORTUGAL 39%

(N=364) (N=413)
30% 25%
25% 35%

JAPAN 37% RWANDA 41%

(N=754) (N=805)
22% 37%
40% 20%

KENYA 29% REPUBLIC 35%

(N=621) OF KOREA
49% (N=599) 40%
19% 24%

LEBANON 38% SWEDEN 59%

(N=190) (N=184)
53% 20%
9% 21%

MEXICO OVERALL 40%

45% (N=5,311
(N=957)
31% 35%

22% 24%

MOROCCO 39%
(N=424)
47%
Social and
13% ● Cognitive ● ● Behavioural
Emotional

Finding #3

In examining study countries’ curricula, patterns increases. Japan shows a similar pattern, though to a lesser
of prominence of the learning dimensions in ESD/ degree.
GCED learning across education levels vary among
countries. In Kenya, the situation is quite different: there is a
substantial rise in social and emotional learning between
The relative importance attributed to each learning PPE and PE and a sizeable drop in cognitive between the
dimension in ESD and GCED varies among countries - two levels.
with only 60% of countries following the overall pattern
Other countries, such as Lebanon and Morocco, are quite
of increasing focus on the cognitive dimension and
distinct from the general pattern as well in that there is
decreasing focus on the social and emotional dimension.
more focus on social and emotional learning than on either
Figures 4 -13 show the percentages of coded content of the other dimensions at all or most levels.
devoted to each learning dimension, for each education
level, by country.

In some countries, such as Rwanda and the Republic of

Korea, the national pattern aligns with the general pattern
that the focus on social and emotional learning declines
from PPE to USE, while the focus on cognitive learning

15
Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

Figure 4. Kenya: Percentage of references to cognitive, Figure 5. Rwanda: Percentage of references to cognitive,
social and emotional and behavioural learning by social and emotional and behavioural learning by
education level education level

27% 27%
59% 73%
PRE-PRIMARY PRE-PRIMARY
(N=241) 12% (N=15) 0%

9% 26%
72% 58%
PRIMARY PRIMARY 16%
(N=32) 19% (N=120)

56% 45%
38% 36%
LOWER LOWER
SECONDARY 6% SECONDARY 19%
(N=48) (N=139)

70% 49%
7% 31%
UPPER 23% UPPER 18%
SECONDARY SECONDARY
(N=30) (N=206)

Figure 6. Lebanon: Percentage of references to cognitive, Figure 7. Morocco: Percentage of references to cognitive,
social and emotional and behavioural learning by social and emotional and behavioural learning by
education level education level

0% 43%
100% 29%
PRE-PRIMARY PRE-PRIMARY
(N=3) 0% (N=14) 29%

44% 46%
51% 50%
PRIMARY PRIMARY
(N=57) 5% (N=54) 4%

40% 41%
48% 45%
LOWER LOWER
SECONDARY 12% SECONDARY 14%
(N=50) (N=100)

28% 31%
65% 49%
UPPER 8% UPPER 20%
SECONDARY SECONDARY
(N=40) (N=49)

16
 3. Findings

Figure 8. Japan: Percentage of references to cognitive, Figure 9. Republic of Korea: Percentage of references to
social and emotional and behavioural learning by cognitive, social and emotional and behavioural learning
education level by education level

26% 20%
36% 56%
PRE-PRIMARY PRE-PRIMARY
(N=42) 38% (N=55) 22%

32% 26%
28% 45%
PRIMARY 40% PRIMARY
(N=106) (N=161) 27%

41% 39%
18% 37%
LOWER LOWER
SECONDARY 42% SECONDARY 23%
(N=106) (N=228)

45% 52%
20% 21%
UPPER 35% UPPER 24%
SECONDARY SECONDARY
(N=193) (N=113)

Figure 10. Portugal: Percentage of references to Figure 11. Sweden: Percentage of references to cognitive,
cognitive, social and emotional and behavioural learning social and emotional and behavioural learning by
by education level education level

0%
42%
0%
33% PRE-PRIMARY
PRE-PRIMARY 0%
(N=0)
(N=12) 25%

54%
39%
25%
19%
PRIMARY PRIMARY
42% (N=28) 21%
(N=31)

55%
65%
10%
19% LOWER
LOWER 35%
SECONDARY 15% SECONDARY
(N=20)
(N=26)

83%
74%
17%
11%
UPPER 15% UPPER 0%
SECONDARY SECONDARY
(N=35)
(N=27)

17
Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

Figure 12. Costa Rica: Percentage of references to Figure 13. Mexico: Percentage of references to cognitive,
cognitive, social and emotional and behavioural learning social and emotional and behavioural learning by
by education level education level

35% 41%
29% 43%
PRE-PRIMARY PRE-PRIMARY
(N=17) 35% (N=56) 14%

72% 58%
12% 35%
PRIMARY PRIMARY
(N=67) 16% (N=65) 6%

31% 37%
34% 47%
LOWER LOWER
SECONDARY 32% SECONDARY 15%
(N=77) (N=103)

34% 49%
37% 17%
UPPER 28% UPPER 34%
SECONDARY SECONDARY
(N=76) (N=92)

Finding #4 In no country did the three learning dimensions receive

similar levels of focus at all four education levels (within
In 8 of the 10 countries’ curricula, at least one of 20%). Costa Rica had a relatively similar focus on the
the learning dimensions had an inclusion rate three learning dimensions in three of the four education
below 15%. levels, and Japan and the Republic of Korea had similar
focuses in two of the four education levels. In Costa Rica,
In eight of the ten countries, at least one of the learning there was a difference of 6% among dimensions in pre-
dimensions has an inclusion rate below 15% (see Table primary education, indicating greater similarity in the use
1). This means that less than 15% of all the references of each learning dimension approach, which means the
coded in the country documents at this level included three learning dimensions are taught relatively evenly. In
references to this dimension. Three-quarters of these Kenya, by contrast, there is a 46% difference between the
instances concern the behavioural learning dimension. In learning dimensions with the greatest and least focus at
over half of the instances, it is at the secondary education the same education level, which means there is a particular
level that at least one of the learning dimensions receives emphasis on certain learning dimensions.
less focus. The percentage difference between most and
least emphasized dimension, at each education level Of the 24 cells in grey (Table 1), which indicate that 15% or
and overall, ranges from 3 to 63%, while in Japan and the less of content focused on that learning dimension at that
Republic of Korea, there is consistent prominence of all level, 16 are associated with the behavioural dimension,
dimensions across all education levels. and 11 are in secondary education.

18
 3. Findings

Table 1. Inclusion of each learning dimension at each education level in each country

LEARNING DIMENSION

Cognitive Social and emotional Behavioural % Difference

PPE 35% 29% 35% 6%

PE 72% 12% 16% 60%

COSTA RICA LSE 31% 34% 32% 3%

USE 34% 37% 28% 9%

Overall 44% 28% 27% 17%

PPE 26% 36% 38% 12%

PE 32% 28% 40% 11%

JAPAN LSE 41% 18% 42% 24%

USE 45% 20% 35% 25%

Overall 39% 23% 38% 16%

PPE 27% 59% 12% 46%

PE 9% 72% 19% 63%

KENYA LSE 56% 38% 6% 50%

USE 70% 7% 23% 63%

Overall 33% 52% 13% 39%

PPE 20% 56% 22% 36%

PE 26% 45% 27% 19%

REPUBLIC
LSE 39% 37% 23% 16%
OF KOREA
USE 52% 21% 24% 31%

Overall 36% 38% 24% 14%

The relative absence of behaviour-oriented approaches in at the pre-primary and primary level, where the scope of
ESD and GCED learning may be considered from different individual agency is limited. While young children certainly
angles. First, despite an increased focus in ESD and GCED have important behavioural skills to learn and use at
on action-oriented pedagogies and learning outcomes, school (e.g. kindness), at home (e.g. recycling) and in the
mainstream curricular approaches often continue to community (e.g. volunteering at an elderly care centre),
emphasize the value of abstract knowledge and the their ability to engage in a wider range of social action is
cognitive learning dimension. Moreover, traditional exam- more limited. On the other hand, behavioural pedagogies,
driven education systems may find it difficult to capture such as connecting to local places through outdoor and
student performance in behaviour-oriented learning. community-based learning, can be very successful at all
In addition, identifying and teaching age-appropriate ages, including at pre-primary and primary grades.
behavioural responses to ESD and GCED raise challenges

19
Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

LEARNING DIMENSION

Cognitive Social and emotional Behavioural % Difference

PPE 0% 1
100% 1
0% 1
100%1

PE 44% 51% 5% 46%

LEBANON1 LSE 40% 48% 12% 36%

USE 28% 65% 8% 58%

Overall 37% 55% 8% 47%

PPE 41% 43% 14% 29%

PE 58% 35% 6% 52%

MEXICO LSE 37% 47% 15% 32%

USE 49% 17% 34% 32%

Overall 46% 35% 18% 27%

PPE 43% 29% 29% 14%

PE 46% 50% 4% 46%

MOROCCO LSE 41% 45% 14% 31%

USE 31% 49% 20% 29%

Overall 40% 46% 14% 32%

PPE 42% 33% 25% 17%

PE 39% 19% 42% 23%

PORTUGAL LSE 65% 19% 15% 50%

USE 74% 11% 15% 63%

Overall 56% 19% 25% 38%

PPE 27% 73% 0% 73%

PE 26% 58% 16% 42%

RWANDA LSE 45% 36% 19% 25%

USE 49% 31% 18% 31%

Overall 41% 40% 18% 24%

PPE 0%1 0%1 0%1 0%1

PE 54% 25% 21% 32%

SWEDEN 1
LSE 55% 10% 35% 45%

USE 83% 17% 0% 83%

Overall 66% 18% 16% 51%

1
The percentages for pre-primary education in Lebanon and Sweden are based on a small number of total references (less than 10), and thus caution
should be exercised in any interpretation.

Note: Figures in the three rows of learning dimensions above refer to the percentage of coded references to each dimension, by country and education
level. Cells in grey indicate that the percentage of explicit references to that learning dimension at that education level is 15% or less.
% Difference numbers refer to the difference in percentage points between the most and least emphasized learning dimensions at each education level.
A low number (e.g. in Costa Rica at the pre-primary and secondary levels) means that the focus on the different learning dimensions is relatively similar;
a high number (e.g. in Kenya or Sweden at the secondary level) means that the focus on the different dimensions is more varied.
The columns within a country’s education level do not add up to 100% because the ‘other’ category was excluded from analysis.

20
 3. Findings

Finding #5 Figure 14. Percentage of references to cognitive, social

and emotional and behavioural learning by document
Emphasis on ESD and GCED learning and learning type
dimensions varies across document types
25%
National education laws include less focus on cognitive NATIONAL
EDUCATION LAWS 51%
and behavioural learning and more on social and (N=98)
emotional learning dimensions – by contrast, in the 20%
remaining document types, the focus is relatively similar. In
addition, in each document type, there is roughly double 37%
NATIONAL
the learning content, which was coded for GCED as there is STRATEGIC PLANS 34%
learning content coded for ESD (see Figure 15). AND POLICIES
(N=958) 25%
Aside from national laws, Figure 14 shows a high degree of
similarity of coverage of the three dimensions of learning
across document types. This suggests that focus on social NATIONAL 41%
CURRICULUM
and emotional and behavioural dimensions extends to all FRAMEWORKS 32%
levels of national policymaking. In some respects, it may (N=1,154) 27%
be not surprising to have more emphasis on the social and
emotional in national laws, which set out legal mandates
NATIONAL ESD- 35%
based on constitutional and moral frameworks. GCED-SPECIFIC
DOCUMENTS 30%
As shown in Figure 15, the consistency of focus on GCED (N=388) 34%
learning themes relative to ESD themes across document
types is striking; it is worth noting also that the number of
documents of each type varies considerably, as indicated 41%
SUBJECT-SPECIFIC
by the N numbers for the coded content in each document CURRICULUM 37%
(N=3,441)
type shown in Figure 15. 22%

Social and
● Cognitive ● ● Behavioural
Emotional

Figure 15. Percentage of references to ESD and GCED learning by document type

31% 25% 36% 38% 30%

62% 71% 60% 56% 63%

NATIONAL NATIONAL NATIONAL NATIONAL ESD- SUBJECT-SPECIFIC

EDUCATION STRATEGIC PLANS CURRICULUM GCED-SPECIFIC CURRICULUM
LAWS AND POLICIES FRAMEWORKS DOCUMENTS (N=3,441)
(N=98) (N=958) (N=1,527) (N=403)

● Global Citizenship Education ● Education for Sustainable Development

21
Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

Finding #6 The trend whereby there is more emphasis on the

cognitive dimension of ESD and GCED when presented
In study countries’ curricula, of the three learning in the context of social and natural sciences, is consistent
dimensions, there is a greater focus on the with trends in many education systems to prioritize
cognitive in ‘social sciences’ and ‘natural sciences’ 'academic' content and associated standardized tests in
curricula as compared to ‘general’ curricula secondary curricula.34
(mainly pre-primary and primary curricula), and
‘language’ and ‘other required’ subject areas. When this cognitive emphasis is not balanced with
pedagogy that cultivates social and emotional and
Of the three learning dimensions, there is a greater focus behavioural learning dimensions, this may lead to students
on the cognitive in ‘social sciences’ and ‘natural sciences’ being able to pass standardized exams on ESD and GCED
curricula as compared to ‘general’ curricula (mainly but not to develop lasting emotional commitments or the
pre-primary and primary curricula), and ‘language’ and behavioural skills relevant to applying ESD and GCED.
‘other required’2 subject areas. The social and emotional
dimension receives a slightly greater focus in ‘language’ Finding #7
and particularly in ‘other required’ course curricula, as well
as in ‘general’ curricula. ESD and GCED learning and learning dimensions
vary by document publication date
Figure 16. Percentage of references to cognitive, social
The relative focus on ESD and GCED themes remains quite
and emotional and behavioural learning by curricular
consistent across the three timeframes studied - prior to
subject area (general, social sciences,3 natural sciences,
2006; between 2006 and 2014; from 2015 to the present
language, other required)
- (see Figure 17). This is not the case with the learning
dimensions. There is a significant shift in recent years
29% where we observe an increase in the extent of explicit
GENERAL reference to all three learning dimensions in more recent
(N=580) 46%
documents (see Figure 18).
23%
Figure 17. Average number of references to GCED and ESD
learning by publication period
47%
SOCIAL
SCIENCES 31% 20
(N=1,321)
22%
14 11
51% 8
NATURAL 5 5
SCIENCES 28%
(N=409)
21%
2005 AND 2006 2015
PRIOR to 2014 to 2018
39%
Education for Sustainable
LANGUAGE ● Global Citizenship Education ●
42% Development
(N=228)
19% Note: The numbers included in this figure were calculated by dividing
the total number of references in a given timeframe by the number of
documents for that period.
26%
OTHER
REQUIRED 52% 2 Examples of ‘other required’ curricula include communication skills, creative arts
(N=396) and economics (Rwanda); moral education (Republic of Korea); political science
21% (Rwanda); religion (Kenya, Rwanda) and social and emotional skills (Mexico).
3 The term ‘social sciences’ refers to social studies, history, geography and/or
citizenship/civics wherever they are a required subject. The term ‘other required’
Social and refers to non-core but still required subjects specifically related to ESD or GCED,
● Cognitive ● ● Behavioural
Emotional which may vary from country to country. The term ‘general curricula’ refers to general
curricular documents at any education level which are not organized by specific
subject areas and includes pre-primary and primary curricula when not organized
by subject.

22
 3. Findings

Figure 18. Average number of references to cognitive, emotional and behavioural learning in pedagogical
social and emotional and behavioural learning by time practices and learning outcomes (e.g. Berman, Chaffee
period of publication and Sarmiento, 2018; OECD, 2018), it might be expected
that policy documents and curricula that have been
revised more recently would show increased attention to
6 a diversity of learning dimensions. This is indeed the case
2005 AND
PRIOR 7 in the findings, which show more than a doubling of the
3 explicit focus on learning dimensions in documents dated
from 2015 relative to those from the previous decade.
As the idea of including multiple learning dimensions
3
2006 takes root, it is likely that countries will continue to be
TO 4 more explicit in how they attend to cognitive, social
2014
3 and emotional and behavioural dimensions in both the
processes and outcomes of learning. For example, Costa
Rica, Japan and the Republic of Korea, all of whom have
11 more recently revised curricula, show considerable focus
2015
TO 10 on all three dimensions at two or more levels of education.
2018
7
Finding #8

● Cognitive ● Social and

● Behavioural There is relatively more focus on GCED than ESD
Emotional
themes
Note: The numbers included in this figure were calculated by dividing
the total number of references in a given timeframe by the number of Overall, across all countries, document types and
documents for that period. education levels, there is twice as much explicit focus on
GCED learning as compared to ESD learning (63% vs 32%
The publication dates for the policy and curriculum
of coded content).
documents span from about 1997 to 2018 and include
significant ESD and GCED milestones, such as the Figure 19 presents the percentage of total content related
beginning and end of the UN Decade of Education to ESD and GCED learning themes overall and for each
for Sustainable Development (2005-2014) and the UN country, as well as breakdowns of this content by ESD and
Secretary General’s Global Education First Initiative (2012- GCED themes.
2016), which highlighted the importance of GCED.
Across all ten countries, over 60% of the coded content was
As part of these milestones, UNESCO and many other focused on GCED learning. Pie charts of study countries are
organizations published action plans and guidelines for presented from greatest focus on GCED themes to greatest
implementing ESD and GCED. Increasingly, ministries of focus on ESD themes. Countries with the greatest focus on
education created websites where they posted ESD and GCED include the Republic of Korea, Morocco and Lebanon
GCED national plans and strategies; and national and (between 74-79% of coded content). Countries with the
regional groups were formed to promote ESD and GCED greatest focus on ESD content include Sweden, Portugal,
and pilot local approaches. Earlier initiatives, such as peace Costa Rica and Mexico (40-50% of coded content). About
education (1981), human rights (1995-2004) and gender 5% of relevant content refers to other ESD and GCED
equity (Beijing, 1995) were often associated with GCED content that did not fit into ESD and GCED themes 1-75,
after the term became part of a key indicator for measuring such as moral education or character education.
progress on the education SDG 4 in 2017 – i.e. Target 4.7.
Several factors may help to account for these findings. First,
Still, despite these specialized initiatives, it is notable that it is important to recognize that the themes and overall
the relative focus on learning themes coded for ESD has categories of ESD and GCED used in the study are based
remained relatively constant, and learning themes coded
for GCED have seen somewhat of an increase in focus in 5 See Table 4 for more details about the composition of ESD, GCED and ‘other ESD
more recent documents (Figure 17). /GCED.’ GCED content includes codes related to cultural diversity and tolerance,
peace and nonviolence as well as human rights and gender equality. Content coded
to the ESD category includes references to environmental sustainability, sustainable
In relation to Figure 18, given the growing emphasis in production and consumption, human survival and well-being as well as three pillars
research and practice on the importance of social and approaches to ESD. Text associated with intended learning related to ESD/GCED but
not clearly captured by any of the above seven codes was coded as ‘other ESD/GCED.’

23
Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

Figure 19. Percentage of references in different ESD and GCED themes overall and by country

2%
3%
4%
7% 2%
9% 1% 10% 3%
13% 12% 17%
6% 2%
22%
6%
6%
22% 6%
50% 24%
8% 1%
16%

ALL 48% 58%

8% 32%
<1%
2%

REPUBLIC OF KOREA MOROCCO LEBANON KENYA

(N=637) (N=423) (N=153) (N=754)

2% 0%
4%
1%
2%
7% 9%
20% 30% 20%
12% 27% 24%
9%
27% 6%
16% 12% 7%
19%
4%
19% 7%
16% ALL 4%
26% 28% ALL 31%
<1% 4%
2% 1%

RWANDA JAPAN ALL MEXICO COSTA RICA

(N=1,047) (N=679) (N=1566) (N=445)

12%
5%
27% 18% 20% ● Cultural Diversity and Tolerance
ALL GCED

24% 28%
● Peace and Non-Violence
6%
15% Human Rights and Gender
11% 4% ●
Equality
8%
33% 13% 5% ● Environmental Sustainability
ALL 9% 30% 2%
15% Sustainable Production and
ALL ESD

ALL 7% ●
Consumption
3% 2% <1% 2% ● Human Survival and Well-Being

PORTUGAL SWEDEN OVERALL ● Three PIllars Approach to ESD

(N=290) (N=433) (N=6,427) ● Other ESD - GCED Content

on the coding scheme, and that several ‘GCED’ themes may 18, respectively), the publication dates of their subject-
also be considered in many countries to be part of ‘ESD’ specific curricula are almost 20 years apart (2015 and 1997,
(e.g. human rights and gender equality). respectively) and, perhaps relatedly, the Republic of Korea
has more than four times the number of references to ESD
Second, the findings may be influenced by the range and GCED in its curriculum documents than Lebanon does
of approaches available at the time the documents (ESD and GCED materials and approaches have become
were being developed in a given country. For example, more common in recent decades).
although the Republic of Korea and Lebanon both have
relatively few curriculum documents in this study (19 and

24
 3. Findings

A third influence may be the historical level of Finding #9

commitment to earlier approaches, both governmental
and non-governmental and to well-established Keyword terms related to ESD vary
programmes already in place, or to approaches or
language appropriate for local culture. For example, the Of three ESD-related keywords searched in all documents,
large amount of ‘other ESD and GCED content’ in Japan ‘sustainable development’ (SD) was the most common
reflects a strong emphasis on ‘moral education’ in the term overall, followed by ‘education for sustainable
primary and lower secondary curriculum. Beginning in development,’ (ESD) with ‘environmental education’ (EE)
2019, Japan has started introducing moral education as being the least common term (Figure 20).
a standalone required subject at all levels of education,
Keyword searches of key ESD terms were carried out in all
covering most, if not all aspects of GCED.
study languages. Figure 20 presents percentages of content
focusing on three aspects of ESD, by country. Given the
history of approaches to EE and ESD in some countries, and
in research communities versus policy use, it is interesting
to note that ESD (and SD) are in higher use than EE across
the documents overall, and in all countries but Lebanon.
Some of the variation relates to the date of publication of
the documents. For example, Lebanon’s subject curricula
date to 1997, before the Decade of ESD (2005-2014) and the
Sustainable Development Goals (2015).

Figure 20. Prevalence of different ESD terms in study documents overall and by country

COSTA RICA 73% PORTUGAL 82%

(N=313) (N=44)
18% 5%
10% 14%
JAPAN 68% RWANDA
(N=154) (N=90)
97%
25% 0%
6% 3%
KENYA REPUBLIC 87%
(N=739)
42% OF KOREA
55% (N=15) 7%
3% 7%

LEBANON 0% SWEDEN 78%

(N=8) (N=1,293)
0% 22%
100% 0%

MEXICO OVERALL 69%

(N=131)
53% (N=2,978)

27% 27%
19% 4%

MOROCCO 98%
(N=191)
0%
2% Education for
Sustainable Environmental
● ● Sustainable ●
Development Education
Development

25
Educational content up close | Examining the learning dimensions of Education for Sustainable Development
and Global Citizenship Education

Finding #10 Figure 22. Percentage of references to cognitive, social

and emotional and behavioural learning by GCED and ESD
Focus on learning dimensions varies theme
between ESD and GCED themes

Across all documents, GCED content included a greater

CULTURAL 35%
focus on the social and emotional dimension than on the DIVERSITY AND
cognitive dimension, and a lesser focus on the behavioural TOLERANCE 43%
dimension (Figure 21). ESD content included a greater (N=2,095) 21%
focus on the cognitive dimension than the behavioural
31%
dimension and places the least emphasis on the social and PEACE AND
emotional dimension. NON-VIOLENCE 42%
(N=1,046)
27%
Figure 21. Percentage of references to cognitive, social
and emotional and behavioural learning by GCED and ESD HUMAN RIGHTS 37%
content AND GENDER 39%
EQUALITY
(N=874) 23%
35%
GCED 42% 46%
(N=4,015) ENVIRONMENTAL
23% SUSTAINABILITY 25%
(N=1,006)
28%
48%
ESD SUSTAINABLE 66%
(N=1,643) 23%
PRODUCTION
27% AND 15%
CONSUMPTION
(N=278) 18%

Social and 42%

● Cognitive ● ● Behavioural HUMAN SURVIVAL
Emotional
AND WELLBEING 29%
(N=250)
27%
Figure 22 breaks down the focus on learning dimensions
by ESD and GCED theme. THREE PILLARS 39%
APPROACH 17%
These findings may be related to those presented in TO ESD
(N=109) 35%
Finding #1 (Figures 1 and 2) on the extent of focus on each
learning dimension at different education levels. Given
32%
the greater inclusion of the social and emotional learning OTHER ESD-GCED
dimension in ESD and GCED in earlier grades as per Finding CONTENT 30%
(N=388)
#1, it may be that this is a result of a focus on GCED themes 33%
at earlier education levels.

In contrast, in the past, environmental themes were often Social and

associated more with the natural sciences, which, findings ● Cognitive ● ● Behavioural
Emotional
suggest, are more likely to be engaged through cognitive
learning.

Given the range of dates of the documents, this may be

influencing the higher levels of the cognitive learning
dimension associated with ESD.

26
 4. Conclusion

4. Conclusion

1. Patterns vary and longer time blocks can allow for greater social and
emotional and behavioural learning processes and
A focus on all of the interrelated learning dimensions of outcomes, such as through community-based action
cognitive, social and emotional and behavioural - ensures learning.
a holistic approach to ESD and GCED. At the same time, as
the study shows, the relative emphasis on each of these 4. Whole-School approaches
learning dimensions varies across education levels and
across countries, and possibly cultural context, as well. UNESCO recommends whole-school approaches to
Specific country educational contexts, systems, as well as ESD and GCED so that students, while increasing their
the needs to be addressed at each level of education, play cognitive understanding of subjects, are provided with
an important role in determining the pattern of emphasis opportunities to ‘practice’ them in their immediate learning
of the three learning dimensions and their implementation environments. Reinforcing extra-curricular activities
across different education levels. can also provide social and emotional and behavioural
learning of ESD and GCED. Close linkages between school
2. Importance of holistic learning remains and community are another important way to facilitate a
holistic approach to ESD and GCED. All of these approaches
While the pattern of emphasis varies across countries and point to the critical importance of appropriate pedagogy
education levels, the study shows clearly that there is a and teacher preparation, which are vital to improving
great need for countries to pay more attention to the social implementation of the commitments and priorities of
and emotional and behavioural dimensions of learning. governments, as embodied in the documents reviewed in
This is not only because these dimensions are important in this study.
their own right, but because the three dimensions, when
intentionally integrated, can have synergistic impacts. 5. Future research
Cognitive gains can be enriched when the social and
emotional aspects of a learner are engaged, or when The study, on the basis of which this publication was
participatory and action-oriented pedagogies are used to prepared, examined key education policy and curriculum
engage students in ways that they find meaningful and documents. Supplemental analysis of textbooks and
memorable. teacher guidelines would provide a fuller picture of ESD
and GCED teaching and learning. In addition, examining
3. Focus on subject domains what is actually happening in the school environment
as well as in the families and communities of learners,
The study shows that the relative emphasis on the different would inform our understanding of the impact of holistic
dimensions of learning varies, depending on the subject learning approaches. It remains to be further clarified
domain where ESD and GCED learning is integrated how social and emotional and behavioural learning, as
and delivered. Some subject domains (for instance, the included in the curricular and policy materials documents,
natural or social science subjects) are intrinsically more are implemented by teachers in classrooms and school
geared toward certain dimensions of learning (namely, activities ; and more importantly how intended learning
cognitive learning), and, thus, place more emphasis on one processes, notably a subject-based curricular can bring
dimension of learning over others. In this light, ESD and about the intended learning outcomes in the minds,
GCED stakeholders should ensure that explicit references attitudes, values and behaviours of learners.
to the value of all three dimensions of learning are
integrated in the syllabi, textbooks and teacher guidelines More studies are needed to explore the learning processes
of all relevant subject domains. Further, it is important and outcomes related to ESD and GCED learning.
to consider the ways in which organizing schooling into
distinct subjects and short time blocks is a limitation in
enabling holistic three dimensional learning. Alternative
models which allow for integration across subject learning

27
Annexes
 Annex A — Countries selected

Annex A — Countries selected

Criteria • The age range of compulsory schooling;

Ten countries, two from each UNESCO region, were • The duration in years of each of the four education
selected for inclusion (see Table 2). A number of countries levels;
in each region were initially considered with the final
selection being based on the following four criteria:
• Gross or net enrolment rates at each level;
1. A stable and relatively centralized education
• Completion rates at the primary, lower secondary
and upper secondary levels;
system;
2. A commitment to GCED and/or ESD; • The primary-lower secondary transition rate
and the intake rate into the last grade of lower
3. Accessible policy documents, strategic plans,
secondary education;
national curriculum frameworks and subject-
specific curricula; and
• Whether a nationally representative learning
4. Access to knowledgeable country experts, assessment in reading is administered in the early
whether individual researchers or institutions. grades of primary, at the end of primary and during
or at the end of secondary education.
Table 2. List of ten selected countries
On this basis, the following points are noteworthy:

1. Basic education level - All countries compel

UNESCO Regions Countries attendance in basic education levels and require
Africa Kenya, Rwanda children aged 6 or 7 to attend school. In the two Latin
American countries, compulsory education begins at
Arab States Lebanon, Morocco
age 4 in Costa Rica and 3 in Mexico. The duration of
Asia and the Pacific Japan, Republic of Korea compulsory education is shortest in Rwanda (6 years)
Europe and North America Portugal, Sweden and longest in Mexico (15 years); for most countries
the duration is 9 or 10 years.
Latin America and the Caribbean Costa Rica, Mexico
2. Pre-primary education - PPE is a 3-year cycle in most
The final sample of ten countries, while certainly too countries, less in Morocco, Kenya and Costa Rica and
small to accurately represent the diversity of education more in Sweden. All countries have a 6-year primary
systems in the world, contains countries that vary in size, education cycle; all countries have a 3-year lower
language, education system history and the form of their secondary cycle. Upper secondary education tends to
commitment to ESD and GCED. Moreover, an average of 26 be 3 years in duration, with the exception of Costa Rica
official documents for each country were analysed, which where it is 2 years.
created an extensive database from which key findings and 3. Enrolment rates - The PPE gross enrolment rates
overall conclusions can be drawn. It is important to note are highest in Korea, Sweden, Portugal, Japan and
that, although all five UNESCO regions were represented, Lebanon. They are considerably lower in Morocco and
the study does not claim to provide region-specific Rwanda. These figures include enrolments in both
perspectives on the main questions. public and private pre-primary programmes6.
This study examined policy and curriculum priorities across 4. Universal education - Universal (or near universal)
four education levels - PPE, PE, LSE and USE. As such, it is primary and lower secondary education is the norm.
worth comparing and contrasting select features of the Enrolment rates in lower secondary education are
ten education systems at these levels. Table 3 presents lower in Lebanon (76%) and likely to be lower in
the most recent system information on the following Kenya and Rwanda too (although the exact figures
characteristics:
6 This study focused on policy and curricular documents pertaining to the
government school system, whereas in some countries the provision of pre-primary
education is predominantly in the non-state sector.

29
Annex A — Countries selected

Table 3. select characteristics of national education systems in studied countries

CE Duration Administration of nationally

Countries Participation in schooling
by age by level representative learning
by region by age and level
range1 (years) assessment in reading

During/ During/end
Pre- Upper Grade
Primary Lower secondary end of of lower
primary secondary 2 or 32
primary2 secondary2

L2 NERT

L3 NERT
L1 com

L2 com

L3 com
Mill3
GER

GER
MIL

GIR
mil

TR
Africa
Kenya 6-17 2-6-3-3 3 77 8 105 84 NA 99 NA 71 81 NA 42 Y Y Y
Rwanda 7-12 3-6-3-3 0.2 21 2.5 133 54 1 82 NA 28 37 NA 18 N Y N
Arab States
Lebanon 6-15 3-6-3-3 0.2 85 1 93 NA 0.4 98 764 NA 52 664 NA N N Y
Morocco 6-14 2-6-3-3 1 54 4 112 NA 3 90 89 NA 65 71 NA Y Y Y
Asia and the Pacific
Japan 6-14 3-6-3-3 3 87 7 98 NA 7 100 100 NA 103 97 NA N Y Y
Republic of
6-14 3-6-3-3 1 98 3 97 NA 3 100 94 NA 101 100 NA N Y Y
Korea
Europe and North America
Portugal 6-14 3-6-3-3 0.3 93 1 105 NA 1 NA 99 94 NA 98 65 N Y Y
Sweden 7-15 4-6-3-3 0.5 94 1 125 NA 1 100 100 100 108 99 93 Y Y Y
Latin America and the Caribbean
Costa Rica 4-16 2-6-3-2 0.1 78 0.5 110 95 0.5 85 95 67 57 89 55 Y Y Y
Mexico 3-17 3-6-3-3 5 72 14 104 96 14 97 91 88 94 70 53 Y Y Y

Definitions: CE=Compulsory education; GER=Gross Enrolment Rate; GIR=Gross Intake Rate in last grade of L2; L1 com=Net completion rate, primary; L2 com=Net completion
rate, lower secondary; L3 com=Net completion rate, upper secondary; mill=millions; TR=Transition Rate from last grade of primary to L2; L2 NERT=Total net enrolment rate,
lower secondary; L3 NERT=Total net enrolment rate, upper secondary.

Unless otherwise indicated, the source is the Global Education Monitoring Report 2019, Statistical Tables, http://gem-report-2019.unesco.org/downloads/ based on data
originally collected and published by the UNESCO Institute for Statistics.

Footnotes: 1. The source of these data is UNESCO Institute for Statistics with the exception of Kenya which recently reformed its compulsory school regulations and system
structure and Mexico which provided an update of the starting age of compulsory education. 2. Data refer to an assessment being conducted during the 2015-2018 period.
Sources: UNESCO Institute for Statistics: http://data.uis.unesco.org/index.aspx?queryid=3409# and the Global Education Monitoring Report 2019, Table 2. 3. Combines lower
and upper secondary education. 4. Refers to the year 2012.

are missing). Republic of Korea, Sweden, Portugal, reading in the early primary grades. Towards the end
Japan and Costa Rica have also achieved very high of primary education and during lower secondary
enrolment rates in upper secondary education. In education almost all countries have conducted
Morocco, Mexico and Lebanon about two-thirds of all learning assessments, the exceptions being Lebanon
upper secondary students are enrolled. at the end of primary education and Rwanda in lower
5. Completion rates - Completion rates vary considerably secondary education.
across the ten education systems, both at the lower
and upper secondary education levels with the lowest
reported in Rwanda and the highest in Sweden.
6. Learning assessments - About half of all the sampled
countries have conducted a learning assessment in

30
 Annex B — Methodology

Annex B — Methodology

Research question content in a country’s national education system.

Typically, an NCF includes an overview of learning
The study methodology drew upon research undertaken content, core competencies and learning outcomes,
by UNESCO and partners (e.g. Browes 2017; Cox 2017; which shape subject curricula and school syllabuses.
European Commission 2017; UNESCO-IBE 2016; UNESCO- Some NCFs provide a clear and comprehensive plan of
MGIEP 2017; UNESCO 2015; UNESCO 2017) to address subject and learning content, while others give a much
the general question of whether and how the three more general outline and discuss learning content
dimensions of teaching and learning are reflected in the and outcomes in more abstract terms (UNESCO-MGIEP
national education documents of selected countries at four 2017; UNESCO-IBE 2016);
levels of education. 4. National ESD/GCED-specific documents: Official
policies or policy documents for pre-primary to
Document types secondary education that specifically focus on ESD
and/or GCED. This category is restricted to documents
The analysed body of evidence included five types of
issued or supported by ministries of education or
documents currently in use within the study countries:
linked to official government bodies, in contrast
national education laws, national education strategic plans,
to materials prepared for teachers by non-profit
national curriculum frameworks (NCFs), national ESD/
organizations, industry, etc. which are not officially
GCED-specific documents and national subject-specific
sanctioned or distributed;
curricula (see further details below), in order to provide
5. Learning objectives included in required subject-
a valid, relevant and informative portrayal of intended
specific curricula: Subject-specific curricula (or
country policy in ESD and GCED learning objectives7. The
syllabuses) detail the themes, topics and activities that
following types of documents comprised the body of
teachers are meant to cover in a particular subject and
evidence for the study8:
grade level, often accompanied by information on
1. National education laws: The binding regulations or instructional time allocations to each topic or thematic
legal frameworks specifically pertaining to education section. After comparing the education systems of
that all federal and state bodies must adhere to; the countries included in the study, it was decided
2. National education strategic plans and official within this fifth category of documents to collect
education policies: Strategy-based documents that syllabuses for the following grades: 1) the last year of
provide a broad perspective of national education PP9 ; 2) grade 4 of PE; 3) grade 8 for LSE and 4) grade
plans, including, for example, ensuring universal 10 or 11 USE. In PPE and at some primary settings, a
access from pre-primary to secondary education, ‘general’ curriculum is often used. However, at higher
improving the provision of quality education, revising education levels, ESD and GCED themes tend to be
the aims and purposes of formal education and issues addressed in different subjects and typically in the
pertaining to governance, management and funding sciences, social sciences and humanities. Towards the
of schools and teachers; end of primary education and throughout secondary
education, wherein distinct subject-specific curricula
3. National curriculum frameworks (NCFs): A general
are prevalent, the ‘core’ subject domains that were
plan or set of standards outlining the approach and
analysed included: i) social sciences (up to 3 required
subjects including social studies, history, geography
7 During the consultation the analysis of textbooks and teacher education materials and civics/citizenship education when a required
was also discussed. However, it was determined that the time, expense and
complexity involved in analysing such documents would be beyond the parameters
subject), ii) sciences (up to three required subjects
of the allocated budget and time-frame. Furthermore, schools in some countries including general science, biology, chemistry, physics),
may select from a wide range of textbooks while schools in other countries use
government-published or government-approved textbooks only.
iii) language arts (up to two required subjects,
8 Documents belonging to categories 1 to 4 are referred to as ‘higher level’ policy excluding foreign languages). For these upper
documents in the study. This document categorization follows the one employed in
the UNESCO-MGIEP 2017.
9 Pre-primary curriculum documents--either national curriculum or subject-specific
curricula--were available for eight of the ten study countries.

31
Annex B — Methodology

education levels, ‘other required’ subjects specifically such instances, assistance from UNESCO country and
related to ESD or GCED were also included for each regional offices was invaluable.
country based on country expert recommendations
(up to 2 other required courses, e.g. moral education, A total of 263 documents was included in the study
political science). dataset (between 18 and 39 per country, 26 documents on
average), of which almost two thirds are subject-specific
Document collection curricula. Table 4 reports the number of documents, by
document type, which were included in the study body of
Documents were collected for each of the ten countries evidence for each country. It is important to note that the
through the following steps: number of documents, or of each document type, is not
in itself indicative of countries’ commitments to ESD and
Step One
GCED, nor necessarily is the extent of relevant information
Manual searches were conducted of the websites of in the documents. Different countries have varying systems
national ministries of education, other key national for inclusion of priorities of ESD/GCED, as well as the extent
bodies, several UNESCO institutes (i.e. IBE, IIEP and UIS) to which approaches are detailed in policy and curricular
and other sources in the public domain in order to material or addressed through teacher education or other
complete spreadsheets with the current10 key documents means.
of each type from each country (see Supplementary
Materials 1). Document coding and analysis
Step Two The coding scheme built on insights and lessons learned in
prior studies (e.g. European Commission 2017; UNESCO-IBE
The data collection spreadsheets were then sent to pre-
2016; UNESCO-MGIEP 2017), with a focus on tracking the
selected country experts (see Table 7 – List of Country
engagement of learning dimensions in relation to ESD and
Experts, in Annex C) for input. For each country, at least
GCED across education levels.
two experts with in-depth knowledge of education and
curriculum policy, especially in the area of ESD or GCED, Phase 1 of the analysis process involved first reviewing
were consulted, as has been the practice in prior UNESCO and manually coding relevant material from all study
studies (e.g. UNESCO-IBE 2016; UNESCO-APCEIU 2017). documents using two coding categories: i) ESD and GCED
Specifically, country experts were asked to comment learning (8 possible codes) and ii) learning dimensions (4
on whether the documents already identified were the possible codes) (see Table 5).
most up to date and relevant, and to suggest additional
or different relevant documents as needed. They were The 8 ESD and GCED codes include learning related to:
also asked which required subject areas were the most cultural diversity and tolerance, peace and non-violence,
likely to include an ESD and GCED focus in their country, human rights and gender equality, environmental
in order to determine the ‘other required’ subject sustainability, sustainable consumption and production,
documents to include for that country. They were also human survival and well-being, three pillars approach to
asked to provide any additional contextual details on ESD, and other ESD and GCED intended learning.
education policy-making and other factors influencing
The four learning dimensions codes include: cognitive,
approaches to ESD and GCED in their country they felt
social and emotional, behavioural, and other. The 8-code
were important to communicate.
ESD and GCED scheme was adapted from that used for
Step Three the monitoring of the UNESCO 1974 Recommendation
concerning Education for International Understanding,
When suggested documents were not available in the Co-operation and Peace and Education relating to Human
public domain or from other sources, special requests Rights and Fundamental Freedoms (UNESCO 1974; 2016b;
were sent to ministries of education or the authorized 2008, 2018). As well as adding the 4 learning dimension
administrative units, requesting electronic or print copies codes, this study added code 7 for general references to
of the documents. If needed, arrangements were made ‘ESD’ or ‘social, economic, and environmental’ education
for mailing hard copies to the project team. In several (i.e. a ‘three pillars’ approach to ESD), and code 8 for ESD
and GCED learning content not covered by codes 1-7.

10 While the publication dates of documents varied from 1997 to 2018, in all cases it
was determined that the documents were those currently in use in each country.

32
 Annex B — Methodology

Table 4. Document types collected by region by region and country

National education National National ESD/ Subject-

National
Region Countries strategic plans curriculum GCED specific specific Totals
Laws
and policies frameworks documents curricula
Africa Kenya 1 3 3 3 18 28
Rwanda 1 11 2 0 25 39
Arab States Lebanon 0 4 1 0 13 18
Morocco 1 5 4 3 24 37
Asia and the Japan 1 1 4 1 14 21
Pacific Republic of Korea 2 2 1 0 14 19
Europe and Portugal 1 2 2 7 18 30
North America Sweden 1 3 4 4 12 24
Latin America Costa Rica 1 4 3 0 15 23
and Caribbean Mexico 3 3 1 1 16 24
Totals 12 38 25 19 169 263

Brief working definitions of the themes and elaborating coded under a single coding reference. The latter occurred
examples (see Table 5) were developed to help ensure when multiple sentences were linked to each other in
consistency in coding. The overlap in ESD and GCED discussing content that aligned with an ESD and GCED
learning themes is recognized and is why this study learning or learning dimension code (as defined in Table 5).
addresses both in conjunction with one another. The
examples for codes were not comprehensive and coders By coding relevant sections of text in this way, UNESCO
were asked to also code other similar content. was able to identify the extent of focus across a given
document, document type, across all documents within
Only content related to intended ESD and GCED learning a given country, and overall. This approach to coding
was coded under ESD and GCED learning (e.g. on student assumes that it is not only relevant if a document
learning objectives or outcomes, curricular priorities, includes reference to ESD/GCED learning and the learning
pedagogical approaches). In the documents broader dimensions, but also to the extent and details of this focus.
global citizenship and sustainable development content
that was not related to learning outcomes was not coded, Phase 2 of the analysis process involved keyword searches
given the study’s focus on ESD and GCED learning (e.g. for exact key terms and their acronyms within the text
broad statements about the importance of prioritizing ESD already coded for ESD and GCED (see Table 6 for keywords
and GCED in society or background information on GC/SD searched in various languages). The purpose of this was
that was unrelated to intended learning were not coded). to determine to what extent various exact terms such
as ‘Education for Sustainable Development’ and ‘Global
Only textual content already coded under Category 1: Citizenship Education’ were used in the documents.
ESD and GCED was coded to one or more of the Category
2: Learning Dimensions codes. Text could be coded to Coding and translation work for analysis phases 1 and
multiple Category 1 and 2 codes as appropriate depending 2 were conducted by a team of eight coders under the
on its content. coordination of the project leads and a data analysis
expert. Coders were selected in part for their language
Following the methods in the UNESCO-MGIEP (2017) skills in one of the other study country languages (Arabic,
report, in this manual coding process, UNESCO searched English, Japanese, Korean, Portuguese, Spanish and
for 'meaning of the key concepts rather than [the exact] Swedish). They also had prior familiarity with ESD/GCED
keywords and terms' (p. 23). Following established learning themes and attended research training on the
qualitative research procedures, coders identified ‘units coding process. Prior to commencing coding, several
of information’ for coding, in which all text necessary to rounds of intercoder reliability testing were conducted to
understand the meaning of a reference was also coded. compare coding patterns across the project, with feedback
Thus, in some cases single sentences were coded, and provided to coders to increase their consistency.
in other cases longer sections of several sentences were

33
Annex B — Methodology

A networked version of the software NVivo 11 was used standard NVivo analysis methods (Bazeley and Jackson
to assist with the data management and analysis in 2013). Excerpts from the qualitative data are also provided
this large-scale collaborative project. Coders in various as examples in relation to the various findings outlined
locations were able to access the dataset at the same in the section to follow. Country profiles, as already
time, with all coding maintained in the same dataset and introduced, and detailed coder notes (‘memos’) provided
available for word searches in Phase 2, as well as additional additional contextual information to inform data analysis.
queries across the dataset. NVivo allowed the project team The findings most relevant to the overall research question
to analyse relative coding frequencies for each code in and aim were selected for inclusion in the final report.
relation to one another and in relation to other factors of
interest, such as document publication date, document Verification processes for the study included review of the
type, education level, and country of origin. This process of findings by the study’s 20 country experts, as well as an
quantifying qualitative content and using it to run ‘matrix extensive review process by eight external reviewers and
queries,’ to establish levels of relationship between various UNESCO staff. Resulting feedback was incorporated into
coding categories and other attributes of the data, are the final report.

Table 5. phase 1 coding categories, codes and definitions, and examples

Coding category 1: Intended learning and teaching related to ESD/GCED

Codes and definitions Examples of content to be coded1

1. Learning related to cultural diversity and tolerance International or intercultural understanding, solidarity and
This code was used to identify content related to student learning cooperation
for or about cultural diversity (in terms of language, ethnicity, Intercultural and interreligious dialogue
race, religion and other forms of cultural diversity). Includes the
development of tolerance and/or appreciation of cultural diversity Local, national and/or global citizenship
and mutual respect.
2. Learning related to peace and non-violence Friendly relations among peoples and nations
This code was used to identify content related to student learning Challenging negative stereotypes, promoting peaceful solutions,
for or about peace-building, mediation, conflict prevention learning to live together, including others, preventing extremism
and resolution, peace education, education for non-violence,
Preventing other forms of violence including bullying, verbal
reconciliation, living together peacefully.
abuse and gender-based violence
3. Learning related to human rights and gender equality Equality, inclusion and non-discrimination, for example by
This code was used to identify content related to student learning gender, caste, race, class, disability
for or about fundamental human rights, including the right to Justice and fairness
freedom from discrimination based on gender. Human rights are
Caring for those in need, treating others with respect and
defined as moral principles or norms that describe certain standards
dignity, sharing equitably, promoting gender equality
of human behaviour and are regularly protected as natural and
legal rights. Gender equality focuses on the rights of both men
and women to develop their personal abilities and make choices
without the limitations set by stereotypes, rigid gender roles and
prejudices.
4. Learning related to environmental sustainability Caring for the planet, protecting nature
This code was used to identify content related to learning for or
about environmental sustainability as responsible interaction with Environmental justice
the environment to avoid depletion or degradation and to allow for
environmental quality and health. Note that references to human
Climate change, biodiversity, water
production and consumption of resources should not be coded to
this category; instead code to 5) below. Text that uses the language
of ‘resources’ to discuss learning for environmental sustainability –
e.g. learning to conserve natural resources - should be coded here
rather than under code 5).

34
 Annex B — Methodology

5. Learning related to sustainable consumption and production Responsible and sustainable lifestyles
This code was used to identify content related to learning for Green economy, green jobs
or about sustainable consumption as the use of resources,
products and services that have a minimal impact on the
environment. Sustainable consumption and production are Sustainable energy
about promoting resource and energy efficiency, sustainable
infrastructure and green jobs. Note that references to
production and consumption of natural resources were coded
to this code.
6. Learning related to human survival and well-being Environmental health as it pertains to human well-being, disaster risk
This code was used to identify content related to learning for reduction
or about human survival and well-being, defined as social
wellbeing and harmony including in future generations due Health of the planet for future generations
to healthy environmental systems. Key to distinguishing this Sustainable cities and communities
code is the need for environmental health for human survival
and well-being. Note that references to improved standard
of living, quality of life, etc. were not coded to code 6 unless
they were linked to the necessity of environmental health and
sustainability for human well-being.
7. Three pillars approach to ESD Exact terms ‘Education for Sustainable Development’ or ‘ESD,’ or
Text that includes general references to 'Education for discussions of ‘social, economic, and environmental’ together
Sustainable Development' (ESD) or specific mentions of social,
economic and environmental education. Note that all three
pillars were referenced in order to code at this node.
8. Other ESD/GCED intended learning e.g. moral education or character education without specifics that
Text associated with intended learning related to ESD/GCED but not can be coded as above
clearly captured by any of the above seven codes.

Coding category 2: Learning dimensions

Codes and definitions Examples of content to be coded2
1. Cognitive dimension Understand, know about, analyse, reason, evaluate, synthesize,
This code was used to identify any ESD/GCED learning content apply knowledge, conceptualize, interpret or extrapolate, integrate,
related to furthering knowledge and thinking skills necessary describe/explain, compare and contrast, recognize, differentiate, solve
to better understand GC/SD and the challenges to achieving it. problems, think critically, think independently, think creatively

2. Social and emotional dimension Empathize, manage one’s feelings, develop interpersonal skills, show
This code was used to identify any ESD/GCED learning content care for others, avoid prejudice or bias, be inclusive, be cooperative,
related to furthering social and emotional skills that enable be kind, assertive, be able to negotiate and resolve conflicts,
learners to address GC/SD. develop positive values such as care and compassion without
discrimination, develop the ability to persevere, develop passion for
and commitment to ESD/GCED themes, feel responsible, develop an
inclusive sense of belonging to a society or country and the world
(without negative attitudes towards particular social groups)
3. Behavioural dimension Learn to undertake some individual or collective action, community
This code was used to identify any ESD/GCED learning content engagement as part of school activities or activism, be or plan to
related to furthering ‘action competence’ or intentional actions be a responsible citizen, regulate one’s behavior in society, live
with respect to in a sustainable manner, be a responsible consumer, undertake
GC/SD. environmental or people-oriented action supportive of ESD/GCED
goals
4. Other Indigenous or other holistic approaches to living/education which
This code was used for integrated approaches that combine integrate mental, physical, emotional and spiritual aspects of learning
multiple dimensions in a way that does not allow them to be in ways that cannot be separated
separated out. It did not include general references to ESD/
GCED learning that did not specify a domain or approach to
learning.

1
Content or language that may be used in documents for learning related to the six coded principles. Similar language or content should also be coded to the six codes. Any
text focusing on ESD/GCED intended learning, but falling outside the six coded principles, should be coded to code 8
2
Content or language that may be used in documents for learning dimensions. This is not an exhaustive list and similar content is also to be coded

35
Annex B — Methodology

Table 6. phase 2 keyword search terms

Language Term Acronym Term Acronym Term Acronym Term Acronym

English Global GCED Education for ESD Environmental EE Sustainable SD
Citizenship Sustainable Education Development
Education Development
Japanese Chikyu Shimin GCED Jizoku Kanouna ESD Kankyo Kyoiku ( None Jizokukano na SD
Kyoiku Kaihatsu no 環境教育） Kaihatsu (持続可
(地球市民教育) tameno Kyoiku 能な開発)
or Global (持続可能な開発
Citizenship のための教育)
Kyoiku
(グローバルシテ
ィズンシップ教
育)
Korean 세계시민교육/ GCED 지속가능발전교육 None 환경교육/ 환경 None 지속가능발전/ None
세계시민 교육, 교육 지속 가능 발전
글로벌 시민 교육
Swedish Utbildning None Utbildning för None Miljöutbildning None Hållbar utveckling None
för globalt hållbar utveckling
medborgarskap
Spanish Educación para ECM Educación para EDS Educación EA Desarrollo DS
la Ciudadanía el desarrollo ambiental Sostenible
Mundial sostenible
Arabic ‫الرتبية عىل املواطنة العاملية‬ None ‫التعليم من أجل التنمية‬ None ‫الرتبية البيئية‬ None ‫تنمية مستدامة‬ None
‫املستدامة‬

Portuguese Educação para a ECG Educação para o EDS Educação EA Desenvolvimento DS

Cidadania Global Desenvolvimento Ambiental Sustentável
Sustentável

36
 Annex C — List of country experts

Annex C — List of country experts

Table 7. List of country experts

Country Expert #1 Expert #2

Africa
Andrew Riechi, Department of
Mary Kangethe, Deputy Director, Kenya National Commission for
Kenya Educational Administration and Planning,
UNESCO
University of Nairobi
John Rutayisire, Formerly Rwanda Jean-Damascène Gasanabo, CNLG Research
Rwanda
Education Board, now a Consultant and Documentation Center on Genocide
Arab States
Norma Ghamrawi, Faculty of Education, Maysoun Chehab, UNESCO Beirut Office
Lebanon
Lebanese University
Morocco Abdennassar Naji, AMAQUEN Abdellah Chekayri, Al Akhawayn University, Ifrane
Asia and the Pacific
Hikaru Komatsu, Kyoto University Jeremy Rappleye, Kyoto University
Japan
Sugata Sumida, University of Albany/Hiroshima University
Seungmi Lee, Korean Institute for SueHye Kim, Korea University
Republic of Korea
Curriculum and Evaluation
Europe and North America
Gabriel Bladh, Social Science Education, Eva Friman, Swedish International Center of Education for
Sweden Karlstad University Sustainable Development, SWEDESD and Uppsala University
Sverker Lindblad, University of Gothenburg
Maria Helena Mariano de Brito Fidalgo Luísa Teotónio Pereira, Global Education Network Europe (GENE)
Esteves, José Pedro Amorim and Isabel Menezes, Faculty of Psychology and
Portugal
Universidade de Lisboa Education Sciences, University of Porto, with assistance from Dalila
Coelho
Latin America and the Caribbean
Astrid Hollander and Ricardo Martinez, Alicia Jiménez, Earth Charter International Secretariat and Center for
Costa Rica
UNESCO-Costa Rica Education for Sustainable Development
Sylvia Schmelkes, Raquel Ahuja and Péter Bagoly-Simo, Humboldt University, Berlin
Mexico Pamela Manzano Gutierrez, National
Institute of Educational Evaluation

37
Annex D — Coding reliability assessment process

Annex D — Coding reliability assessment process

In content analysis of documents involving different Table 8. percentage agreement of step 2 coding
languages and native speaker coders, as carried out in this
study, it is important to gauge the extent of intercoder Node Agreement (%)
reliability. This is especially true in this study given the
ESD-GCED\1. Cultural diversity and 91.22
complexity of the coding scheme. Intercoder reliability was tolerance
assessed through a multi-step process of qualitative and
ESD-GCED\2. Peace and non-violence 67.58
quantitative assessment, including the following steps:
ESD-GCED\3. Human rights and gender 98.37
1. Initial qualitative assessment – All coders completed equality
coding of subsections of two different document types ESD-GCED\4. Environmental sustainability 100.00
(12 pages total). This coding was assessed on a line-by-line ESD-GCED\5. Sustainable production and 100.00
basis and sent to the larger team for discussion. Based consumption
on this assessment, code definitions were clarified, and ESD-GCED\6. Human survival and 100.00
individual and collection feedback was provided to coders. wellbeing

2. Quantitative analysis – All coders completed coding of a ESD-GCED\7. Other ESD-GCED content 91.14
third document subsection, and this coding was compared Learning dimensions\Behavioural 56.95
against an ideal coding scheme, developed by the team. Learning dimensions\Cognitive 75.17
Quantitative kappa scores and percentage agreement
Learning dimensions\Other 100.00
and disagreement across codes and team members were
calculated using NVivo. Learning dimensions\Social and 81.94
emotional
3. Assessment of codes - Challenging codes were identified
as those with low percentage agreement, and low coding
score. All codes except two (ESD-GCED- Peace and Non-
Violence, and Learning Dimensions - Behavioural) were
determined to have satisfactory levels of agreement
amongst coders. Individual coding patterns were
assessed to determine if all coders were presenting similar
approaches to coding.

4. Second qualitative assessment – All coding was again

reviewed on a line-by-line basis and all text excerpts
associated with coder disagreement were discussed by
team members. Once again, code definitions were clarified,
and individual and collective feedback was provided to
coders.

The percentages of agreement in coding resulting from the

Step 2 coding reliability assessment are reported below.
You will see that the percentages are very high for almost
all the ESD/GCED sub-themes and learning dimensions,
with the exception of 'peace and non-violence' and the
behavioural learning dimension, which were corrected
through steps 3 and 4 above.

38
 Annex E — Study limitations

Annex E — Study limitations

The study provides a picture of how ESD and GCED committed to one concept or the other, understandings
learning engages different learning dimensions and other of these principles are complex and often overlap. In other
factors across ten countries. Limitations of the study are countries the specific terms of ‘ESD’ and ‘GCED’ are not
outlined here to inform emergent interpretations of the widely used, at least in the curriculum documents currently
results and considerations for future work. in use.

Selection of countries and methodology - The selection Vintage of documents - The publication dates of the
of ten countries, two per UNESCO region, does not documents coded in this study spanned from circa 1997
represent the diversity of countries and education systems to 2017, meaning that many documents pre-date SDG 4
worldwide and in each region. That said, within the and Target 4.7, which explicitly mention ESD and GCED.
selection criteria employed, the selected ten countries are Recently published documents may have benefited
diverse in size, language, education system structure and from guidelines and exemplary materials produced
history. by advocates of ESD and GCED at the national and
international levels. In several countries, new curricula are
A careful document collection process involving country currently under development; however, for the purposes of
experts aimed to ensure all required documents of each this study, these materials went unanalysed since they do
document type were included in the dataset. However, not yet represent official government policy.
disparities in the numbers of documents active in
respective countries, the varying focus and lengths of What happens in the classroom? - The results of the
those documents, all factored into the relative extent of study allow for tentative conclusions about policy and
content available to be coded for each country. curriculum documents, although they say little about the
implemented curriculum and actual classroom practice.
Documents in seven languages were coded by seven For social and emotional and for behavioural learning,
different coders, native speakers of the relevant languages. the way that teachers organize the learning - in groups
The main research team provided oversight and the or individually, using role plays or activities that involve
country experts provided additional support when action and place-based learning in the community - may
needed. be as important as the content specified in the curricula.
Given the time-frame, the coding scheme and working The study’s design provides an informative foundation and
definitions were streamlined as much as possible while still analytical strategy for further work, which could examine
addressing the project’s main objectives. While this was how intended policies and curriculum documents are
a qualitative study, frequency counts of thematic manual translated into textbooks and other teaching/learning
coding (see coding scheme in Table 4), as well as keyword materials, teaching practices, student-teacher interactions,
searches of several terms (see Table 5), enabled general school learning environments and student learning
patterns to be identified. outcomes.

However, the scope of this 263-document study in seven

different languages within the study time-frame, did
not allow for in-depth examination of the qualitative
document data, or interviews with key stakeholders to
provide further context for the analysis and interpretation
of the findings.

Coding - The coding structure and analysis focused more

on identified themes of ESD and GCED learning, as well
as ESD and GCED overall, rather than on ESD and GCED
as separate and distinct entities. Even in countries more

39
Annex F – Extracts from the analysed documents and coding examples

Annex F — Examples of coded extracts, per learning

dimension, from the analysed documents
Table 9. Examples of coded extracts, per learning dimension, from the analysed documents

Extract Coded content from the extract Source

“‘When acting, think about the feelings of friends and Exemplify a focus on social and emotional Japan: Ministry of Education,
people immediately around, sympathize with others’ learning through placing attention on Culture, Sports, Science and
feelings, reflect on your actions from the other’s point of ‘feelings,’ ‘sympathizing’ and ‘respect.’ They Technology. (2018). Commentary
view.” also signal how social and emotional on the courses of education for
learning is often linked with the behavioural kindergarten.
dimension in Japan across education levels,
through the focus on ‘acting’ and ‘working.’

“Deepen awareness about the importance of working Ibid Japan: Ministry of Education,
to respect the diverse cultural life in various parts of the Culture, Sports, Science and
world.” Technology. (2018). Commentary
on the courses of study for high
schools for geography/history.)

“Ensure that all students acquire the theoretical and Extract coded for cognitive dimension Mexico: Agenda 2030. (2017).
practical knowledge necessary to promote…the (e.g. ‘theoretical knowledge’), behavioural Objetivo de Desarrollo Sostenible 4:
appreciation of cultural diversity and the contribution of (e.g. ‘practical knowledge’) and social and Educación de Calidad.
culture to sustainable development, among other means.” emotional (e.g. ‘appreciation of’).

“It is also by facing the concrete problems of their Extract coded for behavioural dimension Portugal: Ministério da Educação/
community and through the plurality of opinions within (e.g. ‘understanding their role as dynamic Departamento de Educação Básica.
them that students acquire the notion of responsibility agents’) and social and emotional (e.g. (2004). Organização curricular e
towards the environment, the society and the culture in ‘acquire the notion of responsibility towards’). programas, Ensino básico – 1.º Ciclo.
which they belong, gradually understanding their role as Lisboa: Editorial do Ministério de
dynamic agents in the transformation of the reality that Educação, 4.º Edição.
surrounds them.”

“The result of this interdisciplinary work, the initiative Extract coded for behavioural dimension Costa Rica: Ministry of Public
promotes an education for affectivity and integral sexuality (e.g. ‘corporal dimension,’) and social and Education. (2014). Memoria
that is directed towards the construction of the human emotional (e.g. ‘affectivity, ‘emotional institucional 2006-2014. La
bond from the affective, corporal and spiritual dimensions, maturity’) and other (e.g. ‘directed towards... Educación subversiva:Atreverse a
and towards the promotion of emotional maturity. In spiritual dimension’). construir el país que queremos.
that sense, it is an integral vision according to which
to understand, educate, conduct this link properly and
develop, at the same time, emotional maturity, will have a
great positive impact on human coexistence and with it on
the quality of life of the students, families and communities
of our country.”

“The provision of basic education shall be guided by the Kenya: Basic Education Act 2013.
following values and principles... (i) promotion of peace,
integration, cohesion, tolerance, and inclusion as an
objective in the provision of basic education; (j) elimination
of hate speech and tribalism through instructions that
promote the proper appreciation of ethnic diversity and
culture in society; (k) imparting relevant knowledge,
skills, attitudes and values to learners to foster the spirit
and sense of patriotism, nationhood, unity of purpose,
togetherness, and respect.”

40
 Annex F – Extracts from the analysed documents and coding examples

Extract Coded content from the extract Source

“Understanding and compassion: The school should Extract coded for cognitive dimension Sweden: Swedish National Agency
promote understanding of other people and the ability (e.g. ‘understanding’), social and emotional for Education. (2010) Constitutional
to empathize. Care for the individual’s well-being and (e.g. ‘compassion,’ ‘ability to empathize’) and Collection, Volume 37.
development should characterize the education system. No behavioural (e.g. ‘participation in’).
one should be subjected to discrimination on the grounds
of gender, ethnicity, religion or other beliefs, transgender
identity or expression, sexual orientation, age or disability
or to other offensive treatment. All such tendencies should
be actively counteracted. Xenophobia and intolerance
must be addressed with knowledge, open discussion and
active efforts. The internationalization of Swedish society
and the growing mobility across national borders place
high demands on people’s ability to live with and realize
the values that lie in cultural diversity. Awareness of one’s
own and participation in the common cultural heritage
provides a safe identity that is important to develop
together with the ability to understand and live alongside
the conditions and values of others. The school is a social
and cultural meeting place that has both an opportunity
and a responsibility to strengthen this ability for everyone
who works there.”

“Foster human character and competences necessary to Republic of Korea: Ministry of

live together with people, communities, and nature.” Education. (2015). Character
Education Promotion Act 2015.
Article 2 Section 1.

41
Annex G — List of all documents coded

Annex G — List of all documents coded

Latin America and Caribbean: Costa Rica 7. Costa Rica: Ministry of Public Education. 2017. Programas
aprobados por Consejo Superior Educación. List of pro-
grammes approved by the Superior Council of Education.
National Education Laws [Accessed 30 May 2019] https://www.mep.go.cr/sites/default/
1. Costa Rica: Ministry for National Planning and Economic files/programas-aprobados-consejo-superior-educacion.pdf
Policy. 2014. Plan Nacional de Desarrollo 2015-2018.
8. Costa Rica: National Council of Rectors. 2010. Currículo
National Development Plan 2015-2018. [Accessed 30
de la Educación Media Costarricense de 1950 a 2010. Cur-
May 2019] http://www.mep.go.cr/sites/default/files/banner/
riculum of the Costa Rican Media Education from 1950
pnd_2015_018_alberto_canas_escalante.pdf
to 2010 [Accessed 30 May 2019] https://www.estadonacion.
or.cr/files/biblioteca_virtual/educacion/003/Retana_2010_
Relevant Plans and Official Education Policies Curriculo_Educacion_Media.pdf
2. Costa Rica: Ministry of Public Education. 2017. Sonia
Marta Mora Escalante Presidenta Consejo Superior National ESD/GCED-Specific Documents
de Educación. Sonia Marta Mora Escalante President
Superior Council of Education. [Accessed 30 May 2019] Subject-Specific Curricula
http://www.mep.go.cr/sites/default/files/page/adjuntos/politi-
caeducativa.pdf
Pre-primary
9. Costa Rica: Ministry of Public Education. 2017. Guía
3. Costa Rica: Ministry of Public Education. 2017. 15 Ori- Pedagógica para niños y niñas desde el nacimiento hasta
entaciones estratégicas institucionales 2015-2018. 15 los 4 años de edad. Pedagogical Guide for boys and girls
Institutional strategic orientations 2015-2018. [Accessed from birth to 4 years old. [Accessed 30 May 2019] https://
30 May 2019] http://www.mep.go.cr/sites/default/files/page/ www.mep.go.cr/sites/default/files/guia-pedagogica.pdf
adjuntos/quinceorientacionesestrategicainstitucionales.pdf
10. Costa Rica: Ministry of Public Education. 2007. Programa
4. Costa Rica: National High Council of Education. 2008. de estudios inglés preescolar en el ciclo de transición.
Republica de Costa Rica Consejo Superior de Educacion - English pre-school curriculum program in the transition
El Centro Educativo de Calidad como Eje de la Educacion cycle . [Accessed 30 May 2019] https://www.mep.go.cr/sites/
Costarricense. Superior Council of Education of the default/files/descargas/programas-de-estudio/inglestransicion.pdf.
Republic of Costa Rica - The Center for Quality Education
as an Axis of Costa Rican Education. [Accessed 30 May Primary
2019] http://www.mep.go.cr/sites/default/files/page/adjuntos/
11. Costa Rica: Ministry of Public Education. 2013. Programas
centro-educativo-calidad-como-eje-educacion-costarricense.pdf
de Estudio: Estudios sociales y educación cívica: primer y
5. Costa Rica: Ministry of Public Education. 2014. Memoria segundo ciclos de la educación general básica. Programs
institucional 2006-2014: La Educación subversiva: of Study: Social studies and civic education: first and
Atreverse a construir el país que queremos. Institutional second cycle of basic general education. [Accessed 30
Memory 2006-2014: Subversive education - Dare to build May 2019] https://www.mep.go.cr/sites/default/files/programa-
the country we want. [Accessed 30 May 2019] http://www. deestudio/programas/esocialesecivica1y2ciclo.pdf
mep.go.cr/sites/default/files/page/adjuntos/memoriainstitucion-
12. Costa Rica: Ministry of Public Education. 2016. Educar
al20062014pdf.pdf
para una Nueva Ciudadanía - Programas de estudio de
ciencias: primer y segundo ciclo de educación general
National Curriculum Frameworks (NCFs) básica. Educating for a New Citizenship - Science study
6. Costa Rica: Ministry of Public Education. 2015. Funda- programs: first and second cycle of basic general
mentación Pedagógica de la Transformación Curricular. education. [Accessed 30 May 2019] https://www.mep.go.cr/
Pedagogical Foundation of the Curricular Transformation. sites/default/files/programadeestudio/programas/ciencias1y2cic-
[Accessed 30 May 2019] https://www.mep.go.cr/sites/default/ lo2018.pdf
files/transf-curricular-correccion-primera-pagina.pdf

42
 Annex G — List of all documents coded

13. Costa Rica: Ministry of Public Education. 2013. Programa 22. Costa Rica: Ministry of Public Education. 2017. Programa
de estudios de Español - segundo ciclo de educación De Estudio De Física. Physical Study Programme.
general básica. Spanish study program - second cycle [Accessed 30 May 2019] https://mep.go.cr/sites/default/files/
of basic general education. [Accessed 30 May 2019] programadeestudio/programas/fisica2018.pdf
https://www.mep.go.cr/sites/default/files/programadeestudio/
programas/espanol2ciclo.pdf 23. Costa Rica: Ministry of Public Education. 2017. Programa
De Estudio De Español, Comunicación Y Comprensión
14. Costa Rica: Ministry of Public Education. 2012. Programa Lectora. Spanish Study, Communication and Reading
de estudio de educación para la vida cotidiana. Program Comprehension Programme. [Accessed 30 May 2019]
of education study for daily life. [Accessed 30 May 2019] https://mep.go.cr/sites/default/files/programadeestudio/
http://cse.go.cr/sites/default/files/acuerdos/educacion_para_la_ programas/espanol3ciclo_diversificada.pdf
vida-_cotidiana_iii_ciclo.pdf

Lower Secondary Asia and the Pacific: Japan

15. Costa Rica: Ministry of Public Education. 2009. Programa
National Education Laws
de estudio de educación cívica. Civic education study
program. [Accessed 30 May 2019] https://mep.go.cr/sites/ 1. Japan: Ministry of Education, Culture, Sports, Science
default/files/programadeestudio/programas/civica3ciclo_diversifi- and Technology. 2006. 教育基本法. Basic Act of
cada.pdf Education. [Accessed 30 May 2019] http://www.mext.
go.jp/b_menu/houan/an/06042712/__icsFiles/afield-
16. Costa Rica: Ministry of Public Education. 2016. Programas file/2017/06/13/1237916_001.pdf
de estudio de estudios sociales tercer ciclo de la
educacíon general básica y educación diversificada. See also in Japanese:
Programs of study of social studies third cycle of basic http://www.japaneselawtranslation.go.jp/law/de-
general education and diversified education. [Accessed tail/?id=2442&vm=04&re=0
30 May 2019] https://mep.go.cr/sites/default/files/programa-
deestudio/programas/esociales3ciclo_diversificada.pdf Relevant Plans and Official Education Policies

17. Costa Rica: Ministry of Public Education. 2017. Programa 2. Japan: Ministry of Education, Culture, Sports, Science and
de estudio de ciencias. Sciences study program. Technology. 2015. 第3期教育振興基本計画. The Third
[Accessed 30 May 2019] https://mep.go.cr/sites/default/files/ Basic Plan for the Promotion of Education. [Accessed 30
programadeestudio/programas/ciencias3ciclo.pdf May 2019] http://www.mext.go.jp/a_menu/keikaku/detail/__
icsFiles/afieldfile/2018/06/18/1406127_002.pdf
18. Costa Rica: Ministry of Public Education. 2017. Programa
De Estudio De Español, Comunicación Y Comprensión See also in Japanese:
Lectora. Spanish Study, Communication And Reading http://www.mext.go.jp/en/policy/education/lawandplan/index.
Comprehension Program. [Accessed 30 May 2019] https:// htm
mep.go.cr/sites/default/files/programadeestudio/programas/es-
panol3ciclo_diversificada.pdf National Curriculum Frameworks (NCFs)

Upper Secondary 3. Japan: Ministry of Education, Culture, Sports, Science and

Technology. 2017. 幼稚園教育要領. Courses of Study for
19. Costa Rica: Ministry of Public Education. 2009. Programa Kindergarten. [Accessed 30 May 2019]
De Estudio De Educación Cívica. Civic Education Study http://www.mext.go.jp/component/a_menu/education/micro_
Programme. [Accessed 30 May 2019] https://mep.go.cr/sites/ detail/__icsFiles/afieldfile/2018/04/24/1384661_3_2.pdf
default/files/programadeestudio/programas/civica3ciclo_diversifi-
cada.pdf See also in Japanese:
http://www.mext.go.jp/en/policy/education/lawandplan/index.
20. Costa Rica: Ministry of Public Education. 2016. Programa htm
De Estudio De Estudios Sociales. Social Studies
Programme. [Accessed 30 May 2019] https://mep.go.cr/sites/ 4. Japan: Ministry of Education, Culture, Sports, Science
default/files/programadeestudio/programas/esociales3ciclo_diver- and Technology. 2017. 小学校学習指導要領. Courses of
sificada.pdf Study for Primary schools. [Accessed 30 May 2019]. http://
www.mext.go.jp/component/a_menu/education/micro_detail/__
21. Costa Rica: Ministry of Public Education. 2017. Programa icsFiles/afieldfile/2019/03/18/1413522_001.pdf
De Estudio De Química. Chemistry Study Programme.
[Accessed 30 May 2019] https://mep.go.cr/sites/default/files/
programadeestudio/programas/quimica2018.pdf

43
Annex G — List of all documents coded

5. Japan: Ministry of Education, Culture, Sports, Science 12. Japan: Ministry of Education, Culture, Sports, Science and
and Technology. 2017. 中学校学習指導要領. Courses of Technology. 2017. 小学校学習指導要領解説外国語活
Study for Middle Schools. [Accessed 30 May 2019] http:// 動・外国語編. Commentary on the Courses of study for
www.mext.go.jp/component/a_menu/education/micro_detail/__ Primary schools for Foreign Language. [Accessed 30 May
icsFiles/afieldfile/2018/05/07/1384661_5_4.pdf 2019]
http://www.mext.go.jp/component/a_menu/education/micro_
6. Japan: Ministry of Education, Culture, Sports, Science detail/__icsFiles/afieldfile/2019/03/18/1387017_011.pdf
and Technology. 2018.高等学校学習指導要領. Course
of Study for High Schools. [Accessed 30 May 2019] http:// Lower Secondary
www.mext.go.jp/component/a_menu/education/micro_detail/__
13. Japan: Ministry of Education, Culture, Sports, Science
icsFiles/afieldfile/2018/07/11/1384661_6_1_2.pdf
and Technology. 2017.中学校学習指導要領解説.
Commentary on the Courses of study for Middle
National ESD/GCED-Specific Documents Schools. [Accessed 30 May 2019] http://www.mext.go.jp/
7. Japan: Ministry of Education, Culture, Sports, Science component/a_menu/education/micro_detail/__icsFiles/afield-
and Technology. 2016. 我が国における 「持続可能な開発 file/2019/03/18/1387018_001.pdf
のための教育（ESD） に関するグローバル・アクション・
14. Japan: Ministry of Education, Culture, Sports, Science
プログラム」実施計画（ESD 国内実施計画）. National
and Technology. 2017. 中学校学習指導要領解説社会編.
Implementation Plan for Global Action Program on ESD.
Commentary on the Courses of study for Middle Schools
[Accessed 30 May 2019] http://www.mext.go.jp/unesco/004/
for Social study. [Accessed 30 May 2019]
detail/1370927.htm
http://www.mext.go.jp/component/a_menu/education/micro_
detail/__icsFiles/afieldfile/2019/03/18/1387018_003.pdf
Subject-Specific Curricula
15. Japan: Ministry of Education, Culture, Sports, Science
Pre-primary
and Technology. 2017. 中学校学習指導要領解説理科編.
8. Japan: Ministry of Education, Culture, Sports, Science Commentary on the Courses of study for Middle Schools
and Technology. 2018. 幼稚園教育要領解説. Com- for Science. [Accessed 30 May 2019]
mentary on the Courses of Study for Kindergarten. http://www.mext.go.jp/component/a_menu/education/micro_
[Accessed 30 May 2019] http://www.mext.go.jp/com- detail/__icsFiles/afieldfile/2019/03/18/1387018_005.pdf
ponent/a_menu/education/micro_detail/__icsFiles/afield-
file/2018/04/25/1384661_3_3.pdf 16. Japan: Ministry of Education, Culture, Sports, Science and
Technology. 2017. 中学校学習指導要領解説外国語編.
Primary Commentary on the Courses of study for Middle Schools
for Foreign Language. [Accessed 30 May 2019]
9. Japan: Ministry of Education, Culture, Sports, Science and http://www.mext.go.jp/component/a_menu/education/micro_
Technology. 2017. 小学校学習指導要領解説. Com- detail/__icsFiles/afieldfile/2019/03/18/1387018_010.pdf
mentary on the Courses of study for Primary schools.
[Accessed 30 May 2019] Upper Secondary
http://www.mext.go.jp/component/a_menu/education/micro_
17. Japan: Ministry of Education, Culture, Sports, Science
detail/__icsFiles/afieldfile/2019/03/18/1387017_001.pdf
and Technology. 2018. 高等学校学習指導要領解説.
10. Japan: Ministry of Education, Culture, Sports, Science Commentary on the Courses of study for High Schools
and Technology. 2017.小学校学習指導要領解説社会編. (G10-12, p197). [Accessed 30 May 2019]
Commentary on the Courses of study for Primary schools http://www.mext.go.jp/component/a_menu/education/micro_
for Social Study. [Accessed 30 May 2019] detail/__icsFiles/afieldfile/2019/03/28/1407073_01_1_1.pdf
http://www.mext.go.jp/component/a_menu/education/micro_
18. Japan: Ministry of Education, Culture, Sports, Science
detail/__icsFiles/afieldfile/2019/03/18/1387017_003.pdf
and Technology. 2018.高等学校学習指導要領解説地理
11. Japan: Ministry of Education, Culture, Sports, Science 歴史編. Commentary on the Courses of study for High
and Technology. 2017. 小学校学習指導要領解説理科編. Schools for Geography/History. [Accessed 30 May 2019]
Commentary on the Courses of study for Primary schools http://www.mext.go.jp/component/a_menu/education/micro_
for Science. [Accessed 30 May 2019] detail/__icsFiles/afieldfile/2019/03/28/1407073_03_2_1.pdf
http://www.mext.go.jp/component/a_menu/education/micro_
19. Japan: Ministry of Education, Culture, Sports, Science and
detail/__icsFiles/afieldfile/2019/03/18/1387017_005_1.pdf
Technology. 2018. 高等学校学習指導要領解説公民編.
Commentary on the Courses of study for High Schools
for Civics. [Accessed 30 May 2019]
http://www.mext.go.jp/component/a_menu/education/micro_
detail/__icsFiles/afieldfile/2019/03/28/1407073_04_1_1.pdf

44
 Annex G — List of all documents coded

20. Japan: Ministry of Education, Culture, Sports, Science and 7. Kenya: Ministry of Education, Science, and Technology.
Technology. 2018. 高等学校学習指導要領解説理科編. 2002. Intro, Nat’l Goals, Objectives. [Accessed 30 May
Commentary on the Courses of study for High Schools 2019] https://drive.google.com/file/d/17zqE3FeEx-JMzW5ETh-
for Science. [Accessed 30 May 2019] 7BigLOR4UFWDP3/view
http://www.mext.go.jp/component/a_menu/education/micro_
detail/__icsFiles/afieldfile/2019/03/28/1407073_06_1_1.pdf National ESD/GCED-Specific Documents
21. Japan: Ministry of Education, Culture, Sports, Science and 8. Kenya: National Environment Management Authority.
Technology. 2018.高等学校学習指導要領解説外国語編. 2008. Republic of Kenya: Education for Sustainable
Commentary on the Courses of study for High Schools Development Implementation Strategy. [Accessed 30
for Foreign Language. [Accessed 30 May 2019] May 2019] http://planipolis.iiep.unesco.org/sites/planipolis/files/
http://www.mext.go.jp/component/a_menu/education/micro_ ressources/kenya_esdstrategy.pdf
detail/__icsFiles/afieldfile/2019/03/28/1407073_09_1_1.pdf
9. Kenya: Ministry of Education, Science and Technolo-
gy. 2014. Education Sector Policy on Peace Education.
Africa: Kenya [Accessed 30 May 2019] http://planipolis.iiep.unesco.org/
sites/planipolis/files/ressources/kenya_education_sector_policy_
National Education Laws peace_education.pdf
1. Kenya: National Council for Law Reporting. 2013. The 10. Kenya: Ministry of Education, Science and Technolo-
Basic Education Act, No. 14 of 2013. [Accessed 30 May gy. 2014. Education for All: the 2015 national review.
2019] http://www.kenyalaw.org/lex/actview.xql?actid=No.%20 [Accessed 30 May 2019] http://unesdoc.unesco.org/imag-
14%20of%202013 es/0023/002316/231637e.pdf

Relevant Plans and Official Education Policies Subject-Specific Curricula

2. Kenya: Ministry of Education. 2016. National Education Pre-primary
Sector Plan, Volume One: Basic Education Programme
Rationale and Approach 2013 – 2018. [Accessed 30 May 11. Kenya: Kenya Institute of Curriculum Development.
2019] http://www.education.go.ke/index.php/downloads/ 2017. Pre Primary One Curriculum Designs – Dec 2017.
file/83-national-education-sector-plan-volume-one-basic-educa- [Accessed 30 May 2019] https://kicd.ac.ke/curriculum-reform/
tion-programme-rationale-and-approach curriculum-design/#pp1

3. Kenya: Ministry of Education, Science and Technology. 12. Kenya: Kenya Institute of Curriculum Development.
2013. Kenya Vision 2030 Medium Term Plan II Education 2017. Pre Primary Two Curriculum Designs – Dec 2017.
& Training 2013-2018 Towards a Globally Competitive [Accessed 30 May 2019] https://kicd.ac.ke/curriculum-reform/
and Prosperous Kenya, 2013-18. [Accessed 30 May 2019] curriculum-design/#pp2
http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/
Primary
education-and-training-mtp2.pdf
13. Kenya: Ministry of Education, Institute of Curriculum
4. Kenya: Ministry of Education and Ministry of Higher Development. 2002. Social Science. [Accessed 30 May
Education, Science and Technology. 2012. Sessional 2019] http://sathyasaischoolkisaju.org/download/academics/Vol-
Paper No of 2012: A Policy Framework for Education & ume-One.pdf
Training, Reforming Education and Training in Kenya.
[Accessed 30 May 2019] http://planipolis.iiep.unesco.org/ 14. Kenya: Ministry of Education, Institute of Curriculum
sites/planipolis/files/ressources/kenya_policy_framework_for_ Development. 2002. Kenya_Primary_Science-math-re-
education_and_training_sessional_paper_july_5_2012.pdf ligion. [Accessed 30 May 2019] http://sathyasaischoolkisaju.
org/download/academics/Volume-One.pdf
National Curriculum Frameworks (NCFs)
15. Kenya: Ministry of Education, Institute of Curriculum
5. Kenya: Kenya Institute of Curriculum Development. 2017. Development. 2002. Kenya_Primary-Vol 1_Syllabus-Lan-
Basic Education Curriculum Framework. [Accessed 30 guage. [Accessed 30 May 2019] http://sathyasaischoolkisaju.
May 2019] https://kicd.ac.ke/curriculum-reform/basic-educa- org/download/academics/Volume-One.pdf
tion-curriculum-framework/
16. Kenya: Ministry of Education, Institute of Curriculum
6. Kenya: Ministry of Education. 2002. Intro, Nat’l Goals, Ob- Development. 2002. Religion. [Accessed 30 May 2019]
jectives. [Accessed 30 May 2019] http://sathyasaischoolkisaju. Lower Secondary http://sathyasaischoolkisaju.org/download/
org/download/academics/Volume-One.pdf academics/Volume-One.pdf

45
Annex G — List of all documents coded

17. Kenya: Kenya Ministry of Education, Institute of Cur- 28. Kenya: Ministry of Education, Institute of Curriculum De-
riculum Development. 2002. Social Science. [Accessed velopment. 2002. Home science. [Accessed 30 May 2019]
30 May 2019] http://sathyasaischoolkisaju.org/download/ https://drive.google.com/file/d/17zqE3FeEx-JMzW5ETh7BigLO-
academics/Volume-One.pdf R4UFWDP3/view

18. Kenya: Kenya Ministry of Education, Institute of Cur-

riculum Development. 2002. Kenya_Primary_Sci- Arab States: Lebanon
ence-math-religion. [Accessed 30 May 2019] http://sathyas-
aischoolkisaju.org/download/academics/Volume-One.pdf National Education Laws

19. Kenya: Kenya Ministry of Education, Institute of Curric- Relevant Plans and Official Education Policies
ulum Development. 2002. Kenya_Primary-Vol 1_Sylla-
bus-Language. [Accessed 30 May 2019] http://sathyasais- 1. Lebanon: Lebanese Association for Educational Studies.
choolkisaju.org/download/academics/Volume-One.pdf 2006. National Educational Strategy – Vision Document.
[Accessed 30 May 2019] http://www.laes.org/upload//editor_
20. Kenya: Kenya Ministry of Education, Institute of Curric- upload/file/Reports/strategicplanleb/Vision%20Document%20
ulum Development. 2002. Religion. [Accessed 30 May %20English.pdf
2019] http://sathyasaischoolkisaju.org/download/academics/
Volume-One.pdf 2. Lebanon: Center for Educational Research and Devel-
opment. 2008. ‫يف ميلعتلاو ةيبرتلل ةيجيتارتسالا تاهجوتلا‬
Upper Secondary ‫نانبل‬. National Educational Strategy. [Accessed 30 May
2019] https://www.crdp.org/files/%D8%A7%D9%84%D8%AA
21. Kenya: Ministry of Education, Institute of Curriculum
%D9%88%D8%AC%D9%87%D8%A7%D8%AA%20%D8%A7%
Development. 2002. Geography. [Accessed 30 May 2019]
D9%84%D8%A7%D8%B3%D8%AA%D8%B1%D8%A7%D8%AA
https://drive.google.com/file/d/17zqE3FeEx-JMzW5ETh7BigLO-
%D9%8A%D8%AC%D9%8A%D8%A9%20%D9%84%D9%84%-
R4UFWDP3/view
D8%AA%D8%B1%D8%A8%D9%8A%D8%A9%20
22. Kenya: Ministry of Education, Institute of Curriculum %D9%88%D8%A7%D9%84%D8%AA%D8%B9%D9
Development. 2002. History and Government. [Accessed %84%D9%8A%D9%85%20%D9%81%D9%8A%20
30 May 2019] https://drive.google.com/file/d/17zqE3FeEx-JM- %D9%84%D8%A8%D9%86%D8%A7%D9%86%20
zW5ETh7BigLOR4UFWDP3/view %D9%84%D9%84%D8%B9%D8%A7%D9%85%202015.pdf

23. Kenya: Ministry of Education, Institute of Curriculum 3. Lebanon: Ministry of Education and Higher Education.
Development. 2002. Biology. [Accessed 30 May 2019] n.d. ‫نانبل يف ميلعتلل يجيتارتسالا هجوتلل ةيساسألا سسألا‬.
https://drive.google.com/file/d/17zqE3FeEx-JMzW5ETh7BigLO- The Basic Foundations for the Strategic Orientation for
R4UFWDP3/view Education in Lebanon. [Accessed 30 May 2019] http://
wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_
24. Kenya: Ministry of Education, Institute of Curriculum doc/MNA/Teachers/Lebanon/Quality%20Education%20for%20
Development. 2002. Chemistry. [Accessed 30 May 2019] Growth-Part%20II%20Lebanon.pdf
https://drive.google.com/file/d/17zqE3FeEx-JMzW5ETh7BigLO-
R4UFWDP3/view 4. Lebanon: Ministry of Education and Higher Education.
2015. ‫ةحرتقملا جماربلاو تايولوألا‬. Priorities & suggested pro-
25. Kenya: Kenya Ministry of Education, Institute of Curricu- grammes. [Accessed 30 May 2019] http://www.mehe.gov.
lum Development. 2002. Physics. [Accessed 30 May 2019] lb/uploads/file/ESDP%20modified%20march%202010/ESDP%20
https://drive.google.com/file/d/17zqE3FeEx-JMzW5ETh7BigLO- English%20FINAL%20-%20p%203.pdf
R4UFWDP3/view

26. Kenya: Ministry of Education, Institute of Curriculum National Curriculum Frameworks (NCFs)
Development. 2002. Kenya_Secondary-Vol 1_Language. 5. Lebanon: Center for Educational Research and Devel-
[Accessed 30 May 2019] https://drive.google.com/file/d/17zqE- opment. 2018. ‫ ةماعلا اهفادهأو جهانملا موسرم‬. Decree-National
3FeEx-JMzW5ETh7BigLOR4UFWDP3/view Curricula and objectives. [Accessed 30 May 2019] https://
www.crdp.org/curr-target?f=2&la=ar
27. Kenya: Ministry of Education, Institute of Curriculum
Development. 2002. Religion. [Accessed 30 May 2019] 6. Lebanon: Center for Educational Research and Devel-
https://drive.google.com/file/d/17zqE3FeEx-JMzW5ETh7BigLO- opment. 2018. ‫ثاحبألاو تاساردلا‬. Studies and Researches.
R4UFWDP3/view [Accessed 30 May 2019] https://www.crdp.org/stud-
ies?la=ar&page=5

46
 Annex G — List of all documents coded

National ESD/GCED-Specific Documents 3. Lebanon: Ministry of Education and Higher Education

and the Center for Educational Research and De-
Subject-Specific Curricula velopment. 1998. Tafasiil muhtawa manhaj maada
al uluum: al taaliim al asaasi (Natural science).
Pre-primary
‫يساسالا ميلعتلا مولعلا ةدام جهنم ىوتحم ليصافت‬. Curric-
7. Lebanon: Ministry of Education and Higher Education ulum content of science basic education (Natural
and the Center for Educational Research and Develop- science). [Accessed 30 May 2019] https://www.crdp.
ment. 2010. Al mustalzimaat al aaniya wa al mustaqbal- org/files/%D8%AA%D9%81%D8%A7%D8%B5%D9%8A
iya al muqtaraha li tatbiiq manaahij marhala al roda (al %D9%84%20%D9%85%D8%AD%D8%AA%D9%88%D9%89%20
mutawara). ‫ةبسنلاب ةحرتقملا ةيلبقتسملاو ةيلاحلا تابلطتملا‬ %D9%85%D9%86%D9%87%D8%AC%20
‫ةمدقتملا لافطألا ضاير جهانم قيبطتل يل‬. Project for develop- %D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%-
ment of curriculum for the kindergarten stage[Accessed D8%B9%D9%84%D9%88%D9%85%20%D8%A7%D9%84%
30 May 2019] https://www.crdp.org/files/%D8%A7%D9%8 D8%AA%D8%B9%D9%84%D9%8A%D9%85%20%D8%A7
4%D9%85%D8%B3%D8%AA%D9%84%D8%B2%D9%85%D8 %D9%84%D8%A7%D8%B3%D8%A7%D8%B3%D9%8A%20
%A7%D8%AA%20%D8%A7%D9%84%D8%A2%D9%86%D9% %D8%A7%D9%84%D8%B3%D9%86%D8%A9%20%D8
8A%D8%A9%20%D9%88%D8%A7%D9%84%D9%85%D8%B %A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A%D
3%D8%AA%D9%82%D8%A8%D9%84%D9%8A%D8%A9%20 8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20
%D8%A7%D9%84%D9%85%D9%82%D8%AA%D8%B1%D8% %D8%AD%D9%84%D9%82%D8%A9.pdf
AD%D8%A9%20%D9%84%D8%AA%D8%B7%D8%A8%D9%8A
%D9%82%20%D9%85%D9%86%D8%A7%D9%87%D8%AC%20 4. Lebanon: Ministry of Education and Higher Education
%D9%85%D8%B1%D8%AD%D9%84%D8%A9%20%D8%A7%D9 and the Center for Educational Research and Develop-
%84%D8%B1%D9%88%D8%B6%D8%A9.pdf ment. 1998. Tafasiil muhtawa manhaj maada al lugha al
arabiya wa adaabha (Arabic language). ‫جهنم ىوتحم ليصافت‬
Primary ‫ اهبادآو ةيبرعلا ةغللا ةدام‬. Curriculum content of the Arabic
language and literature [Accessed 30 May 2019] https://
1. Lebanon: Ministry of Education and Higher Education
www.crdp.org/files/%D8%AA%D9%81%D8%A7%D8%B5%D9%8
and the Center for Educational Research and Develop-
A%D9%84%20%D9%85%D8%AD%D8%AA%D9%88%D9%89%20
ment. 1998. Tafasiil muhtawa manhaj maada al ijitimaa
%D9%85%D9%86%D9%87%D8%AC%20
wa al iqtisaad (Geography). ‫ةيساردلا جهانملا ىوتحم ليصافت‬
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%-
‫ايفارغج داصتقالاو عامتجالا ملعل‬. Content of sociology and
D9%84%D8%BA%D8%A9%20%D8%A7%D9%84%D8%B
economics education curricula (Geography). [Accessed
9%D8%B1%D8%A8%D9%8A%D8%A9%20%D9%88%D
30 May 2019] https://www.crdp.org/curr-content-desc?id=28
8%A2%D8%AF%D8%A7%D8%A8%D9%87%D8%A7%20
2. Lebanon: MEHE, Center for Educational Research %D8%A7%D9%84%D8%B3%D9%86%D8%A9%20
and Development. 1998. Tafasiil muhtawa manhaj %D8%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A%
maada al tarbiya al wataniya wa al tanshi’a al D8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20
madaniya (citizenship/civics). ‫ةيميلعتلا جهانملا ىوتحم‬ %D8%AD%D9%84%D9%82%D8%A9%20%D9%88%D9%85%D8%
‫ ةنطاوملا ةيندملاو ةينطولا‬/ ‫ةيندملا ةيبرتلا‬. Content of B1%D8%AD%D9%84%D8%A9.pdf
national and civic education curricula (citizenship /
Lower Secondary
civic education). [Accessed 30 May 2019] https://www.
crdp.org/files/%D8%AA%D9%81%D8%A7%D8%B5%D9%8A 5. Lebanon: Ministry of Education and Higher Education
%D9%84%20%D9%85%D8%AD%D8%AA%D9%88%D9%89%20 and the Center for Educational Research and De-
%D9%85%D9%86%D9%87%D8%AC%20 velopment. 1998. Tafasiil muhtawa manhaj maada
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%- al jeografiya (Geography). ‫جهنم ىوتحم ليصافت‬
D8%AA%D8%B1%D8%A8%D9%8A%D8%A9%20%D8%A7%D9% ‫ ايفارغجلا‬. Content of geography education curricula.
84%D9%88%D8%B7%D9%86%D9%8A%D8%A9%20%D9%88%D [Accessed 30 May 2019] https://www.crdp.org/files/%
8%A7%D9%84%D8%AA%D9%86%D8%B4%D8%A6%D8%A9%20 D8%AA%D9%81%D8%A7%D8%B5%D9%8A%D9%84%20
%D8%A7%D9%84%D9%85%D8%AF%D9%86%D9%8A%D8%A9%20 %D9%85%D8%AD%D8%AA%D9%88%D9%89%20
%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20%D8 %D9%85%D9%86%D9%87%D8%AC%20
%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A%D %D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%D8
8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20 %AC%D8%BA%D8%B1%D8%A7%D9%81%D9%8A%D8
%D8%AD%D9%84%D9%82%D8%A9%20%D9%88%D9%85%D8%B %A7%20%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20
1%D8%AD%D9%84%D8%A9.pdf %D8%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A
%D8%A9%20%D9%85%D9%86%20%D9%83%D9%84%-
20%D8%AD%D9%84%D9%82%D8%A9%20%D9%88%D9%85%D
8%B1%D8%AD%D9%84%D8%A9.pdf

47
Annex G — List of all documents coded

6. Lebanon: Ministry of Education and Higher Education Upper Secondary

and the Center for Educational Research and Develop-
9. Lebanon: Ministry of Education and Higher Education
ment. 1998. Tafasiil muhtawa manhaj maada al tarbiya al
and the Center for Educational Research and Devel-
wataniya wa al tanshi’a al madaniya (Citizenship/civics).
opment. 1998. Tafasiil muhtawa manhaj maada al
‫ ةنطاوملا ةيندملاو ةينطولا ةيميلعتلا جهانملا ىوتحم‬/ ‫ةيندملا ةيبرتلا‬
jeografiya (Geography). ‫ةيساردلا جهانملا ىوتحم ليصافت‬
. Content of national and civic education curricula (Citi-
‫ايفارغج داصتقالاو عامتجالا ملعل‬. Content of sociology
zenship/Civic Education). [Accessed 30 May 2019]. https://
and economics education curricula (Geography).
www.crdp.org/files/%D8%AA%D9%81%D8%A7%D8%B5%D9%8
[Accessed 30 May 2019] https://www.crdp.org/files/%
A%D9%84%20%D9%85%D8%AD%D8%AA%D9%88%D9%89%20
D8%AA%D9%81%D8%A7%D8%B5%D9%8A%D9%84%20
%D9%85%D9%86%D9%87%D8%AC%20
%D9%85%D8%AD%D8%AA%D9%88%D9%89%20
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%-
%D9%85%D9%86%D9%87%D8%AC%20
D8%AA%D8%B1%D8%A8%D9%8A%D8%A9%20%D8%A7
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%D8
%D9%84%D9%88%D8%B7%D9%86%D9%8A%D8%A9%20
%AC%D8%BA%D8%B1%D8%A7%D9%81%D9%8A%D8
%D9%88%D8%A7%D9%84%D8%AA%D9%86%D8%B4%
%A7%20%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20
D8%A6%D8%A9%20%D8%A7%D9%84%D9%85%D8%-
%D8%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A
AF%D9%86%D9%8A%D8%A9%20
%D8%A9%20%D9%85%D9%86%20%D9%83%D9%84%-
%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20%D8
20%D8%AD%D9%84%D9%82%D8%A9%20%D9%88%D9%85%D
%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A%D
8%B1%D8%AD%D9%84%D8%A9.pdf
8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20
%D8%AD%D9%84%D9%82%D8%A9%20%D9%88%D9%85%D8% 10. Lebanon: Ministry of Education and Higher Education
B1%D8%AD%D9%84%D8%A9.pdf and the Center for Educational Research and Devel-
opment. 1998. Tafasiil muhtawa manhaj maada al
7. Lebanon: Ministry of Education and Higher Education
tarbiya al wataniya wa al tanshi’a al madaniya (cit-
and the Center for Educational Research and Develop-
izenship/civics). ‫ةيبرعلا ةغللا ةدام جهنم ىوتحم ليصافت‬
ment. 1998. Tafasiil muhtawa manhaj maada al uluum
‫اهبادآو‬. Curriculum content of the Arabic language
(Natural science). ‫ميلعتلا مولعلا ةدام جهنم ىوتحم ليصافت‬
and literature. [Accessed 30 May 2019] https://www.
‫يساسالا‬. Curriculum content of science basic education
crdp.org/files/%D8%AA%D9%81%D8%A7%D8%B5%D9%8A
(Natural science). [Accessed 30 May 2019] https://www.
%D9%84%20%D9%85%D8%AD%D8%AA%D9%88%D9%89%20
crdp.org/files/%D8%AA%D9%81%D8%A7%D8%B5%D9%8A
%D9%85%D9%86%D9%87%D8%AC%20
%D9%84%20%D9%85%D8%AD%D8%AA%D9%88%D9%89%20
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%-
%D9%85%D9%86%D9%87%D8%AC%20
D8%AA%D8%B1%D8%A8%D9%8A%D8%A9%20%D8%A7
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%-
%D9%84%D9%88%D8%B7%D9%86%D9%8A%D8%A9%20
D8%B9%D9%84%D9%88%D9%85%20%D8%A7%D9%84%
%D9%88%D8%A7%D9%84%D8%AA%D9%86%D8%B4%
D8%AA%D8%B9%D9%84%D9%8A%D9%85%20%D8%A7
D8%A6%D8%A9%20%D8%A7%D9%84%D9%85%D8%-
%D9%84%D8%A7%D8%B3%D8%A7%D8%B3%D9%8A%20
AF%D9%86%D9%8A%D8%A9%20
%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20%D8
%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20%D8
%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A%D
%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A%D
8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20
8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20
%D8%AD%D9%84%D9%82%D8%A9.pdf
%D8%AD%D9%84%D9%82%D8%A9%20%D9%88%D9%85%D8%
8. Lebanon: Ministry of Education and Higher Education B1%D8%AD%D9%84%D8%A9.pdf
and the Center for Educational Research and De-
velopment. 1998. ‫ةيبرعلا ةغللا ةدام جهنم ىوتحم ليصافت‬
‫اهبادآو‬. Curriculum content of the Arabic language
and literature. [Accessed 30 May 2019] https://www.
crdp.org/files/%D8%AA%D9%81%D8%A7%D8%B5%D9%8A
%D9%84%20%D9%85%D8%AD%D8%AA%D9%88%D9%89%20
%D9%85%D9%86%D9%87%D8%AC%20
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%-
D9%84%D8%BA%D8%A9%20%D8%A7%D9%84%D8%B
9%D8%B1%D8%A8%D9%8A%D8%A9%20%D9%88%D
8%A2%D8%AF%D8%A7%D8%A8%D9%87%D8%A7%20
%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20
%D8%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A%
D8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20
%D8%AD%D9%84%D9%82%D8%A9%20%D9%88%D9%85%D8%
B1%D8%AD%D9%84%D8%A9.pdf

48
 Annex G — List of all documents coded

11. Lebanon: Ministry of Education and Higher Education Relevant Plans and Official Education Policies
and the Center for Educational Research and Devel-
4. Mexico: Public Education Secretariat. n.d. Nuevo Modelo
opment. 1998. Tafasiil muhtawa manhaj maada al
Educativo. New Educational Model. [Accessed 30 May
uluum (Natural science). ‫مولعلا ةدام جهنم ىوتحم ليصافت‬
2019] https://www.gob.mx/nuevomodeloeducativo/
‫يساسالا ميلعتلا‬. Curriculum content of science basic
education (Natural science). [Accessed 30 May 2019] 5. Mexico: Public Education Secretariat. 2017. Nuevo
[Accessed 30 May 2019] https://www.crdp.org/files/% Modelo Educativo - Antecedentes. New Educational
D8%AA%D9%81%D8%A7%D8%B5%D9%8A%D9%84%20 Model - Backgrounds. [Accessed 30 May 2019] https://
%D9%85%D8%AD%D8%AA%D9%88%D9%89%20 www.gob.mx/cms/uploads/attachment/file/207247/ANTECED-
%D9%85%D9%86%D9%87%D8%AC%20 ENTES.pdf
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%-
D8%B9%D9%84%D9%88%D9%85%20%D8%A7%D9%84% 6. Mexico: Public Education Secretariat. 2016. Nuevo
D8%AA%D8%B9%D9%84%D9%8A%D9%85%20%D8%A7 Modelo Educativo – Innovaciones. New Educational
%D9%84%D8%A7%D8%B3%D8%A7%D8%B3%D9%8A%20 Model - Innovations. [Accessed 30 May 2019] https://www.
%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20%D8 gob.mx/cms/uploads/attachment/file/207250/INNOVACIONES.pdf
%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A%D
8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20 7. Mexico: Public Education Secretariat. 2017. Nuevo
%D8%AD%D9%84%D9%82%D8%A9.pdf Modelo Educativo - Los Fines de la Educación en el siglo
XXI. New Educational Model - The Aims of Education in
12. Lebanon: Ministry of Education and Higher Education the 21st Century. [Accessed 30 May 2019] https://www.gob.
and the Center for Educational Research and Develop- mx/cms/uploads/attachment/file/207276/Carta_Los_fines_de_la_
ment. 1998. Tafasiil muhtawa manhaj maada al lugha educacio_n_final_0317_A.pdf
al arabiya wa adaabha (language). ‫جهنم ىوتحم ليصافت‬
‫اهبادآو ةيبرعلا ةغللا ةدام‬. Curriculum content of the Arabic 8. Mexico: Public Education Secretariat. 2017. Nuevo
language and literature. [Accessed 30 May 2019] https:// Modelo Educativo - Ruta de Implementación del Modelo
www.crdp.org/files/%D8%AA%D9%81%D8%A7%D8%B5%D9%8 Educativo. New Educational Model - Route of Implemen-
A%D9%84%20%D9%85%D8%AD%D8%AA%D9%88%D9%89%20 tation of the Educational Model. [Accessed 30 May 2019]
%D9%85%D9%86%D9%87%D8%AC%20 https://www.gob.mx/cms/uploads/attachment/file/207248/10_
%D9%85%D8%A7%D8%AF%D8%A9%20%D8%A7%D9%84%- Ruta_de_implementacio_n_del_modelo_educativo_DIGITAL_re_
D9%84%D8%BA%D8%A9%20%D8%A7%D9%84%D8%B FINAL_2017.pdf
9%D8%B1%D8%A8%D9%8A%D8%A9%20%D9%88%D 9. Mexico: Public Education Secretariat. 2017. Nuevo
8%A2%D8%AF%D8%A7%D8%A8%D9%87%D8%A7%20 Modelo Educativo- Modelo Educativo para la Educación
%D8%A7%D9%84%D8%B3%D9%86%D8%A9%20 Obligatoria. New Educational Model - Educational Model
%D8%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A% for Compulsory Education. [Accessed 30 May 2019]
D8%A9%20%D9%85%D9%86%20%D9%83%D9%84%20 https://www.gob.mx/cms/uploads/attachment/file/207252/
%D8%AD%D9%84%D9%82%D8%A9%20%D9%88%D9%85%D8% Modelo_Educativo_OK.pdf
B1%D8%AD%D9%84%D8%A9.pdf
10. Mexico: Public Education Secretariat. 2017. Nuevo
Modelo Educativo- Aprendizajes Clave para la Educación
Latin America and Caribbean: Mexico Integral. New Educational Model - Key Learning for
Integral Education. [Accessed 30 May 2019] http://www.
National Education Laws
sep.gob.mx/work/models/sep1/Resource/10933/1/images/
1. Mexico: Public Education Secretariat. 2010. Rules and Aprendizajes_clave_para_la_educacion_integral.pdf
regulations for education in Mexico. [Accessed 30 May
2019] http://www.sep.gob.mx/en/sep_en/1Rules_and_regula- 11. Mexico: Public Education Secretariat. 2017. Nuevo
tions_for_education_in_Mexico____ Modelo Educativo - Planes de estudio de referencia del
componente básico del Marco Curricular Común de
2. Mexico: Secretariat General for the Lower House of la Educación Media Superior. New Educational Model
Congress of the Union. 2018. Ley general de educación. - Reference curricula of the basic component of the
General Law on Education [Accessed 30 May 2019] Common Curricular Framework for Higher Secondary
http://normatecainterna.sep.gob.mx/work/models/normateca/ Education [Accessed 30 May 2019] https://www.gob.mx/
Resource/222/6/images/Ley%20General%20de%20Edu- cms/uploads/attachment/file/241519/planes-estudio-sems.pdf
caci%C3%B3n.pdf
12. Mexico: Public Education Secretariat. 2017. Los Fines De
3. Mexico: Constitution of Mexico, article 3. 2018. [Accessed La Nueva Educación. The Aims of the New Education.
30 May 2019] https://www.oas.org/juridico/mla/en/mex/ [Accessed 30 May 2019] https://www.gob.mx/cms/uploads/
en_mex-int-text-const.pdf attachment/file/207254/Revista_NME.pdf

49
Annex G — List of all documents coded

13. Mexico: Public Education Secretariat. 2017. Nuevo Subject-Specific Curricula

Modelo Educativo - Innovaciones del Nuevo Modelo
Pre-primary
Educativo. New Educational Model - Innovations of the
New Educational Model. [Accessed 30 May 2019] https:// 22. Mexico: Public Education Secretariat. 2017. Plan y
www.gob.mx/cms/uploads/attachment/file/208104/desplega- programas de estudio para la educación básica. Plan
do_nme_10_innovaciones.pdf and curricula for basic education. [Accessed 30 May
2019] https://www.aprendizajesclave.sep.gob.mx/descargables/
14. Mexico: Public Education Secretariat. 2017. Nuevo APRENDIZAJES_CLAVE_PARA_LA_EDUCACION_INTEGRAL.pdf
Modelo Educativo - Equidad e Inclusión. New Education-
al Model - Equity and Inclusion. [Accessed 30 May 2019] 23. Mexico: Public Education Secretariat. n.d. Ciencias
https://www.gob.mx/cms/uploads/attachment/file/283701/E_ sociales. Social Science. [Accessed 30 May 2019] https://
Equidad-e-inclusion_0717.pdf www.aprendizajesclave.sep.gob.mx/preesco-ae-conocimien-
to-medio.html: See also: https://www.planyprogramasdestudio.
15. Mexico: Public Education Secretariat. 2017. Nuevo sep.gob.mx/intro-campo-exploracion.html; https://www.planypro-
Modelo Educativo - Salud en tu Escuela. New Educational gramasdestudio.sep.gob.mx/prees-intro-explora-conocimiento.
Model - Health in your School. [Accessed 30 May 2019] html; https://www.planyprogramasdestudio.sep.gob.mx/prees-
https://www.gob.mx/cms/uploads/attachment/file/283757/ co-ae-conocimiento-medio.html
SALUD_DIG.pdf
24. Mexico: Public Education Secretariat. n.d. Lengua
16. Mexico: Public Education Secretariat. 2017. Nuevo Materna Español en Primaria. Spanish Mother Tongue
Modelo Educativo - Cultura en tu escuela. New Edu- in Primary School. [Accessed 30 May 2019] https://www.
cational Model - Culture in your school. [Accessed 30 aprendizajesclave.sep.gob.mx/prim-intro-lengua-materna-espanol.
May 2019] https://www.gob.mx/cms/uploads/attachment/ html
file/283756/CULTURA_DIGITAL.pdf
25. Mexico: Public Education Secretariat. 2017. Educación
17. Mexico: Public Education Secretariat. 2017. Nuevo Socioemocional en Primaria. Socio-emotional Education
Modelo Educativo - Inglés. New Educational Model - in Primary School. [Accessed 30 May 2019] https://www.
English. [Accessed 30 May 2019] https://www.gob.mx/cms/ aprendizajesclave.sep.gob.mx/prim-intro-Socioemocional.html
uploads/attachment/file/289658/Mexico_en_Ingle_s_DIGITAL.pdf
26. Mexico: Public Education Secretariat. 2017. Artes en
18. Mexico: Public Education Secretariat. 2017. Nuevo Primaria. Arts in Primary School. [Accessed 30 May 2019]
Modelo Educativo - Marco para el desarrollo de la https://www.aprendizajesclave.sep.gob.mx/prim-intro-artes.html
formación docente continua. Educación Básica. Educa-
tional Model. Framework for the development of the Primary
continuous teacher training. Basic Education. [Accessed
27. Mexico: Public Education Secretariat. 2017. Aprendizajes
30 May 2019] https://www.gob.mx/cms/uploads/attachment/
clave para le educación integral. Key learning for holistic
file/303684/Formacio_n_Continua.pdf
education. [Accessed 30 May 2019] https://www.aprendiza-
19. Mexico: National Electoral Institute. 2016. Estrategia jesclave.sep.gob.mx/descargables/biblioteca/primaria/4gra-
Nacional de Cultura Cívica 2017-2023. National Strategy of do/1LpM-Primaria4grado_Digital.pdf
Civic Culture 2017-2023 [Accessed 30 May 2019] http://por-
28. Mexico: Public Education Secretariat. 2017. Conocimiento
talanterior.ine.mx/archivos2/portal/historico/contenido/recursos/
del Medio en Primaria. Knowledge of the Environment
IFE-v2/DECEYEC/DECEYEC-Varios/2016/ENCCIVICA-14-10-2016.pdf
in Primary School. [Accessed 30 May 2019] https://www.
aprendizajesclave.sep.gob.mx/prim-intro-explora-conocimiento.
National Curriculum Frameworks (NCFs) html
20. Mexico: Public Education Secretariat. 2017. Planes de
29. Mexico: Public Education Secretariat. 2017. Geografía en
estudio de referencia del marco curricular común de la
Primaria. Geography in Primary School. [Accessed 30 May
educación media superior. Reference Curricula of the
2019] https://www.aprendizajesclave.sep.gob.mx/prim-ae-explo-
Common Curriculum Framework for Higher Secondary
ra-geo4.html
Education. [Accessed 30 May 2019] https://www.gob.mx/
cms/uploads/attachment/file/241519/planes-estudio-sems.pdf 30. Mexico: Public Education Secretariat. 2017. Formación
Cívica y Ética en Primaria. Civic and ethical formation
National ESD/GCED-Specific Documents in Primary School. [Accessed 30 May 2019] https://www.
aprendizajesclave.sep.gob.mx/prim-ae-explora-fcye4.html
21. Mexico: Government of Mexico. 2017. Objetivo de De-
sarrollo Sostenible 4. Sustainable Development Goal 4.
[Accessed 30 May 2019] https://www.gob.mx/agenda2030/
articulos/4-educacion-de-calidad

50
 Annex G — List of all documents coded

31. Mexico: Public Education Secretariat. 2017. Historia de 40. Mexico: Public Education Secretariat. 2017. Tutoría y
México en Primaria. History of Mexico in Primary School. educación socioemocional. Tutoring and socioemotional
[Accessed 30 May 2019] https://www.aprendizajesclave.sep. education. [Accessed 30 May 2019] http://www.aprendiza-
gob.mx/prim-ae-explora-historia4.html jesclave.sep.gob.mx/descargables/biblioteca/secundaria/tuto-
ria-socioemocional/1-LpM-sec-Tutoria-Socioemocional.pdf
32. Mexico: Public Education Secretariat. 2017. Ciencias
Naturales y Tecnología en Primaria. Natural Sciences and Upper Secondary
Technology in Primary School. [Accessed 30 May 2019]
41. Mexico: Public Education Secretariat. 2018. Documento
https://www.aprendizajesclave.sep.gob.mx/prim-ae-explora-cien-
base del bachillerato general. Basic document of the
cias-naturales-tecnologia4.html
general baccalaureate. [Accessed 30 May 2019] https://
33. Mexico: Public Education Secretariat. 2017. Campo www.dgb.sep.gob.mx/informacion-academica/pdf/Doc_
Lenguaje y comunicación. Language and communica- Base_22_11_2018_dgb.pdf
tion. [Accessed 30 May 2019] https://www.aprendizajesclave.
42. Mexico: Sub-Secretariat of Upper Secondary Education.
sep.gob.mx/prim-intro-lengua-materna-espanol.html
2017. Ética I. Ethics I. [Accessed 30 May 2019] https://www.
34. Mexico: Public Education Secretariat. 2017. Educación dgb.sep.gob.mx/informacion-academica/programas-de-estudi-
socioemocional. Socio-emotional Education. [Accessed o/1erSEMESTRE/%C3%89tica%20I.pdf
30 May 2019] https://www.aprendizajesclave.sep.gob.mx/
43. Mexico: Sub-Secretariat of Upper Secondary Education.
prim-ae-educ-socioemocional4.html
2017. Ética II. Ethics II. [Accessed 30 May 2019] https://
Lower Secondary www.dgb.sep.gob.mx/informacion-academica/programas-de-es-
tudio/2doSEMESTRE/%C3%89tica%20II.pdf
35. Mexico: Public Education Secretariat. 2017. Geografía
en educación secundaria. Geography in secondary 44. Mexico: Sub-Secretariat of Upper Secondary Education.
Education. [Accessed 30 May 2019] http://www.aprendiza- 2017. Introducción a las ciencias sociales. Introduction
jesclave.sep.gob.mx/descargables/biblioteca/secundaria/ to social sciences. [Accessed 30 May 2019] https://www.
geo/1-LpM-sec-Geografia.pdf dgb.sep.gob.mx/informacion-academica/programas-de-estudio/
2doSEMESTRE/Introducci%C3%B3n%20a%20las%20Ciencias%20
36. Mexico: Public Education Secretariat. 2017. Formación Sociales.pdf
Cívica y Ética. Civic and Ethical Formation. [Accessed 30
May 2019] https://www.aprendizajesclave.sep.gob.mx/descarga- 45. Mexico: Sub-Secretariat of Upper Secondary Education.
bles/biblioteca/secundaria/fcye/1-LpM-sec-Formacion-Civica-y-eti- 2017. Química I. Chemistry I. [Accessed 30 May 2019]
ca.pdf https://www.dgb.sep.gob.mx/informacion-academica/progra-
mas-de-estudio/1erSEMESTRE/Qu%C3%ADmica%20I.pdf
37. Mexico: Public Education Secretariat. 2017. Historia en
educación secundaria. History in secondary Education 46. Mexico: Sub-Secretariat of Upper Secondary Education.
[Accessed 30 May 2019] https://www.aprendizajesclave. 2017. Química II. Chemistry II. [Accessed 30 May 2019]
sep.gob.mx/descargables/biblioteca/secundaria/histo- https://www.dgb.sep.gob.mx/informacion-academica/pro-
ria/1-LpM-sec-Historia.pdf gramas-de-estudio/2doSEMESTRE/Qu%C3%ADmica%20II.
pdf
38. Mexico: Public Education Secretariat. 2017. Ciencias y
Tecnología. Sciences and Technology. [Accessed 30 May 47. Mexico: Sub-Secretariat of Upper Secondary Education.
2019] https://www.aprendizajesclave.sep.gob.mx/descargables/ 2017. Taller de lectura y redacción I. Reading and Writing
biblioteca/secundaria/ciencias/1-LpM-sec-Ciencias-y-Tecnologia. Workshop I. [Accessed 30 May 2019] https://www.dgb.sep.
pdf gob.mx/informacion-academica/programas-de-estudio/1erSEME-
STRE/Taller%20de%20Lectura%20y%20Redacci%C3%B3n%20I.pdf
39. Mexico: Public Education Secretariat. 2017. Español como
lengua materna en educación secundaria. Spanish as 48. Mexico: Sub-Secretariat of Upper Secondary Education.
mother tongue in secondary Education. Native Language 2017. Taller de lectura y redacción II. Reading and Writing
Spanish. [Accessed 30 May 2019] https://www.aprendiza- Workshop II. [Accessed 30 May 2019] https://www.dgb.sep.
jesclave.sep.gob.mx/descargables/biblioteca/secundaria/es- gob.mx/informacion-academica/programas-de-estudio/2doSEME-
panol/1-LpM-Secundaria-Espanol.pdf STRE/Taller%20de%20Lectura%20y%20Redacci%C3%B3n%20II.pdf

51
Annex G — List of all documents coded

49. Mexico: Public Education Secretariat. 2017. Planes De 6. Morocco: Commission Spéciale Education Formation.
Estudio De Referencia Del Marco Curricular Común De 1999. ‫ بيردتلاو ميلعتلل ينطولا قاثيملا‬2000-2013.The
La Educación Media Superior - Habilidades socioemo- National Charter for Education and Training 2000-2013.
cionales. Reference Curricula of the Common Curricular [Accessed 30 May 2019] http://www.mcinet.gov.ma/sites/
Framework of Higher Secondary Education - Social-emo- default/files/documentation%20iscae%20rabat%202018.pdf .
tional skills. [Accessed 30 May 2019] http://www.sems.gob. See also: https://www.google.com/search?client=firefox-b-d&q=
mx/work/models/sems/Resource/12491/4/images/libro.pdf %D8%A7%D9%84%D9%85%D9%8A%D8%AB%D8%A7%D9%82
+%D8%A7%D9%84%D9%88%D8%B7%D9%86%D9%8A+%D9%
84%D9%84%D8%AA%D8%B9%D9%84%D9%8A%D9%85+%D9
Arab States: Morocco %88%D8%A7%D9%84%D8%AA%D8%AF%D8%B1%D9%8A%D8
National Education Laws %A8+2000-2013; https://www.men.gov.ma/Fr/Pages/CNEF.aspx

1. Morocco: Ministerial Council of Education. 2018.

‫ ينوناقلا راطإلا ةدوسم‬٥١.١٧ ‫ثحبلاو بيردتلاو ميلعتلا ماظن نأشب‬ National Curriculum Frameworks (NCFs)
‫ يف يرازولا سلجملا هيلع قفاو امك يملعلا‬٢٠ ‫ سطسغأ‬٢٠١٨ . Draft of 7. Morocco: The Ministry of Education. 2002. ‫ضيبألا باتكلا‬
framework law 51.17 related to the system of education ‫لوألا ءزجلا‬. The White Book (1st part – general curriculum).
and training and scientific research as approved by the [Accessed 30 May 2019] https://www.educaprof.com/2015/06/
Ministerial Council 20 August 2018. [Accessed 30 May blog-post_15.html
2019] http://www.chambredesrepresentants.ma/sites/default/
files/loi/projet_loi_51.17_0.pdf 8. Morocco: The Ministry of Education. 2002. ‫باتكلا‬
‫ يناثلا ءزجلا ضيبالا‬.The White Book (2nd part – primary).
2. Morocco: Kingdom of Morocco Ministry of National [Accessed 30 May 2019] http://www.foka3at.sitew.com/
Education, Vocational Training Higher Education and Sci- fs/_/71349-kitab_abiad.pdf . See also: https://www.educaprof.
entific Research. 2015. ‫ مقر نوناقلا‬04.00 ‫يساسألا ميلعتلا نأشب‬ com/2015/06/blog-post_15.html
‫ يف ةلمكملاو ةلدعملا هتغيصب يمازلإلا‬19 ‫ رايأ‬/ ‫ ويام‬2000. Law No.
04.00 on compulsory basic education as amended and 9. Morocco: The Ministry of Education. 2002. ‫ضيبالا باتكلا‬
supplemented on 19 May 2000. [Accessed 30 May 2019] ‫ثلاثلا ءزجلا‬. The White Book (3rd part – lower secondary).
https://www.men.gov.ma/Ar/Documents/loi04.00.pdf [Accessed 30 May 2019] https://www.maghress.com/
profvb/19893 . See also: https://www.educaprof.com/2015/06/
3. Morocco: Kingdom of Morocco Ministry of National blog-post_15.html
Education, Vocational Training Higher Education and Sci-
entific Research. 2015. ‫ مقر نوناقلا‬05.00 ‫ميلعتلا نوناق نأشب‬ 10. Morocco: The Ministry of Education. 2002. ‫ضيبالا باتكلا‬
‫( ةركبملا ةلوفطلا ةلحرم يف‬25 ‫ ويام‬2000). Law No. 05.00 ‫ ثلاثلا ءزجلا‬The White Book (completed 3rd part – upper
on the Statute of Early Childhood Education (25 May, secondary). [Accessed 30 May 2019]https://marocyou-tak-
2000). [Accessed 30 May 2019] https://www.men.gov.ma/Ar/ win.blogspot.com/2015/06/blog-post_89.html . See also: https://
Documents/loi05.00.pdf www.educaprof.com/2015/06/blog-post_15.html

4. Morocco: Kingdom of Morocco Ministry of National National ESD/GCED-Specific Documents

Education, Vocational Training Higher Education and Sci-
entific Research. 2015. ‫ مقر نوناقلا‬06.00 ‫ماظنلا ذيفنت نأشب‬ 11. Morocco: State Secretariat to the Minister of Energy,
‫( صاخلا يسردملا ميلعتلل يساسألا‬25 ‫ ويام‬2000).Law No. 06.00 as Mines, and Sustainable Development. 2017. 2030
the implementation of the Statute of the private school ‫ةـــــمادــتـسـملا ةــــــــيـمـنـتلل ةـــيـنطولا ةـــيجـيتارـتسالا‬. The
education ( 25 May, 2000). [Accessed 30 May 2019] https:// National Strategy for Sustainable Development 2030.
www.men.gov.ma/Ar/Documents/loi06.00.pdf [Accessed 30 May 2019] http://www.environnement.gov.ma/
PDFs/publication/Synthese-SNDD_AR.pdf
Relevant Plans and Official Education Policies 12. Morocco: Inter-ministerial Delegation for Human
5. Morocco: Higher Council for Education, Training and Rights. 2017. (2018-2021) ‫لاجم يف ةينطولا لمعلا ةطخ‬
Scientific Research. 2015. ‫حالصإلل ةيجيتارتسالا ةيؤرلا‬ ‫ ناسنالا قوقحو ةيطارقوميدلا‬. The National Action Plan on
2015-2030. The Strategic Vision Reform 2015-2030. Democracy and Human Rights 2018-2021. [Accessed
[Accessed 30 May 2019] https://www.csefrs.ma/wp-content/ 30 May 2019] http://didh.gov.ma/sites/default/files/2018-
uploads/2017/09/Vision_VF_Ar.pdf . See also: https://www.csefrs. 03/%D8%A7%D9%84%D8%AE%D8%B7%D8%A9%20%D8%A7%
ma/wp-content/uploads/2017/09/Vision_VF_Ar.pdf; https://www. D9%84%D9%88%D8%B7%D9%86%D9%8A%D8%A9VF.pdf%20
csefrs.ma/wp-content/uploads/2015/05/Re%CC%81sume%C- o%20.pdf
C%81-vision-Anglais.pdf

52
 Annex G — List of all documents coded

13. Morocco: Ministry of Solidarity, Women, Family and 24. Morocco: The State Secretariat in School Education. 2009.
Social Development. 2014. (2012-2016) ‫ةيوكحلا ةطخلا‬ ‫)ةيبرعلا ةغللا( يئادتبالا ميلعتلل يوبرتلا ليلدلا‬. The Peda-
‫ةاواسملل‬. The Government’s plan for Equality 2012-2016. gogical Guide for Primary Education (Arabic language).
[Accessed 30 May 2019] http://www.social.gov.ma/sites/ [Accessed 30 May 2019]
default/files/icram_final_Ar.pdf
25. Morocco: Ministry of National Education and Vocation-
al Training. 2016. ‫تايوتسملا عيمجل ةيمالسإلا ةيبرتلا جهنم‬
Subject-Specific Curricula
‫ ةيساردلا ةيئادتبالا‬Curriculum Guide of Islamic Education:
Pre-primary for all grades in the primary education. [Accessed 30 May
2019] https://www.men.gov.ma/Ar/Documents/Curr_Revise_
14. Morocco: The Ministry of Education. 2002. ‫ضيبألا باتكلا‬
Prim_EduIslamique_VF14sep2016.pdf
‫يناثلا دلجملا‬. White Book, Volume2. [Accessed 30 May
2019] https://www.educaprof.com/2015/06/blog-post_15.html Lower Secondary
15. Morocco: The Ministry of Education. 2018. ‫جهانملا راطإ‬ 26. Morocco: The Ministry of Education. 2002. ‫ ضيبألا باتكلا‬،
‫يئادتبالا لبق ميلعتلل‬. The Curriculum Framework for ‫ايفارغجلا ثلاثلا دلجملا‬. White Book, Volume3 (geography).
Pre-Primary Education. [Accessed 30 May 2019] https:// [Accessed 30 May 2019] https://www.educaprof.com/2015/06/
www.men.gov.ma/Ar/Pages/ens-preprim.aspx blog-post_15.html

Primary 27. Morocco: The State Secretariat in School Education.

2009. ‫ايفارغجلل ةيهيجوتلا ئدابملاو ةيوبرتلا تاساردلا جمانرب‬.
16. Morocco: The Ministry of Education. 2002. ‫ضيبألا باتكلا‬
Program of studies and pedagogical guidelines for lower
‫)ايفارغجلا( يناثلا دلجملا‬. White Book, Volume 2 (geography).
secondary (geography). [Accessed 30 May 2019]
[Accessed 30 May 2019] https://www.educaprof.com/2015/06/
blog-post_15.html 28. Morocco: The Ministry of Education. 2002. ‫ضيبألا باتكلا‬
‫ ةينطولا ةيبرتلا ثلاثلا دلجملا‬. White Book, Volume3 (citi-
17. Morocco: The State Secretariat in School Education. 2009.
zenship education). [Accessed 30 May 2019] https://www.
‫)ايفارغج( يئادتبالا ميلعتلل يوبرتلا ليلدلا‬. The Pedagogical
educaprof.com/2015/06/blog-post_15.html
Guide for Primary Education (geography). [Accessed 30
May 2019] 29. Morocco: The State Secretariat in School Education. 2009.
‫يوناثلا ميلعتلل ةيهيجوتلا ئدابملاو ةيوبرتلا تاساردلا جمانرب‬
18. Morocco: The Ministry of Education. 2002.‫ةينطو ةيبرت‬
‫ ىندألا‬. Program of studies and pedagogical guidelines for
‫ يناثلا دلجملا ضيبألا باتكلا‬. White Book, Volume2. (citi-
lower secondary (citizenship education). [Accessed 30
zenship Education). [Accessed 30 May 2019] https://www.
May 2019]
educaprof.com/2015/06/blog-post_15.html
30. Morocco: The Ministry of Education. 2002. ‫ضيبالا باتكلا‬
19. Morocco: The State Secretariat in School Education.
‫خيراتلا ةثالث دلجملا‬. White Book, Volume3 (history).
2009. ‫)ةينطو ةيبرت( يئادتبالا ميلعتلل يوبرتلا ليلدلا‬. The
[Accessed 30 May 2019] https://www.educaprof.com/2015/06/
Pedagogical Guide for Primary Education (citizenship
blog-post_15.html
Education). [Accessed 30 May 2019]
31. Morocco: The State Secretariat in School Education. 2009.
20. Morocco: The Ministry of Education. 2002. ‫ضيبألا باتكلا‬
‫يوناثلا خيراتلل ةيهيجوتلا ئدابملاو ةيوبرتلا تاساردلا جمانرب‬
‫)خيراتلا( يناثلا دلجملا‬. White Book, Volume2 (history).
‫ىندألا‬. Program of studies and pedagogical guidelines for
[Accessed 30 May 2019] https://www.educaprof.com/2015/06/
lower secondary (history). [Accessed 30 May 2019]
blog-post_15.html
32. Morocco: The Ministry of Education. 2002. ‫ضيبألا باتكلا‬
21. Morocco: The State Secretariat in School Education. 2009.
‫ضرألاو ةايحلا مولع ثلاثلا دلجملا‬. White Book, Volume3 (Life
‫)خيراتلا( يئادتبالا ميلعتلل يوبرتلا ليلدلا‬. The Pedagogical
and Earth Sciences). [Accessed 30 May 2019] https://www.
Guide for Primary Education (history). [Accessed 30 May
educaprof.com/2015/06/blog-post_15.html
2019]
33. Morocco: The State Secretariat in School Education. 2009.
22. Morocco: The Ministry of Education. 2002. ‫ضيبالا باتكلا‬
‫يوناثلا ءايميكلاو ءايزيفلل تاداشرإلاو ةيوبرتلا تاساردلا جمانرب‬
‫)مولعلا( يناثلا دلجملا‬. White Book, Volume2 (science).
‫ىندألا‬. Program of studies and pedagogical guidelines for
[Accessed 30 May 2019] https://www.educaprof.com/2015/06/
lower secondary (Physics and chemistry). [Accessed 30
blog-post_15.html
May 2019]
23. Morocco: The Ministry of Education. 2002. ‫ضيبألا باتكلا‬
34. Morocco: The Ministry of Education. 2002. ‫ضيبألا باتكلا‬
‫)ةيبرعلا ةغللا( يناثلا دلجملا‬. White Book, Volume2 (Arabic
، ‫ءايزيفلا ثلاثلا دلجملا‬. White Book, Volume3 (physics).
language). [Accessed 30 May 2019] https://www.educaprof.
[Accessed 30 May 2019] https://www.educaprof.com/2015/06/
com/2015/06/blog-post_15.html
blog-post_15.html

53
Annex G — List of all documents coded

35. Morocco: The Ministry of Education. 2002 ‫ةيبرع ةغل‬ Relevant Plans and Official Education Policies
‫ ضيبالا باتكلا‬، ‫ثلاثلا دلجملا‬. White Book, Volume3 (arabic
2. Portugal: Journal of the Republic. 2012. Estrutura Curric-
language). [Accessed 30 May 2019] https://www.educaprof.
ular do Ensino Básico e Secundário. Curriculum Structure
com/2015/06/blog-post_15.html
of Primary and Secondary Education. [Accessed 30 May
36. Morocco: The State Secretariat in School Education. 2009. 2019] https://www.dgae.mec.pt/?wpfb_dl=5533
‫ىندألا يوناثلل ةيبرعلا ةغللا تاداشرإو ةيوبرتلا تاساردلا جمانرب‬
3. Portugal: National Assembly. 1997. Lei Quadro da
Program of studies and pedagogical guidelines for lower
Educação Pré-Escolar. Framework of the Law on Pre-
secondary (arabic language). [Accessed 30 May 2019]
School Education. [Accessed 30 May 2019] http://www.dge.
37. Morocco: The Ministry of Education. 2002. ‫ ضيبالا باتكلا‬، mec.pt/sites/default/files/EInfancia/documentos/lei_5_1997_lei_
‫ثلاثلا دلجملا‬. White Book, Volume3 (other). [Accessed 30 quadro_educacao_pre_escolar.pdf
May 2019] https://www.educaprof.com/2015/06/blog-post_15.
html National Curriculum Frameworks (NCFs)
38. Morocco: The Ministry of National Education and 4. Portugal: Ministry of Education/Directorate General of
Vocational Training. 2016. ‫ةيمالسإلا ةيبرتلا جهنم‬: ‫ميلعتلا‬ Education. 2017. Perfil dos Alunos à Saída da Escolar-
‫ يدادعإلاو يوناثلا‬. Curriculum Guide of Islamic Education: idade Obrigatória. Profile of Students in Compulsory
for middle and high school education. [Accessed 30 May Education. [Accessed 30 May 2019] http://dge.mec.pt/sites/
2019] https://www.men.gov.ma/Ar/Documents/Curr_Revise_ default/files/Curriculo/Projeto_Autonomia_e_Flexibilidade/perfil_
Sec_EduIslamique_VF14sep2016.pdf dos_alunos.pdf

Upper Secondary 5. Portugal: Directorate General of Education. n.d. Estraté-

gia de Educação para a Cidadania de Escola. Guidelines
39. Morocco: The Ministry of Education. 2002. ‫ضيبالا باتكلا‬ - support grid for the construction of the Education
‫ايفارغجلا سماخلا دلجملا‬. White Book, Volume5 (geography). Strategy for School Citizenship. [Accessed 30 May 2019]
[Accessed 30 May 2019] https://www.educaprof.com/2015/06/ http://www.dge.mec.pt/sites/default/files/ECidadania/Docs_ref-
blog-post_15.html erencia/proposta_de_guiao_estrategia_de_educacao_para_a_
40. Morocco: The Ministry of Education. 2002. ‫ضيبالا باتكلا‬ cidadania_de_escola.pdf
‫خيراتلا سماخلا دلجملا‬. White Book, Volume5 (history).
[Accessed 30 May 2019] https://www.educaprof.com/2015/06/ National ESD/GCED-Specific Documents
blog-post_15.html
6. Portugal: Portuguese Institute for Development
41. Morocco: The Ministry of Education. 2007. ‫ةيميلعت تاداشرإ‬ Support. 2009. Estratégia Nacional de Educação para o
‫ةيوناثلا ةلحرملا يف ةايحلاو ضرألا مولع سيردتل جمانرب تاساردو ةماع‬ Desenvolvimento. National Strategy for Development
‫ةيوناثلا‬. General pedagogical guidelines and program Education. [Accessed 30 May 2019] http://www.dge.mec.pt/
studies for the teaching of Earth and Life science in upper sites/default/files/ficheiros/estrategia_nacional_educao_desen-
secondary. [Accessed 30 May 2019] volvimento.pdf

42. Morocco: The Ministry of Education. 2002. ‫ضيبالا باتكلا‬ 7. Portugal: Journal of the Republic. 2018. Estratégia
‫سماخلا دلجملا‬. White Book, Volume5. [Accessed 30 May Nacional de Educação para o Desenvolvimento. National
2019] https://www.educaprof.com/2015/06/blog-post_15.html Strategy for Development Education. [Accessed 30 May
2019] http://www.instituto-camoes.pt/images/cooperacao2/
43. Morocco: The Ministry of Education. 2007. ‫ةيهيجوت ئدابم‬ resolened1822.pdf
‫ةيوناثلا ةلحرملا يف ةيبرعلا ةغللا سيردتل جمانرب تاساردو ةماع‬.
General pedagogical guidelines and program studies 8. Portugal: Directorate General of Education. 2016. Estraté-
for the teaching of Arabic language in upper secondary. gia Nacional de Educação para a Cidadania. National
[Accessed 30 May 2019] Strategy for Citizenship Education. [Accessed 30 May
2019] http://www.dge.mec.pt/sites/default/files/ECidadania/
Docs_referencia/estrategia_cidadania_original.pdf
Europe and North America: Portugal
9. Portugal: Directorate General of Education. 2014. Refer-
National Education Laws encial de Educação para o Desenvolvimento – Educação
Pré-Escolar, Ensino Básico e Ensino Secundário. Devel-
1. Portugal: National Assembly. 1986. Lei de Bases do opment Education Reference - Pre-School, Primary and
Sistema Educativo. Basic Law of the Educational System Secondary Education. [Accessed 30 May 2019] http://www.
[Accessed 30 May 2019] https://dre.pt/web/guest/legisla- dge.mec.pt/sites/default/files/ECidadania/educacao_desenvolvi-
cao-consolidada/-/lc/34444975/view?p_p_state=maximized mento/Documentos/referencial_de_educacao_para_o_desen-
volvimento.pdf

54
 Annex G — List of all documents coded

10. Portugal: Directorate General of Education. 2013. 17. Portugal: Ministry of Education/Directorate General
Educação para a Cidadania – linhas orientadoras. of Education. 2016. Orientações Curriculares para a
Education for Citizenship – guidelines. [Accessed 30 May Educação Pré-Escolar (pág. 60 - “Domínio da linguagem
2019] http://www.dge.mec.pt/sites/default/files/ECidadania/ oral e abordagem à escrita” à pág. 74). Curriculum Guide-
Docs_referencia/educacao_para_cidadania_linhas_orientado- lines for Pre-School Education (pp. 60 - “ Mastery of Oral
ras_nov2013.pdf Language and Approach to Writing “ to pp. 74). [Accessed
30 May 2019] http://www.dge.mec.pt/ocepe/sites/default/files/
11. Portugal: Directorate General of Education. 2018. Módulo Orientacoes_Curriculares.pdf
6: Cidadania e Desenvolvimento. Module 06: Citizen-
ship and Development. [Accessed 30 May 2019] http:// Primary
www.dge.mec.pt/sites/default/files/ECidadania/Docs_referencia/
18. Portugal: Directorate General of Education. 2014.
modulo06_cidadania_e_desenvolvimento_mooc.pdf
Matriz curricular do 1º ciclo. 1st cycle curricular matrix.
12. Portugal: Ministry of Education. 2018. Referencial de [Accessed 30 May 2019] http://www.dge.mec.pt/matriz-curric-
Educação Ambiental para a Sustentabilidade. Envi- ular-do-1o-ciclo
ronmental Education Framework for Sustainability.
19. Portugal: Ministry of Education. 2004. Estudo do Meio.
[Accessed 30 May 2019] http://www.dge.mec.pt/sites/default/
Middle Study. [Accessed 30 May 2019] http://www.dge.mec.
files/ECidadania/Educacao_Ambiental/documentos/referencial_
pt/sites/default/files/Basico/Metas/Estudo_Meio/eb_em_pro-
ambiente.pdf
grama_1c.pdf
13. Portugal: Portuguese Environment Agency. 2017. Estraté-
20. Portugal: Ministry of Education. 2004. 1o Ciclo Ensino
gia Nacional de Educação Ambiental. National Strategy
Basico. Organização Curricular E Programas. 4.a Edição
for Environmental Education. [Accessed 30 May 2019]
(geography). Basic Education Cycle Curriculum Organi-
https://www.apambiente.pt/_zdata/DESTAQUES/2017/ENEA/
zation and Programs. 4th Edition (geography). [Accessed
AF_Relatorio_ENEA2020.pdf
30 May 2019] http://www.dge.mec.pt/sites/default/files/Basico/
Metas/Estudo_Meio/eb_em_programa_1c.pdf
Subject-Specific Curricula
21. Portugal: Ministry of Education. 2004. 1o Ciclo Ensino
Pre-primary
Basico. Organização Curricular E Programas. 4.a Edição
14. Portugal: Ministry of Education/Directorate General (social studies or history). Basic Education Cycle Curric-
of Education. 2016. Orientações Curriculares para a ulum Organization and Programs. 4th Edition (social
Educação Pré-Escolar. Curriculum Guidelines for Pre- studies or history). [Accessed 30 May 2019] http://www.
School Education. [Accessed 30 May 2019] http://www.dge. dge.mec.pt/sites/default/files/Basico/Metas/Estudo_Meio/eb_em_
mec.pt/ocepe/sites/default/files/Orientacoes_Curriculares.pdf programa_1c.pdf

15. Portugal: Ministry of Education/Directorate General 22. Portugal: Ministry of Education. 2004. 1o Ciclo Ensino
of Education. 2016. Orientações Curriculares para a Basico. Organização Curricular E Programas. 4.a Edição
Educação Pré-Escolar (pág. 88 - “Conhecimento do (natural science). Basic Education Cycle Curriculum
mundo social “ à pág. 90). Curriculum Guidelines for Organization and Programs. 4th Edition (natural science).
Pre-School Education (pp. 88 - “Knowledge of the social [Accessed 30 May 2019] http://www.dge.mec.pt/sites/default/
world “ to pp. 90). [Accessed 30 May 2019] https://drive. files/Basico/Metas/Estudo_Meio/eb_em_programa_1c.pdf
google.com/a/gwmail.gwu.edu/file/d/1kaHu0S6ZPb64Jl_vY-
V61nyok-6XT1SQG/view?usp=drive_open 23. Portugal: Ministry of Education. 2004. 1o Ciclo Ensino
Basico. Organização Curricular E Programas. 4.a Edição
16. Portugal: Ministry of Education/Directorate General (biology). Basic Education Cycle Curriculum Organization
of Education. 2016. Orientações Curriculares para a and Programs. 4th Edition (biology). [Accessed 30 May
Educação Pré-Escolar (pág. 90 - “Conhecimento do 2019] http://www.dge.mec.pt/sites/default/files/Basico/Metas/
mundo físico e natural “ à pág. 92). Curriculum Guidelines Estudo_Meio/eb_em_programa_1c.pdf
for Pre-School Education (pp. 90 - “ Knowledge of the
physical and natural world “ to pp. 92). [Accessed 30 May 24. Portugal: Ministry of Education. 2004. 1o Ciclo Ensino
2019] http://www.dge.mec.pt/ocepe/sites/default/files/Orienta- Basico. Organização Curricular E Programas. 4.a Edição
coes_Curriculares.pdf (chemistry). Basic Education Cycle Curriculum Organi-
zation and Programs. 4th Edition (chemistry). [Accessed
30 May 2019] http://www.dge.mec.pt/sites/default/files/Basico/
Metas/Estudo_Meio/eb_em_programa_1c.pdf

55
Annex G — List of all documents coded

25. Portugal: Ministry of Education and Science. 2015. 33. Portugal: Ministry of Education, Department of
Programa e Metas Curriculares de Português do Ensino Secondary Education. 2001. Programa de Biologia e
Básico. Program and Curriculum Goals of Portuguese Geologia. Biology and Geology Program. [Accessed 30
in Basic Education. [Accessed 30 May 2019] http://www. May 2019] http://www.dge.mec.pt/sites/default/files/Secundar-
dge.mec.pt/sites/default/files/Basico/Metas/Portugues/pmcpeb_ io/Documentos/Documentos_Disciplinas_novo/Curso_Ciencias_
julho_2015.pdf Tecnologias/Biologia_Geologia/biologia_geologia_10.pdf

Lower Secondary 34. Portugal: Ministry of Education, Department of

Secondary Education. 2014. Programa de Física e
26. Portugal: Ministry of Education, Department of Basic
Química. Physics and Chemistry Program. [Accessed 30
Education. 2013. Orientações Curriculares de Geografia
May 2019] http://www.dge.mec.pt/sites/default/files/Secundar-
do 3º ciclo. Geography Curriculum Guidelines 3rd cycle.
io/Documentos/Documentos_Disciplinas_novo/Curso_Ciencias_
[Accessed 30 May 2019] http://www.dge.mec.pt/sites/default/
Tecnologias/Fisica_Quimica_A/programa_fqa_10_11.pdf
files/ficheiros/eb_geog_orient_curriculares_3c.pdf
35. Portugal: Ministry of Education, Department of
27. Portugal: Ministry of Education, Department of Basic
Secondary Education. 2014. Programa e Metas Curric-
Education. 2013. Programa de História do Ensino Básico
ulares de Português. Program and Curriculum Goals of
do 3º ciclo. Elementary School History Program 3rd cycle.
Portuguese. [Accessed 30 May 2019] http://www.dge.mec.
[Accessed 30 May 2019] http://www.dge.mec.pt/sites/default/
pt/sites/default/files/Secundario/Documentos/Documentos_Dis-
files/ficheiros/eb_hist_programa_3c_2.pdf
ciplinas_novo/programa_metas_curriculares_portugues_secund-
28. Portugal: Ministry of Education, Department of Basic ario.pdf
Education. 2013. Ciências Físicas e Naturais. Physical and
Natural Sciences. [Accessed 30 May 2019] http://www. Notes
dge.mec.pt/sites/default/files/ficheiros/eb_cfn_orient_
36. Portugal: Directorate General of Education. 2012.
curriculares_3c_0.pdf
Documentos Curriculares em Vigor. Current Curriculum
29. Portugal: Ministry of Education, Department of Basic Documents. [Accessed 30 May 2019] http://dge.mec.pt/
Education. 2013. Física e Química – Metas Curriculares. sites/default/files/Curriculo/Projeto_Autonomia_e_Flexibilidade/
Physics and Chemistry - Curricular Goals. [Accessed 30 quadro_sintese_documentos_curriculares.pdf
May 2019] http://www.dge.mec.pt/sites/default/files/ficheiros/
37. Portugal: Journal of the Republic. 2017. Gabinete do
eb_cfn_orient_curriculares_3c_0.pdf
Secretário de Estado da Educação. Office of the Secretary
30. Portugal: Ministry of Education, Department of Basic of State for Education. [Accessed 30 May 2019] http://dge.
Education. 2015. Português - Programa e Metas Cur- mec.pt/sites/default/files/Curriculo/Projeto_Autonomia_e_Flexibil-
riculares. Portuguese - Program and Curriculum Goals. idade/despacho_5908_2017.pdf
[Accessed 30 May 2019] http://www.dge.mec.pt/sites/default/
files/Basico/Metas/Portugues/pmcpeb_julho_2015.pdf
Africa: Rwanda
Upper Secondary
National Education Laws
31. Portugal: Ministry of Education, Department of
Secondary Education. 2001. Programa de Geografia. 1. Rwanda: Rwanda Ministry of Education. 2017. Prime
Geography Program. [Accessed 30 May 2019] http:// Minister’s Order No. 134/03. [Accessed 30 May 2019]
www.dge.mec.pt/sites/default/files/Secundario/Documentos/ https://rwandalii.africanlii.org/sites/default/files/gazette/
Documentos_Disciplinas_novo/Curso_Linguas_e_Humanidades/ OG+No+52bis+of+25+12+2017.pdf
geografia_a_10_11.pdf
Relevant Plans and Official Education Policies
32. Portugal: Ministry of Education, Department of
Secondary Education. 2001. Programa de História. 2. Rwanda: Rwanda Education Board. n.d. REB Institution-
History Program. [Accessed 30 May 2019] http://www.dge. al ICT Policy. [Accessed 30 May 2019] https://docplayer.
mec.pt/sites/default/files/Secundario/Documentos/Documen- net/47550605-Rwanda-education-board-institutional-ict-poli-
tos_Disciplinas_novo/Curso_Linguas_e_Humanidades/histo- cy-reb-institutional-ict-policy.html
ria_a_10_11_12.pdf
3. Rwanda: Rwanda Education Board. 2008. Girls’ Education
Policy. [Accessed 30 May 2019] https://www.ilo.org/dyn/
natlex/docs/ELECTRONIC/94008/110190/F-1833244927/
RWA-94008.pdf

56
 Annex G — List of all documents coded

4. Rwanda: Rwanda Education Board. 2008. Nine Years Basic National ESD/GCED-Specific Documents
Education. [Accessed 30 May 2019] https://www.thecom-
monwealth-educationhub.net/goodpractice/nine-year-basic-edu-
Subject-Specific Curricula
cation-fast-track-strategies/ Pre-primary

5. Rwanda: Rwanda Education Board. 2010. Education 15. Rwanda: Rwanda Education Board. n.d. An early
Sector Strategic Plan. [Accessed 30 May 2019] https://www. childhood development BOOK 1. [Accessed 30 May 2019]
globalpartnership.org/download/file/fid/2882
16. Rwanda: Rwanda Education Board. n.d. An early
6. Rwanda: Ministry of Education. 2011. Early Childhood childhood development BOOK 4. [Accessed 30 May 2019]
Development Strategic Plan. [Accessed 30 May 2019]
Primary
http://mineduc.gov.rw/fileadmin/user_upload/ECD_Strategic_
Plan_30_June.doc 17. Rwanda: Rwanda Education Board. 2015. Social and
Religious Studies Syllabus for Upper Primary. [Accessed
7. Rwanda: Ministry of Education. n.d. Role of Education in 30 May 2019] http://reb.rw/fileadmin/competence_based_cur-
the Realization of Vision 2020. [Accessed 30 May 2019] riculum/syllabi/HUMANITIES/SOCIAL_AND_RELIGIOUS_STUDIES_
http://mineduc.gov.rw/fileadmin/user_upload/VISION_2020_IN_ SYLLABUS.pdf
EDUCATION-2.pdf
18. Rwanda: Rwanda Education Board. 2015. Science and
8. Rwanda: Ministry of Education. 2007. Special Needs Elementary Technology Syllabus for Upper Primary.
Education Policy. [Accessed 30 May 2019] http://mineduc. [Accessed 30 May 2019] http://reb.rw/fileadmin/compe-
gov.rw/fileadmin/user_upload/POLICY_SPECIAL_NEEDS_ tence_based_curriculum/syllabi/Upper_Secondary/SCIENCE/
EDUCATION.pdf SET_Upper_primary_V2.pdf
9. Rwanda: Ministry of Education, Science, Technology, 19. Rwanda: Rwanda Education Board. 2015. English
and Scientific Research. 2003. Education Sector Policy. Language Upper Primary Level 4 to 6. [Accessed 30 May
[Accessed 30 May 2019] http://mineduc.gov.rw/fileadmin/ 2019] http://reb.rw/fileadmin/competence_based_curriculum/
user_upload/EDUCATION_POLICY.pdf syllabi/LANGUAGES/UPPER_PRIMARY_ENGLISH_CURRICULUM.pdf
10. Rwanda: Ministry of Public Service and Labour. 2013. Five 20. Rwanda: Rwanda Education Board. 2015. Upper Primary
year program for priority skills development to deliver Level Creative Arts Syllabus. [Accessed 30 May 2019]
EDPRS II (2013-2018). [Accessed 30 May 2019] http:// http://reb.rw/fileadmin/competence_based_curriculum/syllabi/
mineduc.gov.rw/fileadmin/user_upload/Five_year_program_for_ Upper_Secondary/SCIENCE/UPPER_PRIMARY_LEVEL_CREATIVE_
priority_skills_development_to_deliver_EDPRS_II.pdf ARTS_SYLLABUS-FINAL_14072015.pdf
11. Rwanda: Ministry of Education. 2014. School Health 21. Rwanda: Rwanda Education Board. 2014. Upper primary
Policy Minimum Package. [Accessed 30 May 2019] http:// religion curriculum. [Accessed 30 May 2019] Only later
mineduc.gov.rw/fileadmin/user_upload/SCHOOL_HEALTH_ version 2015 currently available online: https://reb.rw/
MINIMUM_PACKAGE.pdf fileadmin/competence_based_curriculum/syllabi/HUMANITIES/
SOCIAL_AND_RELIGIOUS_STUDIES_SYLLABUS.pdf
12. Rwanda: Ministry of Education. 2014. School Health
Strategic Plan. [Accessed 30 May 2019] https://hivhealth- 22. Rwanda: Rwanda Education Board. 2015. Upper primary
clearinghouse.unesco.org/sites/default/files/resources/rwanda_ physical education and sport syllabus primary4 to
school_health_strategic_plan.pdf primary6. [Accessed 30 May 2019] http://reb.rw/fileadmin/
competence_based_curriculum/syllabi/Upper_Secondary/
National Curriculum Frameworks (NCFs) SCIENCE/Upper_Primary_Physical_Education_FINAL_OK.pdf
13. Rwanda: Ministry of Education. 2015. Competence-Based Lower Secondary
Curriculum. [Accessed 30 May 2019] https://reb.rw/
fileadmin/competence_based_curriculum/syllabi/CURRICULUM_ 23. Rwanda: Rwanda Education Board. 2015. Ordinary Level
FRAMEWORK_FINAL_PRINTED.compressed.pdf Geography and Environment Syllabus S1-S3. [Accessed
30 May 2019] http://reb.rw/fileadmin/competence_based_cur-
14. Rwanda: Rwanda Education Board. n.d. Competence riculum/Syllabi_2016/O_Level/GEOGRAPHY_AND_ENVIRON-
based curriculum subjects and Advanced level combi- MENT_SYLLABUS_FOR_ORDINARY_LEVEL___S1-S3__1_.pdf
nations. [Accessed 30 May 2019] http://reb.rw/fileadmin/
competence_based_curriculum/syllabi/Competence-subjects.pdf 24. Rwanda: Rwanda Education Board. 2015. Ordinary Level
History and Citizenship Syllabus S1-S3. [Accessed 30 May
2019] http://reb.rw/fileadmin/competence_based_curriculum/
Syllabi_2016/O_Level/HISTORY___CITIZENSHIP_FINAL.pdf

57
Annex G — List of all documents coded

25. Rwanda: Rwanda Education Board. 2015. Ordinary 35. Rwanda: Rwanda Education Board. 2015. Advanced
Level Biology Syllabus (S1-3). [Accessed 30 May 2019] Level Physics Syllabus. [Accessed 30 May 2019] http://reb.
http://reb.rw/fileadmin/competence_based_curriculum/syllabi/ rw/fileadmin/competence_based_curriculum/syllabi/Upper_
Upper_Secondary/SCIENCE/Biology_o_level_syllabus_QA_2__JC_ Secondary/SCIENCE/Physics_CB_Advanced_Level_Final.pdf
SJ_edit__DJ__final_print_oct.pdf
36. Rwanda: Rwanda Education Board. 2015. English
26. Rwanda: Rwanda Education Board. 2015. Ordinary Level language advanced level S4-S6. [Accessed 30 May 2019]
Chemistry Syllabus. [Accessed 30 May 2019] http://reb. http://reb.rw/fileadmin/competence_based_curriculum/syllabi/
rw/fileadmin/competence_based_curriculum/syllabi/Upper_ LANGUAGES/English_Curriculum_Advanced_level_2015_F.pdf
Secondary/SCIENCE/O-Level_competency-based__chemistry_syl-
labus__-October___2015.pdf 37. Rwanda: Rwanda Education Board. 2015. Literature in
English Syllabus for Advanced Level (S4-S6). [Accessed
27. Rwanda: Rwanda Education Board. 2015. Ordinary 30 May 2019] http://reb.rw/fileadmin/competence_based_cur-
Level Physics Syllabus. [Accessed 30 May 2019] http://reb. riculum/syllabi/LANGUAGES/A_level_Literature__latest_april_
rw/fileadmin/competence_based_curriculum/syllabi/Upper_ final_04_11_2015.pdf
Secondary/SCIENCE/Physics_Competence-Based_Ordinary_level_
Syllabus_final.pdf 38. Rwanda: Rwanda Education Board. 2015. General
Studies and Communication Skills Advanced Level S4-S6.
28. Rwanda: Rwanda Education Board. 2015. English [Accessed 30 May 2019] http://reb.rw/fileadmin/competence_
Language Ordinary Level S1-S3. [Accessed 30 May based_curriculum/Syllabus_2017/GENERAL_STUDIES_AND_COM-
2019] http://reb.rw/fileadmin/competence_based_curriculum/ MUNICATION_SKILLS_CURRICULUM_FOR_UPPER_SECONDARY.
syllabi/LANGUAGES/English_Curriculum_O_level_2015_edited_ pdf
PO_17022015.pdf
39. Rwanda: Rwanda Education Board. 2015. Religious
29. Rwanda: Rwanda Education Board. 2008. Political Education Syllabus Advanced Level S4-S6. [Accessed 30
Education Curriculum for secondary school. [Accessed 30 May 2019] http://reb.rw/fileadmin/competence_based_curric-
May 2019] http://www.reb.rw/fileadmin/Curriculum/O_Level/ ulum/Syllabi_2016/A_Level/Religious_Education_for__combina-
political_education_curriculum_for_secondary_school_program_ tion.pdf
edupol_anglais_final_pour_imprimerie.pdf
40. Rwanda: Rwanda Education Board. 2015. Economics
Upper Secondary Syllabus for Advanced Level. [Accessed 30 May 2019]
http://reb.rw/fileadmin/competence_based_curriculum/syllabi/
30. Rwanda: Rwanda Education Board. 2015. Curriculum
HUMANITIES/ECONOMICS_UNITS_FINAL.pdf
of Literature in English Advanced Level Combinations.
[Accessed 30 May 2019] https://reb.rw/fileadmin/compe-
tence_based_curriculum/syllabi/LANGUAGES/A_level_Litera- Asia and the Pacific: Republic of Korea
ture__latest_april_final_04_11_2015.pdf
National Education Laws
31. Rwanda: Rwanda Education Board. 2015. Geography
Curriculum for Advanced Secondary School. [Accessed 1. Republic of Korea: Ministry of Government Legislation.
30 May 2019] http://reb.rw/fileadmin/competence_based_cur- 2017. 교육기본법. Framework Act on Education. [Accessed
riculum/Syllabi_2016/A_Level/GEOGRAPHY_SYLLABUS_FOR_ 30 May 2019] http://www.law.go.kr/법령/교육기본법
ADVANCED_LEVEL_S4-S6__1_.pdf
2. Republic of Korea: Ministry of Government Legislation.
32. Rwanda: Rwanda Education Board. 2015. History Syllabus 2015. 인성교육진흥법. Humanity Education Promotion
for Advanced Level S4-S6. [Accessed 30 May 2019] http:// Act. [Accessed 30 May 2019] http://www.law.go.kr/법령/인성
reb.rw/fileadmin/competence_based_curriculum/Syllabi_2016/A_ 교육진흥법/(13004,20150120)
Level/HISTORY_FOR_ADVANCED_LEVEL__FINAL.pdf
Relevant Plans and Official Education Policies
33. Rwanda: Rwanda Education Board. 2015. Advanced
Level Biology Curriculum (S4-6). [Accessed 30 May 2019] 3. Republic of Korea: Ministry of Education. 2016. 인성 교육
http://reb.rw/fileadmin/competence_based_curriculum/syllabi/ 5개년 종합 계획. Character Education 5 Year Comprehen-
Upper_Secondary/SCIENCE/Biol_Alevel_syllabus_QA_EDITED_ sive Plan. [Accessed 30 May 2019] https://www.moe.go.kr/
PO_20022015_final_print.pdf boardCnts/fileDown.do?m=030212&s=moe&fileSeq=31836d-
44918bffc13efe7690d88a0d4a
34. Rwanda: Rwanda Education Board. 2015. Advanced
Level Chemistry Curriculum for Science Combinations.
[Accessed 30 May 2019] http://reb.rw/fileadmin/competence_
based_curriculum/syllabi/Upper_Secondary/SCIENCE/A-_level__
competency_-based_chemistry_syllabus_-October______2015.pdf

58
 Annex G — List of all documents coded

4. Republic of Korea: Ministry of Education. 2016. 2016년 Lower Secondary

교육부 업무계획. Plans of Ministry of Education for 2016.
11. Republic of Korea: Ministry of Education. 2015. 사회
[Accessed 30 May 2019] https://www.moe.go.kr/2016happy-
과 교육과정. National Curriculum of Social Studies.
moe/attach/2016_moe.pdf
[Accessed 30 May 2019] http://www.moe.go.kr/boardCnts/
National Curriculum Frameworks (NCFs) view.do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
Type=N&boardSeq=60747
5. Republic of Korea: Ministry of Education. 2015. [교육
부 고시 제2015-74호] 초중등학교 교육과정 총론 및 교 12. Republic of Korea: Ministry of Education. 2015. 국가 별
과 교육과정 고시. General Curriculum for Primary and 사회 교과 과정. National Curriculum of Social Studies.
Secondary Education. [Accessed 30 May 2019] http:// [Accessed 30 May 2019] http://www.moe.go.kr/boardCnts/
www.moe.go.kr/boardCnts/view.do?boardID=141&lev=0&statusY- view.do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
N=C&s=moe&m=0404&opType=N&boardSeq=60747 Type=N&boardSeq=60747

13. Republic of Korea: Ministry of Education. 2015. 과학

National ESD/GCED-Specific Documents 과 교육과정. National Curriculum of Science. [Accessed
30 May 2019] http://www.moe.go.kr/boardCnts/view.
Subject-Specific Curricula do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
Pre-primary Type=N&boardSeq=60747

6. Republic of Korea: Ministry of Education. 2015. 개정 누리 14. Republic of Korea: Ministry of Education. 2015. 국어
과정. Revised pre-primary curriculum. [Accessed 30 May 과 교육과정. National Curriculum of Korean Language.
2019] [Accessed 30 May 2019] http://www.moe.go.kr/boardCnts/
https://moe.go.kr/boardCnts/view.do?boar- view.do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
dID=312&boardSeq=77586&lev=0&searchType=null&sta- Type=N&boardSeq=60747
tusYN=W&page=1&s=moe&m=0301&opType=N
15. Republic of Korea: Ministry of Education. 2015. 도덕
See also: https://moe.go.kr/boardCnts/fileDown.do?m=0301&s=moe&- 과 교육과정. National Curriculum of Moral. [Accessed
fileSeq=19d0369825998f2ec8fd0cc7ba081408 30 May 2019] http://www.moe.go.kr/boardCnts/view.
do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
Primary Type=N&boardSeq=60747
7. Republic of Korea: Ministry of Education. 2015. 사회
Upper Secondary
과 교육과정. National Curriculum of Social Studies.
[Accessed 30 May 2019] http://www.moe.go.kr/boardCnts/ 16. Republic of Korea: Ministry of Education. 2015.사회
view.do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op- 과 교육과정. National Curriculum of Social Studies.
Type=N&boardSeq=60747 [Accessed 30 May 2019] http://www.moe.go.kr/boardCnts/
view.do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
8. Republic of Korea: Ministry of Education. 2015. 과학 Type=N&boardSeq=60747
과 교육과정. National Curriculum of Science. [Accessed
30 May 2019] http://www.moe.go.kr/boardCnts/view. 17. Republic of Korea: Ministry of Education. 2015. 과학
do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op- 과 교육과정. National Curriculum of Science. [Accessed
Type=N&boardSeq=60747 30 May 2019] http://www.moe.go.kr/boardCnts/view.
do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
9. Republic of Korea: Ministry of Education. 2015. 국어 Type=N&boardSeq=60747
과 교육과정. National Curriculum of Korean Language.
[Accessed 30 May 2019] http://www.moe.go.kr/boardCnts/ 18. Republic of Korea: Ministry of Education. 2015. 국어
view.do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op- 과 교육과정. National Curriculum of Korean Language.
Type=N&boardSeq=60747 [Accessed 30 May 2019] http://www.moe.go.kr/boardCnts/
view.do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
10. Republic of Korea: Ministry of Education. 2015. 도덕 Type=N&boardSeq=60747
과 교육과정. National Curriculum of Moral. [Accessed
30 May 2019] http://www.moe.go.kr/boardCnts/view. Europe and North America: Sweden
do?boardID=141&lev=0&statusYN=C&s=moe&m=0404&op-
Type=N&boardSeq=60747
National Education Laws
1. Sweden: Ministry of Education and Research. 2010.
Skollagen 2010:800 with updates (Swedish). [Accessed
30 May 2019] https://www.riksdagen.se/sv/dokument-lagar/
dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-
800

59
Annex G — List of all documents coded

Relevant Plans and Official Education Policies 10. Sweden: National Agency for Education. 2012. Skolver-
kets redovisning av nyttan av det internationella arbetet
2. Sweden: Ministry of Education and Research. 2012.
för utbildning för hållbar utveckling. The National Agency
Strategi för Sveriges arbete med UNESCO 2018-2021.
for Education’s report on the benefits of the interna-
Strategy for Sweden’s cooperation with UNESCO 2018-
tional work for education for sustainable development.
2021. [Accessed 30 May 2019] http://www.unesco.se/
[Accessed 30 May 2019] https://www.skolverket.se/getFile?-
wp-content/uploads/2018/04/Strategi-f%C3%B6r-Sveriges-samar-
file=3009
bete-med-Unesco-2018-2021.pdf
11. Sweden: Official Reports of the Swedish Government.
See also English version: http://www.unesco.se/wp-content/
2004. Att lära för hållbar utveckling. Learning for Sus-
uploads/2018/05/Strategy-for-Sweden%E2%80%99s-coopera-
tainable Development. [Accessed 30 May 2019] https://
tion-with-UNESCO-2018%E2%80%932021.pdf
www.regeringen.se/49b71d/contentassets/09ac8f7b0f9d402395f-
3. Sweden: Official Reports of the Swedish Government. f95af1f6eb7cf/att-lara-for-hallbar-utveckling-sou-2004104
2018. Agenda 2030delegationens delredovisning 1 mars
12. Sweden: SWEDESD. 2014. Recommendations for Im-
2018. Agenda 2030 Delegation’s Interim Report 1 March
plementing Education for Sustainable Development
2018. [Accessed 30 May 2019] https://agenda2030del-
in Sweden. [Accessed 30 May 2019] http://swedesd.uu.se/
egationen.se/wp-content/uploads/2018/03/Agen-
digitalAssets/611/c_611672-l_3-k_esdrecommendationsswe-
da-2030-delegationen-delredovisning-mars-2018.pdf
den_2012.pdf
4. Sweden: Nordic Council of Ministers. 2017. Generation
2030 - Nordic Councils of Ministers. [Accessed 30 May Subject-Specific Curricula
2019] https://norden.diva-portal.org/smash/get/diva2:1153406/
Pre-primary
FULLTEXT01.pdf
13. Sweden: International Bureau of Education. 2019.
National Curriculum Frameworks (NCFs) Läroplan för forskarnivå. Curriculum for the Pre school
level. [Accessed 30 May 2019] https://www.skolverket.se/
5. Sweden: National Agency for Education. 2010. Läroplan getFile?file=2704
för förskola. Curriculum for pre-school Lpfo 98. [Accessed
30 May 2019] https://www.skolverket.se/getFile?file=2704 14. Sweden: Ministry of Education and Research. 2015. Title
not specified (social sciences). [Accessed 30 May 2019]
6. Sweden: Curriculum for the compulsory school, https://www.eeulerum.com/uploads/4/9/2/0/49204581/forskole-
preschool class and the leisure-time centre. 2011. Title klass_lgr11_regeringsredovisning_2.pdf
not specified. [Accessed 30 May 2019]
Primary
7. Sweden: National Agency for Education. 2013. Curricu-
lum for the upper secondary school. [Accessed 30 May 15. Sweden: Ministry of Education and Research. 2010.
2019] https://www.gotland.se/76096 Läroplan för fjärde klass. Curriculum for Grade 4.
[Accessed 30 May 2019] https://skolfs-service.skolverket.se/api/
8. Sweden: Ministry of Education and Research. 2018. v1/download/senaste-lydelse/2010:37
Förordning om läroplan för grundskolan, förskoleklas-
sen och fritidshemmet. Curriculum for the compulsory Introduction – https://www.skolverket.se/undervisning/grundskolan/
school, preschool class and the leisure-time centre laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
2011, revised 2018 (Swedish). [Accessed 30 May 2019] undskolan-samt-for-forskoleklassen-och-fritidshem-
https://skolfs-service.skolverket.se/api/v1/download/senaste-lyd- met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fcurriculum.
else/2010:37 htm%3Ftos%3Dgr&sv.url=12.5dfee44715d35a5cdfa219f#anchor_5

Bild – https://www.skolverket.se/undervisning/grundskolan/laro-
National ESD/GCED-Specific Documents plan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
9. Sweden: Ministry of Education and Research. 2010. undskolan-samt-for-forskoleklassen-och-fritidshem-
Skolverket: Utmärkelsen Skola för hållbar utveckling. met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
The National Agency for Education: The award School htm%3FsubjectCode%3DGRGRBIL01%26tos%3Dgr&sv.
for Sustainable Development [Accessed 30 May 2019] url=12.5dfee44715d35a5cdfa219f
https://www.skolverket.se/download/18.6bfaca41169863e6a-
English – https://www.skolverket.se/undervisning/grundskolan/
658be7/1553962271177/pdf2390.pdf
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
undskolan-samt-for-forskoleklassen-och-fritidshem-
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
htm%3FsubjectCode%3DGRGRENG01%26tos%3Dgr&sv.
url=12.5dfee44715d35a5cdfa219f

60
 Annex G — List of all documents coded

Modern languages – https://www.skolverket.se/undervisning/ Samhällskunskap – https://www.skolverket.se/undervisning/

grundskolan/laroplan-och-kursplaner-for-grundskolan/laro- grundskolan/laroplan-och-kursplaner-for-grundskolan/laro-
plan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritid- plan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritid-
shemmet?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. shemmet?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
htm%3FsubjectCode%3DGRGRMSP01%26tos%3Dgr&sv. htm%3FsubjectCode%3DGRGRSAM01%26tos%3Dgr&sv.
url=12.5dfee44715d35a5cdfa219f url=12.5dfee44715d35a5cdfa219f

Svenska – https://www.skolverket.se/undervisning/grundskolan/ Teknik – https://www.skolverket.se/undervisning/grundskolan/

laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr- laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
undskolan-samt-for-forskoleklassen-och-fritidshem- undskolan-samt-for-forskoleklassen-och-fritidshem-
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
htm%3FsubjectCode%3DGRGRSVE01%26tos%3Dgr&sv. htm%3FsubjectCode%3DGRGRTEK01%26tos%3Dgr&sv.
url=12.5dfee44715d35a5cdfa219f url=12.5dfee44715d35a5cdfa219f

Bilogi – https://www.skolverket.se/undervisning/grundskolan/ Lower Secondary

laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
16. Sweden: Ministry of Education and Research. 2010.
undskolan-samt-for-forskoleklassen-och-fritidshem-
Title not specified (general). [Accessed 30 May 2019]
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
https://skolfs-service.skolverket.se/api/v1/download/senaste-lyd-
htm%3FsubjectCode%3DGRGRBIO01%26tos%3Dgr&sv.
else/2010:37
url=12.5dfee44715d35a5cdfa219f
Introduction – https://www.skolverket.se/undervisning/grund-
Fysik – https://www.skolverket.se/undervisning/grundskolan/
sarskolan/laroplan-och-kursplaner-for-grundsarskolan/laro-
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
plan-lsar11-for-grundsarskolan
undskolan-samt-for-forskoleklassen-och-fritidshem-
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. Bild – https://www.skolverket.se/undervisning/grundsarskolan/laro-
htm%3FsubjectCode%3DGRGRFYS01%26tos%3Dgr&sv. plan-och-kursplaner-for-grundsarskolan/laroplan-lsar11-for-grund-
url=12.5dfee44715d35a5cdfa219f sarskolan?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
htm%3FsubjectCode%3DGRSABIL01%26tos%3Dgrsar&sv.
Kemi – https://www.skolverket.se/undervisning/grundskolan/
url=12.5dfee44715d35a5cdfa889e
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
undskolan-samt-for-forskoleklassen-och-fritidshem- Moderna spark – https://www.skolverket.se/undervisning/
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. grundskolan/laroplan-och-kursplaner-for-grundskolan/laro-
htm%3FsubjectCode%3DGRGRKEM01%26tos%3Dgr&sv. plan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritid-
url=12.5dfee44715d35a5cdfa219f shemmet?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
htm%3FsubjectCode%3DGRGRMSP01%26tos%3Dgr&sv.
Geografi – https://www.skolverket.se/undervisning/grundskolan/
url=12.5dfee44715d35a5cdfa219f
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
undskolan-samt-for-forskoleklassen-och-fritidshem- Engleska – https://www.skolverket.se/undervisning/grundsarskolan/
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. laroplan-och-kursplaner-for-grundsarskolan/laroplan-lsar11-for-gr-
htm%3FsubjectCode%3DGRGRGEO01%26tos%3Dgr&sv. undsarskolan?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsub-
url=12.5dfee44715d35a5cdfa219f ject.htm%3FsubjectCode%3DGRSAENG01%26tos%3Dgrsar&sv.
url=12.5dfee44715d35a5cdfa889e
Historia – https://www.skolverket.se/undervisning/grundskolan/
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr- Idrott och hälsa – https://www.skolverket.se/undervisning/gr-
undskolan-samt-for-forskoleklassen-och-fritidshem- undsarskolan/laroplan-och-kursplaner-for-grundsarskolan/
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. laroplan-lsar11-for-grundsarskolan?url=1530314731%2Fcompul-
htm%3FsubjectCode%3DGRGRHIS01%26tos%3Dgr&sv. sorycw%2Fjsp%2Fsubject.htm%3FsubjectCode%3DGRSAIDR01%-
url=12.5dfee44715d35a5cdfa219f 26tos%3Dgrsar&sv.url=12.5dfee44715d35a5cdfa889e

Religionskunskap – https://www.skolverket.se/undervisning/ Svenska – https://www.skolverket.se/undervisning/grundskolan/

grundskolan/laroplan-och-kursplaner-for-grundskolan/laro- laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
plan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritid- undskolan-samt-for-forskoleklassen-och-fritidshem-
shemmet?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
htm%3FsubjectCode%3DGRGRREL01%26tos%3Dgr&sv. htm%3FsubjectCode%3DGRGRSVE01%26tos%3Dgr&sv.
url=12.5dfee44715d35a5cdfa219f url=12.5dfee44715d35a5cdfa219f

61
Annex G — List of all documents coded

Biologi – https://www.skolverket.se/undervisning/grundskolan/ Upper Secondary

laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr-
17. Sweden: National Agency for Education. n.d. Hitta
undskolan-samt-for-forskoleklassen-och-fritidshem-
program, ämnesplaner och kurser i gymnasieskolan. Find
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
programs, subject plans and courses in upper secondary
htm%3FsubjectCode%3DGRGRBIO01%26tos%3Dgr&sv.
school. [Accessed 30 May 2019] https://www.skolverket.
url=12.5dfee44715d35a5cdfa219f
se/undervisning/gymnasieskolan/laroplan-program-och-am-
Fysik – https://www.skolverket.se/undervisning/grundskolan/ nen-i-gymnasieskolan/hitta-program-amnen-och-kurser-i-gym-
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr- nasieskolan
undskolan-samt-for-forskoleklassen-och-fritidshem-
18. Sweden: National Agency for Education. n.d. Ämne -
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.
Geografi. Subject – Geography. [Accessed 30 May 2019]
htm%3FsubjectCode%3DGRGRFYS01%26tos%3Dgr&sv.
https://www.skolverket.se/undervisning/gymnasieskolan/
url=12.5dfee44715d35a5cdfa219f
laroplan-program-och-amnen-i-gymnasieskolan/gymnasiepro-
Kemi – https://www.skolverket.se/undervisning/grundskolan/ grammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsub-
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr- ject.htm%3FsubjectCode%3DGEO%26courseCode%3DG-
undskolan-samt-for-forskoleklassen-och-fritidshem- EOGEO0%26lang%3Dsv%26tos%3Dgy%26p%3Dp&sv.
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. url=12.5dfee44715d35a5cdfa92a3#anchor_GEOGEO0
htm%3FsubjectCode%3DGRGRKEM01%26tos%3Dgr%26p%3D-
19. Sweden: National Agency for Education. n.d. Ämne
p&sv.url=12.5dfee44715d35a5cdfa219f
- Samhällskunskap. Subject - Social science/ social
Geografi – https://www.skolverket.se/undervisning/grundskolan/ studies/ civics. [Accessed 30 May 2019] https://www.
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr- skolverket.se/undervisning/gymnasieskolan/laroplan-pro-
undskolan-samt-for-forskoleklassen-och-fritidshem- gram-och-amnen-i-gymnasieskolan/gymnasieprogrammen/
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsub-
htm%3FsubjectCode%3DGRGRGEO01%26tos%3Dgr&sv. ject.htm%3FsubjectCode%3DSAM%26lang%3Dsv%-
url=12.5dfee44715d35a5cdfa219f 26tos%3Dgy%26p%3Dp&sv.url=12.5dfee44715d35a5cdfa92a3

Historia – https://www.skolverket.se/undervisning/grundskolan/ 20. Sweden: National Agency for Education. n.d. Ämne
laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-gr- – Historia. Subject – History. [Accessed 30 May 2019]
undskolan-samt-for-forskoleklassen-och-fritidshem- https://www.skolverket.se/undervisning/gymnasieskolan/
met?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. laroplan-program-och-amnen-i-gymnasieskolan/gymnasiepro-
htm%3FsubjectCode%3DGRGRHIS01%26tos%3Dgr&sv. grammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsub-
url=12.5dfee44715d35a5cdfa219f ject.htm%3FsubjectCode%3DHIS%26lang%3Dsv%-
26tos%3Dgy%26p%3Dp&sv.url=12.5dfee44715d35a5cdfa92a3
Religionskunskap – https://www.skolverket.se/undervisning/
grundskolan/laroplan-och-kursplaner-for-grundskolan/laro- 21. Sweden: National Agency for Education. n.d. Ämne -
plan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritid- Naturkunskap. Subject - Natural sciences. [Accessed
shemmet?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. 30 May 2019] https://www.skolverket.se/undervisning/gym-
htm%3FsubjectCode%3DGRGRREL01%26tos%3Dgr&sv. nasieskolan/laroplan-program-och-amnen-i-gymnasieskolan/
url=12.5dfee44715d35a5cdfa219f gymnasieprogrammen/amne?url=1530314731%2Fsyl-
labuscw%2Fjsp%2Fsubject.htm%3FsubjectCode%3D-
Samhällskunskap – https://www.skolverket.se/undervisning/ NAK%26lang%3Dsv%26tos%3Dgy%26p%3Dp&sv.url=12.5dfee-
grundskolan/laroplan-och-kursplaner-for-grundskolan/laro- 44715d35a5cdfa92a3
plan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritid-
shemmet?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject. 22. Sweden: National Agency for Education. n.d. Ämne
htm%3FsubjectCode%3DGRGRSAM01%26tos%3Dgr&sv. - Biologi. Subject - Biology. [Accessed 30 May 2019]
url=12.5dfee44715d35a5cdfa219f https://www.skolverket.se/undervisning/gymnasieskolan/
laroplan-program-och-amnen-i-gymnasieskolan/gymnasiepro-
Teknik – https://www.skolverket.se/undervisning/ grammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsub-
grundskolan/laroplan-och-kursplaner-for-grundskolan/ ject.htm%3FsubjectCode%3DBIO%26lang%3Dsv%-
laroplan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fr 26tos%3Dgy%26p%3Dp&sv.url=12.5dfee44715d35a5cdfa92a3
itidshemmet?url=1530314731%2Fcompulsorycw%2Fjsp%2Fs
ubject.htm%3FsubjectCode%3DGRGRTEK01%26tos%3Dgr&sv.
url=12.5dfee44715d35a5cdfa219f

62
 Annex G — List of all documents coded

23. Sweden: National Agency for Education. n.d. Ämne 25. Sweden: National Agency for Education. n.d. Ämne -
- Kemi. Subject - Chemistry. [Accessed 30 May 2019] Svenska. Subject - Swedish. [Accessed 30 May 2019]
https://www.skolverket.se/undervisning/gymnasieskolan/ https://www.skolverket.se/undervisning/gymnasieskolan/
laroplan-program-och-amnen-i-gymnasieskolan/gymnasiepro- laroplan-program-och-amnen-i-gymnasieskolan/gymnasiepro-
grammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsub- grammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsub-
ject.htm%3FsubjectCode%3DKEM%26lang%3Dsv%- ject.htm%3FsubjectCode%3DSVE%26lang%3Dsv%-
26tos%3Dgy%26p%3Dp&sv.url=12.5dfee44715d35a5cdfa92a3 26tos%3Dgy%26p%3Dp&sv.url=12.5dfee44715d35a5cdfa92a3

24. Sweden: National Agency for Education. n.d. Ämne 26. Sweden: National Agency for Education. n.d. Ämne -
- Fysik. Subject - Physics. [Accessed 30 May 2019] Engelska. Subject - English.. [Accessed 30 May 2019]
https://www.skolverket.se/undervisning/gymnasieskolan/ https://www.skolverket.se/undervisning/gymnasieskolan/
laroplan-program-och-amnen-i-gymnasieskolan/gymnasiepro- laroplan-program-och-amnen-i-gymnasieskolan/gymnasiepro-
grammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsub- grammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsub-
ject.htm%3FsubjectCode%3DFYS%26lang%3Dsv%- ject.htm%3FsubjectCode%3DENG%26lang%3Dsv%-
26tos%3Dgy%26p%3Dp&sv.url=12.5dfee44715d35a5cdfa92a3 26tos%3Dgy%26p%3Dp&sv.url=12.5dfee44715d35a5cdfa92a3

63
Annex H — References

Annex H — References

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vision. Vancouver: University of British Columbia Press. for All: Global Goals, Innovations and Scaling Up. New York:
Teachers College Press.
Bazeley, P. and K. Jackson. (2013). Qualitative Data Analysis with
NVivo. 2nd Edition. London: Sage. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. and
Schellinger, K. B. (2011). The impact of enhancing students’
Benavot, A. (2008). The organization of school knowledge: social and emotional learning: A meta-analysis of school-
Official curricula in global perspective. Pp. 55-92 in Julia Resnik based universal interventions. Child Development, 82(1):
(ed.) The Production of Educational Knowledge in the Global 405–432. Retrieved from: https://www.casel.org/wp-content/
Era. Rotterdam: Sense Publishers. uploads/2016/01/meta-analysis-child-development-1.pdf
Benavot, A. (2012). Primary School Curricula in Reading and European Commission/EACEA/Eurydice, E. (2017). Citizenship
Mathematics in Developing Countries. Technical Paper No. 8. Education at School in Europe - 2017. Eurydice Report.
UNESCO Institute for Statistics, Montreal, Canada. Luxembourg: Publications Office of the European Union. 184.
Retrieved from: https://publications.europa.eu/en/publication-
Benavot, A. (2014). Education for Sustainable Development in
detail/-/publication/6b50c5b0-d651-11e7-a506-01aa75ed71a1/
Primary and Secondary Education. Background paper for the
language-en/format-PDF/source-56573425
Decade for ESD. UNESCO: Paris, France.
Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E.,
Browes, N. (2017). Global Citizenship Concepts in the Curricula
Fredericks, L., Resnik, H., and Elias, M. J. (2003). Enhancing
of Four Countries. Current and Critical Issues in Curriculum,
School-Based Prevention and Youth Development Through
Learning and Assessment. Geneva and Seoul: International
Coordinated Social, Emotional, and Academic Learning.
Bureau of Education and Asia-Pacific Centre of Education for
American Psychologist, 58 (6/7), 466.
International Understanding (APCEIU). IBE/2017/WP/CD/16.
November Retrieved from: https://www.gcedclearinghouse.org/ Leach, F., Dunne, M. and Salvi, F. (2014). School-Related
sites/default/files/resources/170024eng.pdf Gender-Based Violence: A Global Review of Current Issues
and Approaches in Policy, Programming and Implementation
Berman, S., Chaffee, S., & Sarmiento, J. (2018). The Practice
Responses to School-Related Gender-Based Violence for the
Base For How We Learn: Supporting Students’ Social,
Education Sector. UNESCO.
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Statements of Practice From the Council of Distinguished McKenzie, M. (2012). Education for y’all: Global neoliberalism
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12. 16. Retrieved from: https://assets.aspeninstitute.org/
content/uploads/2018/03/CDE-Practice-Base_FINAL.pdf?_ McKenzie, M., Chopin, N., and Thompson, C. (2017). Impact
ga=2.63356710.883005867.1546052517-118397879.1527778231 Report. Sustainability and Education Policy Network,
University of Saskatchewan, Saskatoon, SK, Canada.
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learning/ O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017).
A review of the literature on social and emotional learning
Cox, C. (2017). Global Citizenship Concepts in Curriculum for students aged 3-8: Characteristics of effective social and
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Understanding (APCEIU). IBE/2017/WP/CD/09. April. Retrieved connectedness and success. Paris: OECD
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Sinclair, M. and Bernard, J. (2016) Learning to live together: UNESCO. (2018). Progress on education for sustainable
how can we incorporate this cross-cutting issue into book development and global citizenship education: Findings
development? Accessed on 27 Sept 2019 at https://drive.google. of the 6th Consultation on the implementation of the 1974
com/file/d/1wOVTRSuJn_EmTFkvCPBewW6e3CJmMPGe/view Recommendation concerning Education for International
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Development%20web.pdf Global Citizenship Education: A Guide for Policymakers.
Seoul: APCEIU.
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objectives.pdf

65
 Education
Sector
United Nations
Educational, Scientific and
Cultural Organization

Educational content up close

Examining the learning dimensions of Education for
Sustainable Development and Global Citizenship Education

In taking ESD and GCED forward, UNESCO seeks to advance a holistic approach to
education that emphasizes three inter-related dimensions of learning – the cognitive,
social and emotional and behavioural.

This publication summarizes the findings of a study commissioned by UNESCO to

examine if and how these three dimensions of learning and teaching of ESD and GCED
are reflected in pre-primary, primary and secondary educational content (ie. national
laws, policies and the intended curriculum) in Costa Rica, Japan, Kenya, Lebanon,
Mexico, Morocco, Portugal, Republic of Korea, Rwanda and Sweden. The outcome of
this work shows a major pattern of commitment to the three learning dimensions in
the selected countries and across the four education levels, with noteworthy nuances
between ESD and GCED.

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