Indicador 4.7.1 - Grado en que i) la educación cívica mundial y ii) la educación para el desarrollo sostenible, incluida la igualdad entre los géneros y los derechos humanos, se incorporan en todos los niveles en: a) las políticas nacionales de educación, b) los planes de estudio, c) la formación del profesorado y d) la evaluación de los estudiantes
Percentage of US 8th graders attending public or private schools that emphasize "world affairs" to a moderate or great extent
Percentage of US 8th graders attending public or private schools that emphasize "world affairs" to a moderate or great extent
Global Metadata
Esta tabla proporciona información sobre los metadatos para los indicadores SDG definidos por el UNSC. Completa 4es proporcionada por la División de Estadística de las Naciones Unidas.
| SDG Indicator Name | Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment |
|---|---|
| SDG Target Addressed | By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development. |
| Definition of SDG Indicator | |
| UN Designated Tier | 3 |
| UN Custodial Agency | UNESCO-UIS (Partnering Agencies: OECD, UNEP, UN Women) |
EE.UU Metadatos
This table provides metadata for the actual indicator available from U.S. statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from U.S. statistics, this table should be consulted for information on national methodology and other US-specific metadata information
| Method of computation for global SDG indicator | |
|---|---|
| Graph Title | Percentage of US 8th graders attending public or private schools that emphasize "world affairs" to a moderate or great extent |
| Actual indicator available | Percentage of 8th grade respondents who are in public and private schools that emphasize "world affairs" to a moderate or great extent. |
| Description of actual indicator available | The assessment, student, and school data are based on a civic framework that incorporates ideas and input from subject area experts, school administrators, policymakers, teachers, parents, and others. The NAEP Civics Framework describes the assessment content and how students' responses are evaluated. This framework shaped the 1998, 2006, 2010, and 2014 civics assessments. The assessment exercises and scoring criteria were developed by a committee of civics educators and curriculum experts to capture the goals of the framework. The framework, which describes the goals of the civics assessment and what kind of exercises it ought to feature, was created by the Board through a comprehensive national process involving educators, researchers, measurement experts, administrators, and members of the general public. The NAEP Civics Standing Committee was instrumental in developing the assessment, guided by the framework. The framework describes the types of texts and questions to be included in the assessment, as well as how the questions should be designed and scored. The framework recommends that the assessment should be organized around three main components: 1) Knowledge; 2) Intellectual and participatory skills; 3) Civic dispositions. Variable name Variable label i4_7_1_total Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, total i4_7_1_male Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, male i4_7_1_female Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, female i4_7_1_disabilities Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, with disabilities i4_7_1_nodisabilities Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, without disabilities i4_7_1_urban Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, urban i4_7_1_suburban Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, suburban i4_7_1_town Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, town i4_7_1_rural Percent of 8th graders in schools that emphasize "world affairs" to a moderate or great extent, rural |
| Method of computation | Percentage of 8th grade respondents who are in schools that emphasize "world affairs" to a moderate or great extent. |
| Comments and limitations | The SDG 4.7.1 concept is difficult to define and measure, and it involves a wide array of different concepts and processes that are difficult to reduce to a statistical indicator. Particular with countries with federal education systems, such as the United States, there is no way to measure this indicator with available data even if the concepts were clear. Local and state education agencies are responsible for determining student curriculum. Individual schools of teacher education would set the curriculum for their programs. In 2018, OECD will begin collection of global citizenship data in PISA. The PISA 2018 assessment aims to build a single scale that measures to what extent students are able to use their knowledge and understand, recognize relationships and perspectives, and think critically about a specific global or intercultural issue. This scale would be based solely on the Global Competence cognitive items, see (https://www.oecd.org/pisa/aboutpisa/Global-competency-for-an-inclusive-world.pdf). This study would offer widely used assessment score that could be compared across countries. It is strongly recommended to adopt this metric, rather the proposed indicator 4.7.1 which is too broad and vaguely defined to be expressed as a statistical indicator, at least without considerable development. Note that the U.S. response for this indicator is for only one grade group and one element of the potential framework that could be used to construct a composite suitable for measuring the desired concept. |
| Periodicity | Every 4 years |
| Time Period | 2014 |
| Unit of measure | Percentage |
| Disaggregation #1 (Industry or social categories) | sex, disability status, and urbanicity |
| Disaggregation #2 (Geographical coverage) | National |
| Date of public data release from National source | April 2015 |
| Date of last Update of This Page | October 2016 |
| Scheduled Update by National source | April 2019 |
| Scheduled Update by SDG Team | |
| Data Source1 (Agency STAFF NAME) | Tom Snyder |
| Data Source2 (Staff E-MAIL) | tom.snyder@ed.gov |
| Data Source3 (Agency/Survey/Dataset name) | National Center for Education Statistics, National Assessment of Educational Progress, Civics Assessment. |
| Indicator web address (closest to data provided) | http://nces.ed.gov/nationsreportcard/civics/ |
| International and National References | https://www.oecd.org/pisa/aboutpisa/Global-competency-for-an-inclusive-world.pdf |