SHARING EMPOWERING EDUCATION FOR SUSTAINABLE, GLOBAL, AND ETHICAL VALUES THAT ACHIEVE THE G20 PRIORITIES FOR PEOPLE, PLANET, AND PROSPERITY - Values20
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SHARING
EMPOWERING EDUCATION FOR SUSTAINABLE, GLOBAL,
AND ETHICAL VALUES THAT ACHIEVE THE G20
PRIORITIES FOR PEOPLE, PLANET, AND PROSPERITYEMPOWERING EDUCATION FOR SUSTAINABLE, GLOBAL,
AND ETHICAL VALUES THAT ACHIEVE THE G20
PRIORITIES FOR PEOPLE, PLANET, AND PROSPERITY
Dr. Neil Hawkes, and reaching gender equality, thus moving
Founder of the IVET Foundation and toward a more peaceful world (OECD 2018a).
Values-based Education (VbE), International Currently, sustainable, ethical, and human core
Consultant in Education, UK, values, investments in education are fragmented,
dr.neilhawkes@gmail.com sporadic, and often disjointed (OECD 2018b).
Dr. Marco Tavanti, Unfortunately, modern education often reflects
Professor, School of Management, University of the societal obsession with financial
San Francisco, USA, performance and material success and discounts
mtavanti@usfca.edu the sustainable, global, ethical, and human
qualities central to physical and mental
well-being and to living a meaningful life
Education is key to assuring a future of human (UNESCO-MGIEP 2020). Despite the many
coexistence, environmental advancements toward sustainability and socially
interconnectedness, and sustainable prosperity responsible global education (UNESCO 2018),
for all. The resolution of today’s global most countries’ educational policies have not yet
challenges is inextricably linked to providing recognized or integrated environmental and
quality education that embraces sustainability other pillars of sustainability, for example,
at its core and espouses ethical values such as environmental sustainability, as core component
integrity, solidarity, and sharing. The G20 programs, curricula, and learning outcomes
urgently needs to ensure the adoption of (UNESCO 2021).
values-centered curricula that align with
Sustainable Development Goal 4 (SDG 4), which As the Fourth Industrial Revolution is rapidly
seeks to cultivate global citizenship through a advancing, it is imperative to equip future
human-centered, ethical, inclusive, and generations not only with the necessary technical
equitable quality education that promotes skills but also with human-centered sensitivity
lifelong learning opportunities for all (UN, (ethical-empathy), concern for the environment
2021). (sustainability-regeneration), people-human
skills (social-relational), and mindsets
Global challenge (consciousness-responsibility) essential to
reducing and reversing harm (Wals 2015).
The COVID-19 pandemic has brought
unprecedented educational disruption. How do we equip our young people with both the
Ninety-one percent (1.2 billion) of students have analytical skills to solve society’s problems and
been affected by school closures across the the essential skills needed to approach these
planet (UN 2021). These closures have problems and solve them with moral,
particularly affected students in low-income sustainable, and humanistic results? The G20
households, reversing years of progress toward Joint Education and Labour and Employment
equitable quality education (SDG, 4). Ministers’ Declaration (2021) has identified
Simultaneously, owing to climate change, 2020 blending skills with values-based competencies
was the hottest year on record. The pandemic has as a priority:
also manifested systemic social and racial
injustices, along with dramatic escalations in We acknowledge the importance of
economic inequities. If we are to achieve the G20 promoting acquisition by young people of all
priorities for People, Planet, and Prosperity, we forms of basic skills, including digital and
need to recognize that education is the bedrock of green skills, technical and professional and
a just society in the post-COVID world. transversal skills. This should also include
the development of competencies in relation
Education is the key to enabling upward to global citizenship and sustainable
socioeconomic mobility, reducing inequalities, development that allow us to respond to theEMPOWERING EDUCATION FOR SUSTAINABLE, GLOBAL,
AND ETHICAL VALUES THAT ACHIEVE THE G20
PRIORITIES FOR PEOPLE, PLANET, AND PROSPERITY
complexity of our societies (G20 Joint pedagogical priorities integrate skills with values
Education, Labour and Employment and attitudes that enable healthy, fulfilled and
Ministers 2021 para. 6). engaged citizens to respond to local and global
challenges.
Effectively integrating a teaching and learning
approach to Ethics Across the Curricula (EAC) is In line with the Education 2030 agenda, we
both a crucial challenge and an opportunity to acknowledge that education overcomes gender
educate future generations of world leaders and and other inequities, eliminates extreme poverty,
global citizens. Education in ethics and promotes sustainable economic activity, builds
sustainability for people, planet, prosperity, human capital, and leads to economic growth.
peace, and partnership can no longer just be We therefore propose recentering values
based on contents and skills. This education must education and lifelong learning. But this requires
integrate mindsets that support global more than general agreements. It demands
coexistence, interdependence, social commitments to expanding, transforming, and
environmental justice, resilience, mental health, re-envisioning education in support of
and general well-being. It must enable students sustainable development, global responsibility,
to be explicitly and systematically educated to human values, and ethical behaviors (Sachs et al
respect, empathize with, and be compassionate 2021). These priorities reflect SDG target 4.7 for
to others. In other words, we need policies that sustainable development and global citizenship
enable national education systems to give education: “by 2030 ensure all learners acquire
students the educational and pro-social values to knowledge and skills needed to promote
sustain themselves, others, and the natural sustainable development, including among
world. others through education for sustainable
development and sustainable lifestyles, human
The urgent challenge is ensuring access to a rights, gender equality, promotion of a culture of
quality education that nourishes both the head peace and non-violence, global citizenship, and
and the heart of humanity, thereby enabling appreciation of cultural diversity and of culture’s
individuals, organizations, and countries to contribution to sustainable development.”
develop sustainably.
More than any other targets, SDG 4.7 touches on
social, moral, and humanistic (people),
Global solution sustainability and lifestyle (planet), sustainable
development (prosperity), rights, equity, and
The world’s commitment to promoting culture (peace), and global citizenship
high-quality, inclusive, equitable education and responsibility (partnerships). These four
lifelong learning opportunities was expressed in priorities need to be integrated into national
the 2015 Incheon Declaration and Framework for educational policies and the resources, curricula
Action (UNESCO 2015a). Education 2030 makes a guidelines, and methods systemically used to
case for a values-based commitment to assess and revise current programs.
implementing SDG 4, recognized as the main
driver for sustainable development and peaceful 1. Empowering Education for Sustainable
coexistence. Achieving inclusive, equitable, Development: Sustainable development has
quality education requires investing in substantially advanced in the last twenty-five
educational opportunities and programs that years and has become central in education
promote sustainability values and global thanks to the UN Decade of Education for
attitudes along with other high-level cognitive, Sustainable Development (UNESCO 2005–2014).
interpersonal and social skills. This approach Today the Education for Sustainable
elevates education as a key method for Development (ESD) is a recognized
sustainable development, global citizenship, interdisciplinary learning methodology for
human and ethical relations. These essential integrating the social (people), environmentalEMPOWERING EDUCATION FOR SUSTAINABLE, GLOBAL,
AND ETHICAL VALUES THAT ACHIEVE THE G20
PRIORITIES FOR PEOPLE, PLANET, AND PROSPERITY
(planet), and economic (prosperity) aspects of planetary resources. It empowers learners of all
formal and informal curricula (UNESCO 2014). ages to become conscious, competent, and active
ESD is internationally recognized as a key enabler promoters of more peaceful, tolerant, inclusive,
of sustainable development and as the essential secure, and sustainable societies. SDG Target 4.7
element in achieving all the Sustainable and the evidence demonstrating the close
Development Goals and its own dedicated Goal 4. connection between GCE and ESD is a strong call
The international commitment to a more for ensuring that education goes beyond literacy
sustainable world requires different educational and numeracy and integrates these skills with
paradigms with corresponding approaches, building peace and sustainability through greater
methods, and contents. To educate sustainability consciousness of social–environmental justice
changemakers requires changing the old and global-planetary interconnectedness
paradigms of education: for example, changing (UNESCO 2019a).
the focus from economic growth alone to
integrating knowledge, skills, values, and 3. Empowering Human-Centered Education: To
attitudes that empower learners to contribute to invest in values-based education policies we
sustainable development. The now need to embrace the human-centered values of
well-established ESD approach “empowers sustainable development, particularly those that
learners to take informed decisions and nurture in people their innate capacity to espouse
responsible actions for environmental integrity, and act on behalf of our common humanity and
economic viability and a just society for present common future. The current outdated industrial
for future generations” (UNESCO 2017a). ESD, model of education creates a standards-based,
together with Global Citizenship Education (GCE), outcome-focused culture that is often narrow
is explicitly recognized in SDG Target 4.7 as a and fragmented into isolated academic subjects
complementary approach to developing and disconnected from a human-centered
crosscutting sustainability competencies and approach. Instead, the purpose of education
specific cognitive, socio-emotional, and should be revised to focus on people, planet, and
behavioral learning outcomes to understand prosperity and on enhancing the dignity, capacity,
sustainability challenges and engage and welfare of the human person in relation to
sustainability solutions (SDSN 2020). other people and to nature (UNESCO 2015b). With
the advancements of science and technology, it is
2. Empowering Education for Global Citizenship: imperative to promote a value-centered,
Global citizenship education (GCE) is UNESCO’s interdisciplinary approach to education that
well-established form of civic learning that integrates universal values and principles, such
addresses the world’s social, political, economic, as global solidarity, social inclusion, gender
and environmental problems through learners’ equality, and accountability, in the
participation in well-rounded cognitive, implementation of the SDGs. Education provides
socio-emotional, and behavioral learning projects meaning that, at its best, supports human
and experiences. GCE and ESD both place flourishing through knowledge and awareness,
importance on acquiring values and cultivating and being in a positive relationship with other
attitudes relevant to addressing global humans, non-humans, and the environment
challenges. They also share the same vision: to (UNESCO–MGIEP 2021). Hence, the aim of such
educate for a more just, peaceful, tolerant, education is to promote inclusive, equitable,
inclusive, and sustainable world (UNESCO quality education that promotes lifelong learning
2017b). This approach to education is a concrete and opportunities for all. It empowers people to
response to global challenges, such as climate speak from a common universal values narrative,
change, human rights violations, forced to be wise, ethically intelligent, and in tune with
migrations, inequalities, and poverty, that themselves, others, and our planet (UNESCO
threaten peace and sustainability. It provides a 2015b). Innovative models of education such as
framework for recognizing that our localities are Values-based Education (VbE) originating at West
connected to global systems and shared Kidlington School in Oxfordshire, UK, has placedEMPOWERING EDUCATION FOR SUSTAINABLE, GLOBAL,
AND ETHICAL VALUES THAT ACHIEVE THE G20
PRIORITIES FOR PEOPLE, PLANET, AND PROSPERITY
human ethical values such as respect, trust, Education Programme (EEP), to live the values,
empathy, compassion, peace, and care in its core putting them into action in their own lives, their
curricular activities (Hawkes and Hawkes 2018). community, and society at large. The evidence
Focusing on a human-centered education and (Hawkes 2005 and Lovat et al 2009) demonstrates
relational-values experiential learning that learning about and actioning values help
empowers students to develop a higher level of students grow in awareness, develop greater
consciousness. Other innovative educational academic diligence, and enjoy increased
models, such as the Humanity Awareness relational trust. In a word, they flourish. We also
Initiative (HAI), have proposed a higher purpose suggest tackling world problems by investing in
for leadership. In these models, leadership is in integrity and sector-specific, ethical lifelong
service to society, humanity, and the planet and learning education. Business ethics and ethical
focused on social responsibility toward future decision making no longer can be relegated to a
generations and integrating wisdom, few elective courses and optional training but
compassion, and humility in the promotion of must be integrated into every level of education.
sustainability practices (Barrett 2007 2020). As science and technology advance solutions to
Empowering a human-centered approach in global challenges, integrating the ethics of
education recognizes the powerful machine learning and AI, data sharing,
transformative force of education in promoting appropriation, and privacy is one of the most
human flourishing, rights, and dignity centered fundamental and essential pillars of sustainable
around universal values of social equity and human development. Governments have the
cultural diversity, environmental justice, and responsibility to integrate ethical education and
shared global responsibility for our common principles in science education for technological
humanity (UNESCO 2015b). advancements (UNESCO 2019b).
4. Empowering Education for Ethical
Leadership: For sustainable development, Policy recommendations
people need access to quality education that
nurtures their capacity to espouse and act on In order for leaders of the G20 to promote
ethical values, education that fosters ethical international, national, and sector-specific
leadership to achieve the flourishing of our policies with these priorities, the following
planet. We propose not only providing access to recommendations are made.
basic quality education, but also nurturing in
people their innate capacity to espouse and act 1. Integrate sustainable values-based
on ethical values. Such a transformative addition education: Partner with UNESCO to
will empower people and systems to achieve the integrate and promote SDG 4, specifically
SDGs by promoting ethical leadership. It will Target 4.7, by 2030. Education for sustainable
encourage social cohesion, thereby ensuring the development will ensure that all learners
flourishing and sustainability of our planet and all acquire the knowledge and skills needed to
its citizens. The outcome of such ethics-integral promote sustainable development and
education is that young people will develop sustainable lifestyles, human rights, gender
ethical intelligence and the ability to ethically equality, a culture of peace and non-violence,
self-regulate their behavior. These ethical global citizenship, and appreciation of
priorities center around discovering and cultural diversity and of culture’s
embedding community-driven, universally contribution to sustainable development.
positive human values such as respect, trust, Initiatives such as Mission 4.7
empathy, and compassion. (https://www.mission4point7.org) could be
expanded to include and integrate
Besides learning about values and how to sustainable development education
internalize them, students are given (UNESCO 2020).
opportunities, as UNESCO refers to in its EthicsEMPOWERING EDUCATION FOR SUSTAINABLE, GLOBAL,
AND ETHICAL VALUES THAT ACHIEVE THE G20
PRIORITIES FOR PEOPLE, PLANET, AND PROSPERITY
2. Integrate digital transformation with https://www.g20.org/wp-content/uploads/202106//Joint-Mi
values-based education: Advance learning nisterial-Declaration.pdf
outcomes in a post-pandemic education that
promote digital integration and combine G20, Education Ministries. 2021. G20 Education
STEM education with people-centered and Ministers’ Declaration. June 22, 2021. Catania,
humanistic values. Promote national and Italy.
https://www.g20.org/wp-content/uploads/202106//Declarat
institutional processes to review and ion-of-Education-Ministers.pdf
promote educational programs embedded
with integrity, solidarity, and sharing, along Hawkes, Neil, and Jane Hawkes. 2018. The Inner
with other ethical, humanistic, and global Curriculum: How to Nourish Wellbeing,
sustainability values. Revise and reinvest in Resilience and Self-Leadership. John Catt
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support to ensure appropriate methods and
mindsets to prepare young generations to Hawkes, Neil. 2005. “Does Teaching Values
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global coexistence. Schools?” PhD diss. University of Oxford.
3. Convene a strategic education task force: Lovat, Terence, R. Toomey, Kerry Dally, and
Build on the recommendations of the G20 Neville Clement. 2009. Project to Test and
Education Ministers Meeting (2021) to Measure the Impact of Values Education on
promote a strategic education taskforce with Student Effects and School Ambience.
representative experts who can advance Newcastle, Australia: Department of Education,
values-based education to offer solutions to Employment and Workplace Relations.
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https://www.oecd.org/education/2030/E203020%Position%
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