 Everyone, thank you so much for joining our session. My name is Amanda Abram and I'm very happy to invite you to our session titled ESD localization in Morocco, Ghana and Turkey, the launch of the global schools draft country reports. We are very excited to launch the outcomes of the global schools pilot project and our draft country reports which can be found on the global schools website and we will be sharing the link with in this chat very soon. So the global schools program is an initiative of the United Nations Sustainable Development Solutions Network in support of UNESCO's global action program on education for sustainable development. And through research and advocacy, we developed the tools, resources and programs to support schools and educators. One of the biggest challenges of implementing education for sustainable development and global citizenship education is really the process of localization and to address this challenge we ran a pilot in three countries, Ghana, Turkey and Morocco. So during this session, you will hear from the global schools director and leader of the project, Mr. Sam Loney. And afterwards you will hear from the three country research directors on their individual outcomes participating in the global schools pilot project. So these directors include Professor Mustafa Otsurk, the research director from Turkey, Professor Abdul Karim Marzouk, the research director from Morocco, and Professor Richardson at Daimonukum, the lead report writer from Ghana. Now each speaker will speak for a period of five minutes, and we have a very tight timeline today so I will jump in in order to make sure that we stay on schedule. I will call on all of the speakers individually and introduce you, and I ask that everyone that is listening to this session, please put your microphone on mute and write any questions that you might have for the speakers in the chat. So without any further ado, I'm happy to first introduce Mr. Sam Loney. I'm the research director for the project and the founder and director of the global schools program and he's currently based at Oxford University. So Sam Loney over to you. Sam, you're on mute. And what an honor it is finally to be really getting the results of this incredible project out. It took 18 months and finally to be able to launch the draft report I think it's fantastic and I will just share my screen with you guys very quickly and just go through some of the challenges and outcomes of this project. Can you all see. Perfect. Okay. So, as my colleague Amanda mentioned, the mission of global schools is really to support educators and schools and shaping a more sustainable world, and our methodology really is combining research advocacy and monitoring in very specific projects to try and really work towards this, this goal and in essence, getting good quality education, content and curriculum in schools and classrooms around the world. The challenge that we have in front of us is that, you know, according to UNESCO and many other experts who look at these issues, the world needs many more of its citizens to have the skills, the attitudes, and the values that are going to tackle the greatest challenges of our time, but also to be able to shape a sustainable future. But what does this really mean and target 4.7 of the sustainable development goals mentions that education for sustainable development global citizenship education and 21st century skills are really the types of education and the types of that enable future generations, young people, adults to be able to respond to global challenges of the 21st century but also to be able to actually shape the world in a better, more resilient and more prosperous manner. So some of the competencies that have been highlighted by experts and by researchers as the most important in being able to create this paradigm. But how do we actually teach them? And what do we actually teach? What does this look like on the ground? And I think it's very good that ESD has been able to identify these core competencies but for them to impact and be effective on the ground, they need to be localized and that means localizing them to the language of the country and city that they're being taught in and they're being asked to be taught in to the political and social and cultural contexts but also for them to be mapped to the local curriculum. Now these don't just ensure that they're used at a higher degree but more importantly that they actually have a greater impact. So this is exactly why we try to close the missing solution from this landscape by engaging in a country research project to really take these big global competencies and adapt them to the local circumstances and see how effective they are in the classroom. And that's how we test that hypothesis and really our project had two objectives. One is to localize these competencies as I mentioned and the second one was based on those efforts then identifying the opportunities and really form that to really use the process to build an effective toolkit so that this can be replicated in other countries and lessons can be met. So we had the privilege of getting three wonderful advisors on board Professor Felicia Tibbets and Professor Alain Reed and Professor Poran Pismani Levy. And we had the wonderful privilege of partnering with Muhammad the Sixth Foundation for Environmental Protection and Al-Akhwan University in Morocco, Hasatepe University in Turkey and Millennium Promise and University of Education in Ghana. These wonderful partners really volunteered and decided to take the project on their own shoulders and really carry it forward in really adapting and really living up to the challenge of localizing of education for sustainable development in their respective countries. I can tell you it was no easy job. So this is just a quick overview of the countries involved and the institutions within each of those countries. And of course as you've already been introduced, we were very lucky to have incredibly eminent and very capable academics at the helm who led this project in each of their countries and made sure that the analysis is being done well and that comprehensive and that it's being adapted accordingly to local circumstances. And after 18 months, these are some of the overall dimensions of the project, four advisors, five host institutions, three research teams, more than 50 researchers involved, more than 80 stakeholders involved, four languages. As I said, 18 months, six phases and hundreds and hundreds of data sheets and I'm sure many of the researchers on this team would appreciate how much work has been going to make this happen. Finally, we have four draft publications which are now open for consultation and feedback of many of the experts and participants here participating here today. And after this period of time, we identified some challenges that predominantly with capacity, our teams had really had to put up with a major challenge of COVID-19 and logistical issues that created. There were challenges with, you know, standardization and how much flexibility we allow. And, you know, I won't go through all of them because they're more or less outlined in the report. But at the same time, there were some incredible opportunities, both in terms of research, but as well as policy. In that some, we have not only seen new areas of research inquiry emerging, but actually it's been led to some interesting policy actions, including informing the work and being kind of one of the catalysts for Mission 4.7 and new global campaign and project to really accelerate education for sustainable development globally. It has really highlighted the importance of localization in different policy circles and it has had some direct impacts in Morocco and Ghana, the policy level. And in terms of network opportunities, it has created links between the different stakeholders on the ground and the researchers and of course it has strengthened our relationships with the wonderful partners and researchers on the ground who are doing this work. And of course we have three national reports and one global evaluation report, please note that these are in their first draft form, they're not final, so we do invite comments and feedback from our colleagues and from the participants here. But really, you can access this early draft form at the Global Schools website. And next steps obviously are for us, the final report, the implementation roadmap, doing some peer-reviewed work, and also to build a localization toolkit so that this lessons can then be adapted in other parts of the world. And with that, I think I will hand over to the other colleagues, but I just really wanted to say that I am extremely thankful to the research teams in each of the countries and to the partners for doing an incredible job despite very difficult circumstances. They are educators and despite the many, many challenges that have been created because of COVID-19 as well as other circumstances in their respective countries, they managed to really work extremely hard on a volunteer basis to make this project happen. And we are extremely thankful for their work and we're so happy to have their work on board because this is really, this was a massive challenge and they managed to make it work. And despite the multiple barriers in front of them. So a huge thank you to our partners and of course a huge thank you to the Global Schools team, including, you know, Amanda and Julia and the team who put the Global Schools evaluation report together at the first draft of it. So a huge thank you to everyone and we are very, very excited to finally have the initial findings from the, from the research here, and I'm very, very proud of the work that we've been able to do with our wonderful partners on the ground and with that a hand over Amanda, thank you. Thank you so much, Sam. That was really great to get an overview of the methodology and the project, and I'm looking forward to hearing from the rest of the speakers as well. So, next we're going to have Professor Mustafa. I'm a professor at CERC, the research director from Turkey and Dr. Mustafa, CERC is an associate professor of curriculum and instruction and an EFL instructor at Hessepe University in Turkey and we're really excited to hear from him and hear his project outcomes. Hello, good afternoon, good evening, everyone. As Sam briefly summarized the steps, I just want to focus on the overall findings in the project. And we had actually a Turkish team, we had conducted three main activities, main research activities in the project. One was policy analysis, executed on key policy documents, and the second step was on curriculum mapping, which was executed on diverse national curricula in K to 12 levels, and also a preliminary program evaluation on global schools program. The overall findings revealed that both Turkish and national curriculum and educational policies reflect an adequate level of emphasis on ESD. Even though most of the emphasis happens to be implicit and changes according to certain different subjects as well as different educational levels. Also, the level of attention attached to SDGs highly depends on the thematic representation of a specific SDG, as well as the content covered in a specific subject. But all in all, global perspectives and goals of ESD find a proper way into the local educational policies and national curriculum in Turkey, but still, there is always a room for improvement. As I say, as a main finding preliminary program evaluation put forward that the teachers overall evaluation of the 60 lesson plans of the global schools program is highly positive. As 61% of the program was reported to be suitable to adopt and implement in its current form. 39% could be modified or improved to make lesson plans more local in Turkish settings. Reflecting an adequate level of emphasis on ESD both Turkish national curriculum and education policies have a potential to generate a national movement for change. This is a remarkable opportunity to lead the country's outstanding change agents and to encourage educators to embrace ESD more fully. Considering the complexity of change processes and the underlying dynamics of such transformations, this opportunity could create a form of ESD leadership that would support and promote sustainability values through a strong commitment to participation and collaboration. Regarding the national education policies, the main difficulty is to determine to what extent the sustainability concepts and competencies included in the policies are put into practice. Any decisions or regulations that look great on policy documents or policy papers sometimes cannot be put into practice as planned or desired. For this reason, it is extremely important that policy practitioners as well as policy makers internalize and embrace ESD at the same rate, only in this way ESD could evolve in the desired direction and become widespread. As for the curriculum sphere, the main obstacle could be the awareness of the people who designed the curriculum. As seen as we see in our national curriculum documents, curriculum developers seem to pay sufficient attention to global issues. But if they had more awareness and sensitivity, more sensitivity about certain issues like climate change, gender equality, circular economy, peace or poverty, they would definitely incorporate those issues more into the curriculum. On the other hand, it also depends on how proactive a teacher is about covering sustainability issues in class. At this point, teachers' awareness of sustainability, sensitivity to sustainability issues and ownership of all those sustainability issues come into play. Moreover, how competent they are in ESD becomes another significant challenge for us. Teachers are normally expected to go through a professional development process to be able to address a critical subject or a theme of the curriculum sufficiently in the classroom. Therefore, it is highly crucial to focus on whether every learning outcome set in the curriculum document would be fulfilled by teachers in the same proportion or direction with a similar level of ownership or commitment and with a desired competence or capacity. While the initial steps of ESD lie in the initiatives of educational policy and curriculum, each competent teacher has an invaluable role in meeting the current challenges. All in all, perhaps one of the biggest challenges of ESD for education sector here in Turkey specifically is not just to teach concrete facts and wicked problems of the earth and the humanity, but rather to create a transformative learning environments and enhance active participation processes that could allow sustainability values to be adopted, experienced and practiced more widely. As we believe ESD is a holistic approach in which learning processes is as important as what is learned. Because ESD intends to go beyond the surface learning, which is usually through transmissive methods, and reach a deeper learning process which could be ensured through transformative methods. Therefore, it is essential to have an educational culture that openly and enthusiastically support the development and dissemination of ESD at schools. The findings from the policy analysis revealed that the concepts of sustainability development and first century schools seem to have more places in the policy documents, whereas global citizenship as a concept does not get enough significance in the same documents, maybe this point could be a striking point to improve for further steps. Regarding the curriculum analysis, the top three stages that receive the highest number of references from the national learning outcomes were related to sustainable cities and communities, good health and well-being, responsible consumption and production. This is an important finding for as the strangle of the curriculum, but on the other hand, we have lowest number of references we detected concerning life below water quality education, clean water and sanitation, and this the curriculum should give more spaces to such issues, we believe. Since the policies appear and programs appear have already been revealed so far, and the practicing teachers have also reflected the positive disposition towards global schools program. Whenever the pandemic allows the next step would be or could be putting this program into practice across diverse educational settings of the country, and getting feedback on the effectiveness of the program, both from both educators, as well as students. Finally, I can say considering the centralized structure of the education system in Turkey, it would be more practical to present this program as a suggested and supplementary program to schools. It will never be appropriate to launch it as an independent program. Instead, it will be embedded into the relevant themes of the existing curriculum. And in this way, it could be appreciated as an opportunity to diversify classroom practices, motivate students about global issues, and most importantly to collaborate with other institutions or organizations implementing this program around the world. And since teachers in class and outclass engagement with ESD is a conscious way of promoting a sustainable world, global schools program could be a valuable program to fill all teachers onward in achieving the 2030 to 2030 education agenda. Thank you very much for listening to me. And I can have your questions. I guess at the end. Thank you so much professor it's really great to hear about your findings and the importance of instilling ownership in teachers and really taking these thematic areas into the national curriculum. So yes questions will be at the end. So now we're going to go to our next speaker, which is Professor Abdel Karim Marzouk, the research director from Morocco. And Dr. Abdel Karim Marzouk is the Dean of the School of Humanities and Social Sciences and an associate professor of geography at Al-Aqaiwan University, and we're really looking forward to hearing your findings. It's over to you. Thank you so much. Thank you. Thank you, Amanda. Thank you, Sam. Thank you, everyone. In my presentation, I will focus on three aspects. So basically, I think we're in the same project that has worked on the policy analysis the curriculum mapping and the evaluation of a few samples of courses and see where do we go from here. So, my focus first I will start with what we did in terms of the analysis so in terms of the sustainability which is sustainable development goals in Morocco. They're in line with the spirit and the text of the constitution of the Kingdom of Morocco that was adopted in 2011. So in this commitment. So these goals are reflected also within the country's commitment to global citizenship and education. So the country has long emphasized the idea of community among its students and in 2003 the Minister of Education added a citizenship element to the overall curriculum. So just to give you some history here. So citizenship education is taught between grade four and nine and include themes such as rights and duties. So the government, democracy, corruption, human rights, justice, and peace, etc. So that's the focus on the reflecting on the sustainable development goals in the curriculum has proven harder, even, even with the education. I mean the SDG for so the Minister of National Education has coordinating national community of implementing the SDGs. But it has faced difficulties in coordinating work and in being able to embedded itself within the within the ministry due to its lack of a formal institutional mandate. So the diverse divisions of the SDGs for themselves led to difficulties in coordinating with other government bodies. So basically that we want to produce in this report aims to help a little bit to fill the gap between what Morocco is doing and what the curriculum should be about 21st century skills and sustainable development in general. So that's basically when we looked at the, the report that views that the Moroccan education curriculum does include material and language that furthers the country's global citizenship education at 21st century skills and sustainable development commitment. And also by, you know, a survey of material in Moroccan curriculum, in which we looked at about 260 books that we looked from the primary from the middle and the high school, and this project as you know, we spent about 16 months working on this overall the material in terms of education policies, law, etc. So we looked into in depth, and we find out that, you know, there is a lot of things that Morocco is a supporting unsustainable, the love development in its, in its policy, making them in our curriculum. So we, we completed the policy analysis we moved to the second area which is, it took a lot of time which is the curriculum mapping, basically, but we looked at from grade one to grade 12, and how SDGs appears in those curriculum. And of course, for those of you has access to reports you will see that in some area that was focused on SDGs in some area they're almost absent in some they're, you know, they're average, but we can see that there is no normal distribution in terms of the focus, depending on the theme depending on the level on the grade. So you will find some of the curriculum that are being covered, they were SDGs are covered, some were done, not covered, but when you look at the overall distribution there are the touches on those SDGs we have provided, you know, statistics and data and the kind of give you the details so without going into the details in terms of the of the mapping. So I think there is kind of sufficient material there for the SDGs, but for sure our team has gone beyond, because we think there is much to do, there is much to do in terms of implementing the SDGs in our curriculum. So what our team did, so the research team designed the sample of courses in which they included the missing part that we pointed out in the Moroccan curriculum. The design was based on some deep thinking on on how to complement what was missing and what to add to the existing curriculum. After many sessions we have our team was extended to about 40 people expert in the domain. So the same scientific team agreed on the sample of courses administered to administer sorry after they were re-engineered. So we administered the courses in two different region in Morocco, which is Rabas Ali Kinnitra. And then FESMACNAS by looking at the primary school in Rabat and basically middle school and high school in the region of FESMACNAS. So the result of the analysis explained in detail in this report were encouraging. So the main objectives of this phase was basically to test the hypothesis that the lessons developed may bring an added value to Moroccan curriculum, and then test the pre-lessons and post-lessons in different environment in two region, and then compare the outcome from the pre-lessons and the post-lessons, and then later on decide whether the hypothesis is being supported and can be generalized. And that's the whole purpose of the report. So 12 developed courses were tested via surveys in primary middle school and high school. So the results are really encouraging, given that we saw a significant difference in the outcome of the lessons when they are administered to students. So you have all the data in the report. So evidence-based results showed that the content, the methodology and the pedagogy and participation of students increased significantly, and that's what they want to underline. So students feel at ease to communicate with their families, about SDGs, about debate issues related to the environment. So if I want to summarize all what they have said by going through the policy analysis, the curriculum and evaluation, I think this report, although the report basically and the project itself had helped experts in Morocco to point out the area where we're missing things in the curriculum, and then we engineered the newest lessons, then we test them, and then they were proved that there is an added value, an extreme value for this project and how students will react today as the SDGs get engaged, etc. So all the details are in the report, but we have seen a clear increase while we do the pre-test, and that was the purpose of the methodology, is that we do the pre-test before our students are faced with the lesson that we designed, and then we do a post-test just to make sure that there is an increase in the content of the course, in the methodology, the pedagogy, and how our students that were tested to 12 classes, they acquired the new knowledge with the new pedagogy. It's not only the content, but also the pedagogy in terms of those grads that were tested. Thank you. Back to you, Amanda. Thank you so much, Professor. It's incredible to hear about all the work you did and doing these pre- and post-tests across the primary level, the high school level, as well as the two regions that you mentioned. So thank you so much for your work, and also especially thank you to the Mohammed Six Foundation for Environmental Protection for being an amazing partner organization in this entire project. So then I will move on next to our next speaker. So our next speaker is Professor Richardson Adai Manuku, and he is a professor at the University of Education, Winnebaugh, and has been pioneering this project along with all the other report writers from Ghana and really has taken the lead on all of the project outcomes and the data that you'll see in the report. So over to you, Professor. Thank you very much, Amanda. And good morning, good afternoon, good evening, everyone of you, and thank you for joining us. I'm reporting for the Ghana team. I am going to follow the lead of my colleagues and not believe at a point about the purpose of the project. But first I'll need to issue a disclaimer and say that, unlike our colleagues who were not able to go all the way through, I will highlight why that happened. But even with what we have, we think it's quite exciting that we share so that you know what went on with the Ghana team. So first part of the project was to try to analyze policy documents to see how SDGs are predominant in them. In Ghana, it seemed like there's a lot of rhetoric about SDGs, political speeches are bound with the comment about SDGs and commitment to promoting them. So for us, we were personally excited to see how these rhetorics are translated into policy documents and in the national curriculum. And so the findings after our extensive analysis of seven policy documents revealed that the document that predates SDGs had little to no mention at all of SDG concept, which is not too surprising because they predate SDGs. And we found at least four of the documents that were promulgated after SDGs, mostly in 2018-2019, containing some concepts and terminologies that we search for. And so we were very excited to see them, although we will have to say that not much were observed. There were a couple of explicit mentions and a number of implicit mentions, but I wouldn't say all these policies are largely containing SDG concepts and terminologies. They are not mostly there. And so we see that there's more room for improvement in the fashion of our policy documents to ensure that the SDG contents are in there. We also looked at the curriculum of basic schools from K-Kindagarten to Grade 6. The reason we ended at Grade 6 was that the Grade 7-12 curriculum is currently under review. And so we were just waiting for it to be done, or maybe there's an opportunity there that I'll speak about later. And so we concentrated on the K-Kindagarten to Grade 6. And we observed, interestingly, that a lot of the subjects did not contain the learning objectives of the SDGs. The 255 learning objectives of SDGs, we tried to map the curriculum to them to see which one were pervasive and which one were salient. Surprisingly, majority of the 11 school subjects that we analyzed did not have much of SDG ideas in the curriculum, except for one subject called our world and our people. Interestingly, this subject is fairly new. It's a new subject that has just been introduced, and just as the name suggests our world and our people, it is pretty much containing a lot of concepts of SDGs. And so out of the 255 learning objectives, 179 could be found in this curriculum, and we found that very impressive. But the remaining subjects had a percentage range of 47, 44 to 1.2, which was quite low. So surprising subjects like science and physical education and computing, where we're expecting to see a lot of these SDG learning objectives there, they were literally not found there, which we found very disappointing. And when we looked at the particular SDGs, which ones were covered and which ones were not covered, we realized that SDG 3, good health, SDG 1, no to poverty, SDG 4, quality education were pretty much covered. Whereas SDG 10, reducing inequalities, surprisingly, wasn't covered much, SDG 12 responsible consumption was barely there, and SDG 5 life below the water was virtually non-existent in the curriculum. So following this web by the project plan, we were to form a national advocacy committee, which we started, we were able to confirm the participation of 18 of our people. We were just left with three key people that were supposed to confirm their participation. But unfortunately, we couldn't move beyond there because COVID hit us so hard. And coupled with that, we had a national election which kind of put us in suspense for a while. And so even the key government people to include in the advocacy committee could not be determined until after the election. And so unfortunately, we couldn't progress beyond this point of advocacy and trying out the curriculum, but we're still very committed to completing the process. Although the 18 month span is done, we are thinking of restarting it even after the project is done, and hopefully we'll come out with the findings for the other phases of the project. And we are seeing opportunities in Ghana for this to actually make a bit more impact that what we are sharing here. Currently, the curriculum in Ghana is going under, undergoing review and it's a national curriculum is centralized. And so what we are hoping to be able to do with our advocacy committee is to push for the inclusion of these SDG ideas and concepts in there. And we are very hopeful that we could get our committee to do some advocacy in this light so that the reviewed curriculum will actually do better than what we have worked on. We are also hoping that the National Committee will also advocate for the repromotivation of the old policy documents. Three documents that produced 2015, we found them to be very old and not abreast with SDG. And so we are hoping that we could make our advocacy committee work to advocate for the promulgation of newer policy documents to replace the existing ones so that SDG could be largely covered. So for the Ghana team, we are about two more phases behind, but we're still committed to completing it, although the official timeline is done. But what we've done so far has all been communicated in the draft report that has been shared, and I hope that you'll find it useful. Thank you very much for doing that listening and have a good evening, morning and afternoon. Thank you so much professor for sharing your findings and especially your in-depth analysis of your K-6 education and the new courses that are in Ghana. So we're just going to jump into two very quick questions for all of you today. So my question, if you could just answer this maybe in one minute each, and I'll cut you off. So my question is, has the Ministry of Education really acknowledged and appreciated the kind of the influence of the SDGs in the national curriculum? Have you seen any movements as far as at the national policy level based on your work? I'll go over to Professor Mustafa Utsur, please, for one minute. Sorry, could you please repeat it again? I think I missed the question. Yes, I will rephrase it. I apologize. So what has been kind of the response at the national policy level by the Ministry of Education in response to integrating the SDGs and your work? Actually, we didn't get such a response, but I'm not working for the government and I'm not affiliated with the Ministry of Education. I'm an academic. And so I'm doing it just for research purposes, but of course we just corresponded with them during the process. Since they have more urgent issues about COVID, this is not their priority for the time being as far as I can understand. Thank you so much. Professor Mrozuk. Yes, thank you, Amanda. I think our case, we just finished the report. So we were very lucky because in our team, we have people from the Ministry of Education. And I think we, as I said before in the project, I think it's something that we will hear from them and how we did appreciate our work and where we can take it from there. We just finished two weeks ago or less than a week ago. So our colleague, they may be in this call, but I think they will read the final product and then get us to the Ministry because the project should not stop here. It needs an implementation. Yes, I agree with you. And I think that was an interesting question from the chat. So it's interesting to hear all of your perspectives. Professor Adai Manukum. Yes, thank you, Amanda. For us, in fact, that is what God has told at the committee level, we actually wanted to include persons from the Ministry so that whatever we discuss from there will be carried through and we are still committed to doing that. We couldn't get that far and so officially we haven't communicated with policy makers, but I know because I've also been involved in the curriculum reform in Ghana. And I know that issues about global situation are key on the agenda, except that there hasn't been that special focus on SDG. And that is why we are hoping to champion. I know the Minister personally is interested in SDG. And so the response is going to be great, although we haven't gotten to that yet. Thank you so much. Sam, over to you. Yeah, once again, thank you so much for the incredible presentations and it's always very difficult to try and summarize 18 months of work into a few minutes. And hopefully the draft reports will do some justice and then the follow up work that we do will also outline those in detail. And I just want to re-emphasize that what an incredible work out teams have done despite the immense pressure on the, on their, on their, them and their respective ministries and on the circumstances on the ground, especially because of COVID-19. And I guess my final question maybe very shortly from each representative is, what would you say was the most positive if you had to identify one very positive outcome of this entire process, whether in terms of, you know, better research relationships, better gaps and, you know, essentially an opportunity that came along because of this process. What would you say it would be. So I will just maybe put the question to the rest of the panel. Professor Artuk, you can go ahead. Yeah, okay, I think I will take it on two, on two things. First, just to reinforce maybe the question you just asked some feedback. Is that that the human, the School of Humanities on Social Science, we took some leadership to to link something to this project about SDGs, and we have just produced, if you can see this. So these are short stories for kids for this is one and this is the second one. They're all based on SDGs. So this is a series of short stories based on the project itself. So the idea from the project where we will get those stories to students to in primary school and middle school and high school. So we will be producing something like 15 or 16, you know, short stories printed and distributed to the school as a contribution of IUI to SDGs so students were asked to write creative writing, but it's about SDGs. So that's for the first part. I think what was what Sam asked in terms of what was the, if you want to call it amazing about this project. I think it was, it was an excellent project, because it's reflective one reflective reflective on the policy reflective on the curriculum, and also practical aspect in terms of implementation means that yes there is a problem. I think it gets the project management side of it being practical being something that you can implement, and then something that go that can go up in in scale, and also for the first time that they have heard of a project where you're bringing people from different countries together working about one single but very sensitive issues, especially when you have, you know, curriculum that's a countryside curriculum that's, if you have it everywhere wherever you go it's kind of centralized curriculum it becomes very difficult compared to countries where you have a regional curriculum. Thank you. Thank you so much. Professor of Turk do you have anything to add to that. Sorry. I just want to take my colleagues, six researchers that contributed to a bigger, the biggest part of the work. The academicians from the university and gas university. They, they work a lot in curriculum mapping process and contributed to the reporting. Also, I would like to thank 25 teachers practicing teachers who contributed program evaluation section. I cannot read their names here because it's a big team. I would like to thank all of them and their names are written on the report. And many thanks to them on our side as well. I know you all did a great work on the report. Professor and I'm a new come. Thank you very much. I think the most exciting part of this work has been, as my colleagues said the reflection. So we took it at the university level and asked ourselves how are we as a university also assessing our curriculum in this regard and we were very much surprised by the feedback that we got from our colleagues who said the ideas we have colleagues and we now have a department that has actually introduced a program on SDG. And it's all inspired by this work that we did. We shared the report initially. And so our colleagues have picked it up and people are now asking themselves what can we also do in our department and so it has been a great, a great. I open up for all of us and it's given us opportunities to reflect on what we can also do at our level beyond what you ask the policymakers to do. So, we're very happy about that. Well, thank you so much everyone for your amazing presentations. We have many questions, but of course we're a little bit over time. So we encourage everyone that has raised questions in the chat to email us at global schools at un sds and you will find that email in the chat as well. We are once again so excited to launch the draft country reports all of those can be found on the global schools website and the specific PDF links have also been shared in the chat. We also encourage anyone that has the full access to the UNESCO conference to go to the global schools and the SDSN and SDG Academy booth, where we'll have a lot of other resources hosted for you to check out. So, thank you everyone, and please follow up with feedback and comments on the reports we'd love to hear them. And have a great rest of your time at the conference as well. Thank you. Thank you Amanda. Thank you guys. Bye everyone. Thank you.