Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world.
The data source for this indicators are those available for the latest cycles of two major international large-scale assessments: • 2016 IEA International Civic and Citizenship Study (ICCS); • 2018 OECD Programme for International Student Assessment (PISA) Due to availability and comparability issues, PISA was only used for the Health and well-being scale (See Sandoval-Hernández et al., 2019 for more details).
UNESCO Institute for Statistics
Number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year.
• Definition of the threshold in each of the three subdomains; • Distribution of the number of children and/or young people in lower secondary in a given year who have achieved an adequate understanding of issues related to global citizenship and sustainability; • Total number of children and/or young people in lower secondary in a given year who have achieved an adequate understanding of issues related to global citizenship and sustainability; • ISCED mapping by country.
The higher the percentage of students with an adequate understanding of a given dimension, the more likely is a given country at building the foundations of democracy, protecting the environment and empowering women.
Surveys may not be equally relevant across countries due to the differences in countries’ wealth, experience of democracy and cultural attitudes. Data availability represents another challenge, as datasets are limited in terms of timing, country coverage, and coverage of the skills measured. Finally, the indicator and its disaggregation provide only a first step towards understanding and comparing countries’ levels of skills.
To measure students' global citizenship skills in secondary education in all dimensions (cognitive, socio-emotional and behavioural) which contribute to social cohesion and democracy. The indicator may help to motivate countries’ commitment and provide evidence which enables civil societies and the media to put pressure on that. The indicator aims to identify the knowledge, skills, attitudes and values which underpin the concept.
The UIS maintains the global database on learning assessments in basic education. The inclusion of data point in the database focus on consistency and overall data quality based on set of objective criteria that include: data sources must include proper documentation and are mapping adequately to the content framework; and data values must be representative at the national population level and if not should be footnoted; data producers have in place quality criteria that are transparent and endorsed by participating countries.
Disaggregation by sex, socio-economic status, parental education and location, as available and reported for each of the three dimensions (cognitive, socio-emotional and behavioural).