Sustainable Development Goals (SDGS) refer to the global initiatives that developed and developing nations have signed up to for the purpose of guaranteeing the best quality of life in 17 broad areas of human needs. SDG 4 is about quality education. SDG 4.7 focuses on education for sustainability, sustainable living/lifestyle, human right education, peace education gender inequality, global citizenship and how they should impact on quality education. These global educational contents are expected to be mainstreamed into the school curriculum at various educational levels. This paper clarifies each component of the SDG 4.7 and explains how best the new subject matters can be integrated into the Nigerian school curriculum as well as implemented in our daily living. Two ways whereby the new curriculum contents can be mainstreamed are either to create new school subjects or, to infuse the new contents into existing subjects in the curricula. This latter option is preferred and so recommended because the curricula of our schools are already too over-loaded to accommodate more subjects. The guidelines for the recommended infusion are made. The place of the teacher in implementing the new curriculum areas is emphasized. Recommendations are made for reorienting teachers towards more effective implementation of the new curricula through pre-service and in-service training. The pedagogical practices that will facilitate the attainment of Goal 4.7 are described, including appropriate teachers preparation, improved methods, resources, and facilitates. Also stressed is the need to accommodate all categories of children- the normal and disabled, boys and girls in the provision of furniture, play facilities and toilet facilities among others.
This paper explains the meaning of the following concepts: Peace, Violence and War, Global Security and Peace Education. It states that education despite being an instrument per excellence for achieving positive national and global goals, have been used by some nations to perpetuate hate instead of using it to instil a culture of peace. Peace education is therefore the only type of education required in creating a culture of peace in the minds of youths and as such should be used to achieve global security. The paper also suggested five ways global security could be achieved through peace education which are; raising global citizens, building a culture of peace, creating economic development and eradicating poverty, acquiring conflict resolution skills, and raising friends of the earth and environmental peace builders. The paper concludes by with some implications of the understanding of peace, violence and war, which include the need to ensure justice, welfare and access to education for all as necessary actions to ensure peace and global security.