Viet Nam Aligns Education Policy with SDG 4 Goals Through GCED Action Plan

UNESCO and VNIES Join Forces to Shape Global Citizenship Education in Viet Nam

The national consultation workshop on Global Citizenship Education( GCED) was co-organised on 15 July in Hanoi by the Viet Nam National Institute of Educational Sciences( VNIES), the Ministry of Education and Training (MOET) and the UNESCO Office in Viet Nam. This event brought together more than 250 participants, including educators, school administrators, policymakers and global experts who reviewed and offered comments on Viet Nam’s draft National Action Plan on GCED.

According to the initiative, the whole-school model is designed to support GCED processes, further encouraging educational institutions to integrate values into their curricula, school policies, teaching strategies, and community engagement. This is a step further to the greater goal of providing quality education that enables learners to acquire the values and skills necessary to face global issues, ranging from the effects of climate change, digital transformation to gender equality. This engagement emphasised value-based education to nurture values such as empathy, cooperation, and responsibility in students.

VNIES and UNESCO Bangkok have provided the latest reports on regional progress, such as one concerning the 2024 Asia-Pacific Symposium on GCED. The schools of Hanoi, Khanh Hoa, and Ho Chi Minh City were also invited to report on their experiences in facilitating teacher training, student-led projects, and international school programs conducive to GCED integration. Partners are said to have explored how Viet Nam could connect national initiatives with the UNESCO Recommendation concerning Education for Peace, Human Rights and Sustainable Development (2023), which Viet Nam had supported. The recommendation invites nations to include humanistic values and global citizenship in all levels of education, from secondary through higher education.

UNESCO again asserted its commitment to Viet Nam's initiative, providing technical support to assist in translating GCED into action. The organisation was observed to promote the integration of teaching and learning results with an inclusive school culture and professional growth, which renders GCED applicable to varied global schools. This meeting was acknowledged as an important move in Viet Nam's continuous education reform and adherence to SDG 4 Quality Education, specifically target 4.7, on the global citizenship and sustainable development it aims to build. The inputs collected will inform the subsequent phase of the Action Plan, strengthening the nation's commitment to education for everyone in a globalised world.

Editor’s Note

The national consultation workshop held in Hanoi on 15 July 2025 represents Viet Nam’s commitment to quality education and global engagement. The event was co-organised by VNIES, MOET and the UNESCO office in Viet Nam, the event gathered more than 250 participants, including educators, policymakers and international experts from various fields. Their collective focus on Global Citizenship Education (GCED) reflects a growing recognition that education must prepare learners not only for exams but for life in an interconnected world. The consultation centrepiece, the draft National Action Plan on GCED, correctly advocates a whole-school approach. That is, integrating GCED values across all areas of school life, ranging from curricula and policies through to pedagogy and community engagement. This, in my opinion, is not merely a strategic step but imperative. If they are to cultivate empathy, cooperation and responsibility, schools will need to transcend textbooks and promote value-based education that addresses global challenges such as climate change, gender equality, and digital change.
It was heartening to get information from VNIES and UNESCO Bangkok, particularly the 2024 Asia-Pacific Symposium on GCED insights. Schools in Hanoi, Khanh Hoa, and Ho Chi Minh City sharing hands-on experiences from teacher training to student projects prove that GCED is not a far-off dream but an alive practice in educational institutions nationwide. Fitting with the UNESCO Recommendation on Education for Peace, Human Rights, and Sustainable Development (2023) provides another strength. The adoption of this framework by Viet Nam demonstrates the willingness of the country to infuse the values of humanism and global citizenship at all levels of education, extending from secondary to higher education. The continuing support of UNESCO, particularly in creating inclusive school culture and professional development, gives credibility to the initiative, promoting GCED as a relevant initiative for diverse schools around the world.

As per Skoobuzz, it is a kind of thoughtful, inclusive planning that can truly transform teaching and learning and can position Viet Nam as a leader in global education.

FAQs

1. What is global citizenship education in schools? 
Global Citizenship Education (GCED) in schools is a teaching approach that helps students understand global issues and encourages them to become responsible, active members of society. It promotes values such as respect, empathy, cooperation, and sustainability. GCED is often integrated into subjects like social studies, literature, and science, and aims to prepare learners to engage with challenges like climate change, inequality, and cultural diversity.

2. How does Vietnam promote SDG 4 quality education? 
Viet Nam promotes SDG 4 Quality Education by focusing on inclusive and value-based learning. Through national consultations and partnerships with organisations like UNESCO, the country is working to embed global citizenship and sustainable development into its education system. Efforts include updating education policy, improving teacher training, and encouraging schools to adopt a whole-school approach that supports both academic and social development.

3. What is included in Teacher training for global citizenship education? 
Teacher training for GCED involves preparing educators to deliver lessons that promote global awareness, human rights, and sustainable development. Training programmes often include workshops, curriculum guides, and practical activities that help teachers integrate GCED into everyday classroom teaching. This ensures that students receive consistent messages about global responsibility and ethical decision-making across different subjects.

4. What is the importance of equality in education for sustainable development? 
Equality in education is essential for sustainable development because it ensures that all learners, regardless of background, have access to opportunities that help them grow and contribute to society. When education is fair and inclusive, it reduces poverty, promotes gender equality, and builds stronger communities. It also supports the goals of education for all, allowing every student to reach their full potential and participate in building a better future.

5. What is the role of education policy in quality education for all? 
Education policy plays a key role in shaping how quality education is delivered. It sets the standards for curriculum design, teacher qualifications, school funding, and student support. Good policies ensure that schools are safe, inclusive, and equipped to meet the needs of diverse learners. By aligning with global goals like SDG 4, education policies help create systems that promote lifelong learning and prepare students for life in a globalised world.