Relevant bibliographies by topics / Citizenship education framework

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Citizenship education framework'

Author: Grafiati
Published: 11 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Citizenship education framework"

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Law, Wing-Wah, and Ho Ming Ng. "Globalization and Multileveled Citizenship Education: A Tale of Two Chinese Cities, Hong Kong and Shanghai." Teachers College Record: The Voice of Scholarship in Education 111, no. 4 (2009): 851–92. http://dx.doi.org/10.1177/016146810911100406.

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Background/Context For centuries, the notions of citizenship and citizenship education have been associated with the nation-state and civic elements. However, since the late 20th century, these traditional notions have been challenged by globalization. In the discourse of globalization, citizenship, and citizenship education, some scholars suggest a simplistic replacement or shift from national citizenship to global citizenship, regional citizenship, or local and group identities. Against these simplistic, single-leveled approaches is the argument for both the continuing importance of nation-s
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Sahli, Naima, and Louiza Belaid. "The incarnation of global citizenship education in an Algerian secondary education textbook." Global Journal of Foreign Language Teaching 12, no. 1 (2022): 01–10. http://dx.doi.org/10.18844/gjflt.v12i1.6489.

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This research examines the extent to which the Algerian secondary education textbook represents the ideals of global citizenship education. It targets the textbook coverage of GCE themes, and if the tasks’ objectives tackled global citizenship competency respectively. The present study is built on content analysis in which second-year English language textbooks are scanned. The study employs a combination of Sharma’s framework for value-creating global citizenship education and UNESCO’s (2015) framework. It also relies on the PISA framework for the evaluation of global competency. The findings
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Al-Maamari, Saif. "Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman." International Journal of Humanities and Social Science Research 7 (September 15, 2021): 1–12. http://dx.doi.org/10.6000/2371-1655.2021.07.01.

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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framewo
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Nadori, Neirouz. "An ecological framework for citizenship education: A developmental perspective." Citizenship Teaching & Learning 17, no. 2 (2022): 295–307. http://dx.doi.org/10.1386/ctl_00095_1.

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The National Charter for Education and Training and the Strategic Vision (2015‐30) constitutes the government’s most recent efforts to reform education in Morocco. These initiatives have underscored the potential of raising citizenship awareness and reinforcing social responsibility. The reforms that were implemented fell far short of this aim. Despite the fierce struggle, the gap between the stated goals of citizenship education curricula and their realistic and effective implementation still persists. Therefore, the aim of the present study is to explore school-based factors which facilitate
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Johnson, Laura, and Paul Morris. "Towards a framework for critical citizenship education." Curriculum Journal 21, no. 1 (2010): 77–96. http://dx.doi.org/10.1080/09585170903560444.

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POPA, Maria-Corina. "CITIZENSHIP EDUCATION IN EUROPEAN SCHOOL SYSTEMS." Journal of Pedagogy - Revista de Pedagogie LXXI, no. 1 (2023): 171–88. http://dx.doi.org/10.26755/revped/2023.1/171.

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This paper aims to open a reflective framework, that should be useful to the Romanian education system and encompass ways in which citizenship education is studied in other European countries, at primary and secondary levels. In this regard, the article presents the characteristics of the school systems which are based on maximalist and minimalistic approaches to citizenship education, the critical approaches to citizenship education and, consequently, the concept of “critical citizenship”. The article also includes a brief timeline of legislative and public policy efforts at European level to
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McCowan, Tristan. "Curricular transposition in citizenship education." Theory and Research in Education 6, no. 2 (2008): 153–72. http://dx.doi.org/10.1177/1477878508091109.

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The considerable debate in recent years on the aims of citizenship education has not been accompanied by an equally substantial discussion on the educational processes involved.This article puts forward a theoretical framework, referred to as `curricular transposition', for understanding the complex task of realizing normative ideals of citizenship through education. The framework highlights four stages in the educational process: the ideals and aspirations underlying an initiative; the curricular programme designed to achieve them; the programme's implementation in practice; and its effects o
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Avoseh, Mejai Bola Mike. "CONFINTEA Vll Marrakech Framework and the Challenge of and Urgency for Active Citizenship Education." Adult Learning 35, no. 2 (2024): 82–91. http://dx.doi.org/10.1177/10451595231207373.

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A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that settling disputes through violence—bombs and guns—was indicative of lack of citizenship education. Central to the League’s Covenant was the need to employ “negotiation and arbitration.” In addition to the International Adult Education Conferences, UNESCO
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Hughes, Conrad. "Operationalising Global Citizenship Education." L’éducation en débats : analyse comparée 10, no. 1 (2021): 122–38. http://dx.doi.org/10.51186/journals/ed.2020.10-1.e370.

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This article describes the Universal learning Programme, an innovative curriculum framework designed by the International School of Geneva’s La Grande Boissière campus and UNESCO’s International Bureau of Education. The design, scope and reach of the programme operationalises Global Citizenship Education through the development of deep conceptual understanding of relevant domains, the assessment of life-worthy competences and the creation of authentic social impact. It is through this balanced synthesis of learning and innovative task design that all the precepts of Global Citizenship Educatio
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Park, Seong-In, and Myung-Lim Park. "Constructing a Framework for East Asian Citizenship Education." Association of Global Studies Education 12, no. 4 (2020): 35–54. http://dx.doi.org/10.19037/agse.12.4.02.

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Dissertations / Theses on the topic "Citizenship education framework"

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Hanna, H. L. "Citizenship education in Northern Ireland and Israel within an educational rights framework." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676509.

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This thesis explores how international education rights obligations are reflected in the contested curricular subject of citizenship education in the two divided jurisdictions of Northern Ireland and Israel. Given the difficulties faced in developing and delivering a common citizenship curriculum to a diverse group in each jurisdiction, where conceptions of citizenship vary, this empirical research explores the unifying potential of an approach to citizenship education based on internationally agreed human rights law on education. The research builds upon the citizenship education typology of
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Warnke, Jeffery H. "(Re)Presentation and (Re)Production of Ideology: The Case of Grand Theft Auto IV, a Framework for the Analysis of Culture and Violence, and the Role of Critical Media Literacy in an Education for Democratic Citizenship." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333736556.

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Combs, Carolyn. "A conceptual framework towards a democratic citizenship curriculum, and its implications for educational drama." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62711.pdf.

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Heggart, Keith. "Justice pedagogy : the possibilities and challenges for 'thick' citizenship education amongst Australian school students." Thesis, 2018. http://hdl.handle.net/10453/128003.

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University of Technology Sydney. Faculty of Arts and Social Sciences.<br>Civics and citizenship education remains a topical and highly contested field in Australia and around the world. In this thesis the focus is on education seeking to build the capacity of citizens to actively participate in and strengthen democracies as opposed to citizenship that is aligned only to an existing ruling regime and nation-state. The latter is predicated on ‘thin’ citizenship; that is, on the mechanics and institutions of existing government sanctioned authority, rather than focusing on the issues and ideas th
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BRAUNOVÁ, Kateřina. "Využití programu Filozofie pro děti ve výuce žáků ve věku 12 - 14 let." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-363627.

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The diploma thesis focuses on the description of the current state of Czech education. First of all, it represents the objectives and concepts of elementary education in the Czech Republic and brings closer to the requirements of the Framework Education Programmes. It describes closer the importance of key competencies and objectives of the educational field Citizenship Education. In the next part the diploma thesis introduces a program Philosophy for Children, whose principles correspond to a great extent with the objectives of elementary education, and therefore it seems to be a suitable too
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ZEZULOVÁ, Lucie. "Výuka svátků a významných dnů v hodinách výchovy k občanství." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252609.

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This diploma thesis is focused on important cultural and social connections of bank holiday and next significant days incorporation into Education to Citizenship on the second grade of primary schools. The work is divided into two parts - theoretical and practical part. The theoretical one is dealing with the definition and characterization of bank holidays and next significant days in the Czech Republic. In the next part there is described curricular reform of schooling and its documents. In the practical part there is analysed Framework Education Programme for Elementary Education into which
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Books on the topic "Citizenship education framework"

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Sierra Leone. Ministry of Education, Science, and Technology., Commonwealth Secretariat, and British Council, eds. A framework for citizenship education in Sierra Leone. Commonwealth Secretariat, 2004.

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Schulz, Wolfram, John Ainley, Julian Fraillon, Bruno Losito, and Gabriella Agrusti. IEA International Civic and Citizenship Education Study 2016 Assessment Framework. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39357-5.

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Schulz, Wolfram, Julian Fraillon, Bruno Losito, et al. IEA International Civic and Citizenship Education Study 2022 Assessment Framework. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20113-4.

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Hampshire (England). Education Department. Inspection and Advisory Service., ed. Citizenship education: A planning framework for citizenship in schools : guidelines on policy and practice. Hampshire County Council, 1998.

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Pascale, Mompoint-Gaillard, Salema Maria Helena, Soares Virgílio Meira, and Keating-Chetwynd Sarah, eds. How all teachers can support citizenship and human rights education: A framework for the development of competences. Council of Europe, 2009.

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Education Committee, Council for Cultural Co-operation. Linguistic diversity for democratic citizenship in Europe: Towards a framework for language education policies, proceedings, Innsbruck (Austria) 10-12 May 1999. Council of Europe Pub., 2000.

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Secretariat, Commonwealth. A Framework for Citizenship Education in Sierra Leone (Citizenship Education and Small States Series). Commonwealth Secretariat, 2006.

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Secretariat, Commonwealth. A Framework for Citizenship Education in the Cameroon (Commonwealth Case Studies in Citizenship Education). Commonwealth Secretariat, 2006.

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A Framework for Citizenship Education in Sierra Leone. OECD Publishing, 2004. http://dx.doi.org/10.14217/9781848598294-en.

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A Framework for Heritage, Multiculturalism and Citizenship Education. OECD Publishing, 2003. http://dx.doi.org/10.14217/9781848598157-en.

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Book chapters on the topic "Citizenship education framework"

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Heggart, Keith. "Justice Pedagogy: A Framework for Active Citizen Education." In Activist Citizenship Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4694-9_13.

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Schulz, Wolfram, John Ainley, Julian Fraillon, Bruno Losito, and Gabriella Agrusti. "Civic and Citizenship Framework." In IEA International Civic and Citizenship Education Study 2016 Assessment Framework. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39357-5_2.

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Rautiainen, Matti, Mikko Hiljanen, and Riitta Tallavaara. "Education for democracy and democratic citizenship." In Developing a Didactic Framework Across and Beyond School Subjects. Routledge, 2023. http://dx.doi.org/10.4324/9781003367260-18.

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Kim, Hyungryeol. "Integrating Citizenship Education and Character Education Through the Framework of Global Citizenship." In The Routledge International Handbook of Life and Values Education in Asia. Routledge, 2024. http://dx.doi.org/10.4324/9781003352471-50.

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Sun, Xiaodan. "Towards a Common Framework for Global Citizenship Education: A Critical Review of UNESCO’s Conceptual Framework of Global Citizenship Education." In Education and Mobilities. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-9031-9_15.

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Schulz, Wolfram, John Ainley, Julian Fraillon, Bruno Losito, and Gabriella Agrusti. "Contextual Framework." In IEA International Civic and Citizenship Education Study 2016 Assessment Framework. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39357-5_3.

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Schulz, Wolfram, Julian Fraillon, Bruno Losito, et al. "Contextual Framework." In IEA International Civic and Citizenship Education Study 2022 Assessment Framework. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20113-4_4.

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Doğanay, Ahmet. "A Curriculum Framework for Active Democratic Citizenship Education." In Schools, Curriculum and Civic Education for Building Democratic Citizens. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-167-2_3.

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Schulz, Wolfram, Julian Fraillon, Bruno Losito, et al. "Civic Knowledge Framework." In IEA International Civic and Citizenship Education Study 2022 Assessment Framework. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20113-4_2.

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Hirata, Toshifumi, and Minoru Morishita. "The Conceptual Framework of Citizenship Education in the ASEAN Community." In Governance and Citizenship in Asia. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3692-0_2.

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Conference papers on the topic "Citizenship education framework"

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Michel, Fady, Dina El Dahish, and Hania Hindy. "DECODING FUTURE SKILLS: A COMPETENCY FRAMEWORK FOR FUTURE OF WORK AND GLOBAL CITIZENSHIP." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1523.

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EL ASRI, Fatima. "CITIZENSHIP EDUCATION: FUTURE CITIZEN FORMATION PROJECT." In VI. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress6-6.

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Today, no one denies that the progress and prosperity of nations is linked to the effectiveness of their educational system and its ability to keep pace with the accelerating tide of knowledge, and the large and rapid transformations in the technical and technological field. As well as its ability to open up to its social and economic environment. To achieve the desired development within the framework of democracy, which requires granting every member of society the competencies and capabilities that guarantee him, and qualify him to participate effectively in building society, and to exercis
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Habibah, Siti Maizul, and Sapriyah. "Global Citizenship Education; A Framework of Civic Literacy in Indonesia." In International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.106.

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El Massoudi, Nezha. "Global Citizenship Education (GCED) in The Digital Era: The Unexpected Tool for Peacebuilding. How 21st Century Fluencies Can Shape Sustainable Global Peace?" In 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.006.

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Abstract If education is unanimously recognized as a powerful and impactful tool for social advancement, its use in global affairs as a major component has not yet been fully acknowledged. The current world state, with multiplying challenges amidst a global crisis - caused by the fallouts of an unmanageable pandemic - exposed the limits of multilateralism, undermining international cohesion already struggling over geopolitical rivalries and bursting territorial conflicts. Growing gaps between citizens and governing bodies are threatening the very essence of democracy, the quintessence of peopl
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Yee, Tan Sing. "An Analysis of Malaysian Civics and Citizenship Textbook (Through a Multicultural Curriculum Framework)." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.47.

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Matsumoto, Kahoko, and Takeshi Kitazawa. "INCORPORATING A EUROPEAN GLOBAL CITIZENSHIP FRAMEWORK IN ENGLISH AND COMMUNICATION-RELATED COURSES OF JAPANESE UNIVERSITIES." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.1789.

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Socher, Gudrun, Audrey Stolze, Patricia Arnold, Nicole Brandstetter, and Anke van Kempen. "PROMOTING GLOBAL CITIZENSHIP IN TIMES OF RESTRICTED MOBILITY THROUGH A DIGITAL QUADRUPLE-HELIX EDUCATIONAL FRAMEWORK." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0266.

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Caratozzolo, P., and A. Alvarez-Delgado. "EDUCATION 4.0 FRAMEWORK: ENRICHING ACTIVE LEARNING WITH VIRTUAL AND TECHNOLOGICAL TOOLS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7160.

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At the beginning of 2020, many educators were still unclear what exactly it meant to design teaching-learning processes in the Fourth Industrial Revolution, “Education 4.0”. Despite this, and due to the Corona crisis, all institutions were dizzyingly pushed into partially known digital and technological environments, dragging teachers and students with them. In the field of higher education, the situation was doubly challenging: there were still deep misunderstandings about how to improve the cognitive abilities of Generation Z students, and serious confusion about the fact that technological
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Medne, Dace, Alise Oļesika, and Sanita Baranova. "Global and Citizenship Competence Conceptualization Through Sustainability Paradigm." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.18.

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Nowadays, the ideological focus of sustainable development is leading in all industries worldwide. Sustainable education enriches the understanding of the link between social, ecological, and economic needs; develops the ability to take responsibility for their own daily choices and contribute to a fairer future for present and future generations. All levels and areas of education invest in sustainable development, including higher education programs, which play a crucial role in putting sustainability ideas into practice. Therefore, in April 2022, the University of Latvia implemented the seco
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Root, Rachael. "Intersectionality and Interculturality: Aligning UNESCO's Global Citizenship Education Framework With Intercultural University Structures and Participatory Methods." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1882419.

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Reports on the topic "Citizenship education framework"

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Parker, Rachel, Jennie Chainey, Payal Goundar, et al. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.

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Substantive work has been undertaken to define and frame global citizenship education (GCED). Global citizenship and related terms are included in the curricula and policy statements of many diverse nations around the world, however, the education sector often struggles to enact and monitor GCED in ways that reflect the changing conditions of students and schools. This study responds to an identified need for enhanced tools and resources for schools and systems to monitor and evaluate GCED, in accordance with United Nations (UN) Sustainable Development Goal (SDG) 4.7. This need is particularly
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Parker, Rachel, Jennie Chainey, Payal Goundar, et al. Summary report. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research; Asia-Pacific Centre of Education for International Understanding (APCEIU), 2023. http://dx.doi.org/10.37517/978-1-74286-721-2.

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The relationship between global citizenship and education quality was established almost a decade ago, when it was described as a target under United Nations Sustainable Development Goal (SDG) 4.7 – to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development.’ Despite efforts to define and frame global citizenship education (GCED), systems continue to grapple with understanding, enacting, and measuring it in ways that reflect changing local and global conditions for students, teachers and schools. This study responds to an identified need for tools and resour
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Valdivia-Vizarreta, Paloma, and Johana Evelyn Montalvan Castilla. Flexibility and Playful Learning as Strategies for a Transformative Pedagogy in Higher Education. University of Stavanger, 2024. http://dx.doi.org/10.31265/usps.295.

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This essay explores how flexibility and playful learning address the current challenges in higher education, aligned with the principles of transformative pedagogy. This pedagogical approach views the university as an inclusive and adaptable space, where teaching aligns with students’ realities and needs, promoting accessibility, engagement, and holistic development. Flexibility enables students to manage their learning in a personalised manner, adapting to their individual paces, schedules, and environments (whether in-person or virtual), fostering autonomy and a better balance between person
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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and
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Parker, Rachel, Payal Goundar, and Karena Menzie-Ballantyne. Being and becoming global citizens: Measuring progress toward SDG 4.7. Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Phase II Report, Lao PDR. Australian Council for Educational Research and Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO, 2024. http://dx.doi.org/10.37517/978-1-74286-774-8.

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This report presents the Phase II findings of a collaborative study by APCEIU and ACER which aims to expand efforts to monitor Sustainable Development Goal (SDG) 4.7 by addressing critical evidence gaps regarding country participation and educational settings. Phase I of this study included three countries in the Asia-Pacific region (Australia, Philippines and South Korea) and targeted primary school settings. Phase I answered research questions about the enabling conditions that support effective global citizenship education (GCED); how these conditions can inform instrument development to me
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and poten
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Parker, Rachel, Amy Berry, Payal Goundar, and Karena Menzie-Ballantyne. ACER-APCEIU Global Citizenship Education Monitoring Toolkit: For teachers, schools, and system leaders. Australian Council for Educational Research and Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO, 2024. http://dx.doi.org/10.37517/978-1-74286-773-1.

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At a time of escalating global unrest and insecurity, together with increasing global interdependence, interest in Global citizenship education (GCED) as a transformative pedagogy for peace, human rights, and sustainable development, has never been greater. Educators, school leaders and policy makers can play an important role in supporting young people to gain the knowledge and skills needed to engage with the global issues of our time, which are frequently described as volatile, uncertain, complex and ambiguous (Berinato, 2014). The APCEIU-ACER GCED Monitoring Toolkit was developed to assist
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and
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