Culture and Education in the Voluntary National Reviews
Culture and education are cross-cutting competencies for achieving all 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development. They are the mutually-reinforcing building blocks needed to nurture the skills to deal with today’s complex challenges. Within their Voluntary National Reviews (VNRs), which are submitted by Member States to monitor progress towards the achievement of the 2030 Agenda, several Member States cite training initiatives to boost cultural employment, in line with SDG 8. Most VNRs, however, refer to SDG 4 as the primary reference point for the linkages between culture and education, in particular Target 4.7, which calls for education to promote a culture of peace and non-violence, appreciation of cultural diversity and culture’s contribution to sustainable development. The VNRs demonstrate that many Member States are approaching this through teaching in and through the arts and culture in formal (in school) settings.
Culture and Education: Crucial Nexus to Advance Sustainable Development
Several countries cite culture and education as mutually-reinforcing components of national development strategies. The Vision 2030: National Sustainable Development Strategy of Romania incorporates entrepreneurial and intercultural education as part of the sustainable development component of the school curriculum, starting in early childhood education. Stronger linkages between education, culture and media are also integral to preventing the spread of extremist ideologies, as highlighted by Bahrain, which also calls for greater focus on the relationship between culture, behaviour and values and how this impacts national development.
Formal Education: Arts and Culture in School Curricula
Countries are forging closer ties between culture and education through improving the quality of education offer, promoting languages, inclusion and, notably, strengthening cultural diversity to build skills at early age that can equip them for society and in future work. In Lesotho, for instance, the Ministry of Education and Training states that it ensures that pre-primary education and development services are high quality, universal, comprehensive and respond to local needs, language and cultures. Within the school curricula, Morocco encourages inclusion and cultural diversity in textbooks, and prepares guides for teachers to promote living together and interculturality. Singapore relates to culture in education in its Character and Citizenship Education (CCE) that emphasizes on the cross-cultural skills, where children are taught to value Singapore’s socio-cultural diversity and culture’s contribution to sustainable development. Maori identity, language and culture is a focus of local curricula in New Zealand, which applies its “Tapasa” framework to support teachers in strengthening Pacific cultural competencies.
Culture and Technical, Vocational Education and Training (TVET)
Building technical and vocational skills for employment, decent work and entrepreneurship, the elimination of gender disparity and ensuring access for the vulnerable is a consideration in culture and education strategies. In Guatemala, the Ministry of Culture and Sports runs the Vocational Training Programme for the Arts to develop child and youth skills in music, visual arts and textiles, among other disciplines. As crafts play an important role in Croatia’s implementation of SDG 4, the country granted EUR 1.4 million to 188 craftspersons and entrepreneurs with the aim of encouraging apprenticeships. Kuwait also notes its project “Development of the Crafts and Economic Skills of Kuwaiti Women” that aims to increase women’s economic participation through vocational training, exhibitions and media.
Partnerships to Strengthen Culture and Education
The VNRs demonstrate that Member States are increasingly harnessing partnerships as a way of boosting quality education. Central African Republic, for example, highlights how a programme, led by the Ministry of National Education in partnership with UNESCO and UNICEF is ensuring students acquire the necessary knowledge and skills for sustainable development, including the appreciation for a culture of peace and cultural diversity, as well as the contribution of culture to sustainable development. In Portugal, the ‘Museum goes to School’ project involves workshops in the school context or in museums, theatres and other cultural establishments. Certain governments have entered into partnerships with the private sector and civil society to improve education access and quality. The Government of the Philippines, for example, recognizes partnerships with the private sector, CSOs and NGOs as an integral component of delivering education services. The T’Boli Senior High School in South Cotabato operates as part of a partnership between the Ateneo de Davao University and the T’Boli community. The school’s curriculum is both K to 12 compliant and grounded in the culture, history, arts and heritage of the T’Boli tribe to ensure an inclusive and learner-centred environment.
