Comparative evaluation of GCE implementation in eight G20 countries (across five key criteria)
| Country | Policy integration | Funding support | Teacher training | Implementation model | Observed social outcomes |
|---|---|---|---|---|---|
| Finland | GCE embedded in national curriculum (universal equity focus) | High public funding for education (equal access for all) | Comprehensive teacher education includes GCE and critical pedagogy | Centralised, egalitarian model (strong state oversight) | High social mobility; low-income inequality; globally aware youth |
| South Korea | GCE/ESD integrated via national Green Growth strategy | Significant government investment in sustainability education | Extensive teacher training in ESD and global competencies | Centralised model with regional centres (state-led plus local init) | High environmental literacy; skilled workforce for green economy |
| Germany | GCE principles in federal education policies (SDGs emphasis) | Robust funding for climate literacy and global programmes | Formal teacher training on ESD; ongoing professional development | Cooperative federal model (national frameworks, state implementation) | Broad public awareness of sustainability; moderate inequality; strong civic engagement |
| Brazil | GCE elements in law (e.g. mandatory environmental education) | Moderate funding; reliant on international and NGO support | Limited formal training; some NGO-led teacher workshops | Decentralised/community model (grassroots initiatives fill gaps) | Pockets of high engagement (in communities); overall persistent inequities and environmental challenges |
| China | GCE tied to national agendas (poverty alleviation, STEM) | High state funding but targeted to economic objectives | Strictly guided teacher training (aligned with state ideology) | Centralised, utilitarian model (state-directed curriculum) | Improved workforce readiness; reduced poverty in target areas; lower critical civic participation |
| South Africa | GCE noted in policies (constitution, NDP) but uneven in practice | Insufficient domestic funding; heavy disparities by region | Patchy training – some urban programmes, rural teachers unsupported | Decentralised and unequal (progressive policy, weak local capacity) | Improved awareness in well-resourced schools; overall persistent inequality and youth unemployment |
| USA | No national GCE policy; voluntary state/district adoption | Varies by locality (wealthy districts fund global programmes) | No systemic approach; teacher PD via NGOs or specific programmes | Highly decentralised (some schools adopt global curricula, others do not) | High variance: globally competent graduates from IB/elite schools; many students with minimal global exposure |
| India | GCE/SDG themes in national curricula (NEP 2020) in principle | Growing but limited funding; priority on universal schooling | Emerging efforts in teacher training (sporadic workshops, MGIEP) | Mixed model: central guidelines with NGO partnerships at local level | Increasing climate and global awareness among urban youth; rural and marginalised communities less reached |
| Country | Policy integration | Funding support | Teacher training | Implementation model | Observed social outcomes |
|---|---|---|---|---|---|
| Finland | High public funding for education (equal access for all) | Comprehensive teacher education includes | Centralised, egalitarian model (strong state oversight) | High social mobility; low-income inequality; globally aware youth | |
| South Korea | GCE/ | Significant government investment in sustainability education | Extensive teacher training in | Centralised model with regional centres (state-led plus local init) | High environmental literacy; skilled workforce for green economy |
| Germany | Robust funding for climate literacy and global programmes | Formal teacher training on ESD; ongoing professional development | Cooperative federal model (national frameworks, state implementation) | Broad public awareness of sustainability; moderate inequality; strong civic engagement | |
| Brazil | Moderate funding; reliant on international and | Limited formal training; some NGO-led teacher workshops | Decentralised/community model (grassroots initiatives fill gaps) | Pockets of high engagement (in communities); overall persistent inequities and environmental challenges | |
| China | High state funding but targeted to economic objectives | Strictly guided teacher training (aligned with state ideology) | Centralised, utilitarian model (state-directed curriculum) | Improved workforce readiness; reduced poverty in target areas; lower critical civic participation | |
| South Africa | Insufficient domestic funding; heavy disparities by region | Patchy training – some urban programmes, rural teachers unsupported | Decentralised and unequal (progressive policy, weak local capacity) | Improved awareness in well-resourced schools; overall persistent inequality and youth unemployment | |
| No national | Varies by locality (wealthy districts fund global programmes) | No systemic approach; teacher | Highly decentralised (some schools adopt global curricula, others do not) | High variance: globally competent graduates from IB/elite schools; many students with minimal global exposure | |
| India | GCE/ | Growing but limited funding; priority on universal schooling | Emerging efforts in teacher training (sporadic workshops, | Mixed model: central guidelines with | Increasing climate and global awareness among urban youth; rural and marginalised communities less reached |
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