Target Country, Target Culture

Abstract

Over the past two decades, policy makers in education in Germany have acknowledged and promoted an understanding of Education for Sustainable Development (ESD) as a central element of what constitutes quality education (KMK 2016). As a result, existing guidelines unanimously establish ESD as a cross-cutting topic of education in Germany and demand the implementation of global perspectives in all subjects taught at secondary schools, including English language education (KMK 2016; Deutsche UNESCO-Kommission 2017). On a global level, UNESCO Agenda 2030 explicitly formulates education as a stand-alone sustainable development goal (SDG 4; UN 2015). Qian Tang, UNESCO's Assistant Director-General for Education, highlights that