Education For Sustainable Development Goals - UNESCO

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Education forSustainable Development GoalsLearning Objectives

Education for Sustainable Development Goals: Learning ObjectivesEducation forSustainable Development GoalsLearning Objectivesiii

UNESCO Education SectorThe Global Education 2030 AgendaEducation is UNESCO’s top priority becauseit is a basic human right and the foundationon which to build peace and drive sustainabledevelopment. UNESCO is the United Nations’specialized agency for education and theEducation Sector provides global andregional leadership in education, strengthensnational education systems and respondsto contemporary global challenges througheducation with a special focus on genderequality and Africa.UNESCO, as the United Nations’ specializedagency for education, is entrusted to lead andcoordinate the Education 2030 Agenda, which ispart of a global movement to eradicate povertythrough 17 Sustainable Development Goals by2030. Education, essential to achieve all of thesegoals, has its own dedicated Goal 4, which aims to“ensure inclusive and equitable quality educationand promote lifelong learning opportunities for all.”The Education 2030 Framework for Action providesguidance for the implementation of this ambitiousgoal and commitments.Published in 2017 by the United NationsEducational, Scientific and CulturalOrganization, 7, place de Fontenoy, 75352Paris 07 SP, FranceThe designations employed and the presentationof material throughout this publication do notimply the expression of any opinion whatsoeveron the part of UNESCO concerning the legalstatus of any country, territory, city or area or of itsauthorities, or concerning the delimitation of itsfrontiers or boundaries. UNESCO 2017ISBN 978-92-3-100209-0The ideas and opinions expressed in thispublication are those of the authors; they are notnecessarily those of UNESCO and do not committhe Organization.This publication is available in OpenAccess under the Attribution-ShareAlike3.0 IGO (CC-BY-SA 3.0 IGO) license /). By using the content of this publication,the users accept to be bound by the terms ofuse of the UNESCO Open Access use-ccbysa-en).Designed and printed by UNESCOPrinted in France

Education for Sustainable Development Goals: Learning ObjectivesTable of contentsForeword. 1Acknowledgements. 2List of acronyms. 3Introduction. 51.The Sustainable Development Goals – an ambitious and universal agenda to transform our world. 62.Education for Sustainable Development – a key instrument to achieve the SDGs. 73.Who is this guidance for and how can it be used? . 81. Learning objectives for achieving the SDGs. 91.1. Cross-cutting key competencies for achieving all SDGs.101.2. Specific learning objectives for the SDGs.111.2.1. SDG 1 No Poverty End poverty in all its forms everywhere121.2.2. SDG 2 Zero Hunger End hunger, achieve food security and improved nutrition and promote sustainable agriculture141.2.3. SDG 3 Good Health and Well-being Ensure healthy lives and promote well-being for all at all ages161.2.4. SDG 4 Quality Education Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all181.2.5. SDG 5 Gender Equality Achieve gender equality and empower all women and girls201.2.6. SDG 6 Clean Water and Sanitation Ensure availability and sustainable management of water and sanitation for all221.2.7. SDG 7 Affordable and Clean Energy Ensure access to affordable, reliable, sustainable and clean energy for all24v

Table of contentsEducation for Sustainable Development Goals: Learning Objectives1.2.8. SDG 8 Decent Work and Economic Growth Promote sustained, inclusive and sustainable economic growth, full and productive employmentand decent work for all261.2.9. SDG 9 Industry, Innovation and Infrastructure Build infrastructure, promote inclusive and sustainable industrialization and foster innovation281.2.10. SDG 10 Reduced Inequalities Reduce inequality within and among countries301.2.11. SDG 11 Sustainable Cities and Communities cities and human settlements inclusive, safe, resilient and sustainable321.2.12. SDG 12 Responsible Consumption and Production Ensure sustainable consumption and production patterns341.2.13. SDG 13 Climate Action Take urgent action to combat climate change and its impacts361.2.14. SDG 14 Life below Water Conserve and sustainably use the oceans, seas and marine resources for sustainable development381.2.15. SDG 15 Life on Land Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests,combat desertification, and halt and reverse land degradation and halt biodiversity loss401.2.16. SDG 16 Peace, Justice and Strong Institutions Promote peaceful and inclusive societies for sustainable development, provide access to justicefor all and build effective, accountable and inclusive institutions at all levels421.2.17. SDG 17 Partnerships for the Goals Strengthen the implementation and revitalize the global partnership for sustainable development442. Implementing learning for the SDGs through ESD.472.1. Integrating ESD in policies, strategies and programmes.482.2. Integrating ESD in curricula and textbooks.492.3. Integrating ESD in teacher education.512.4. Delivering ESD in the classroom and other learning settings.532.5. How to assess ESD learning outcomes and the quality of ESD programmes?.563. Conclusions.58Annex 1. Selected online practices and resources.59Annex 2. Bibliography.61vi

Education for Sustainable Development Goals: Learning ObjectivesForewordForewordUNESCO has been promoting Education for Sustainable Development (ESD) since 1992. It led the UN Decade for ESD from2005 to 2014 and is now spearheading its follow-up, the Global Action Programme (GAP) on ESD.The momentum for ESD has never been stronger. Global issues – such as climate change – urgently require a shift in ourlifestyles and a transformation of the way we think and act. To achieve this change, we need new skills, values and attitudesthat lead to more sustainable societies.Education systems must respond to this pressing need by defining relevant learning objectives and learning contents,introducing pedagogies that empower learners, and urging their institutions to include sustainability principles in theirmanagement structures.The new 2030 Agenda for Sustainable Development clearly reflects this vision of the importance of an appropriate educationalresponse. Education is explicitly formulated as a stand-alone goal – Sustainable Development Goal 4. Numerous educationrelated targets and indicators are also contained within other Sustainable Development Goals (SDGs).Education is both a goal in itself and a means for attaining all the other SDGs. It is not only an integral part of sustainabledevelopment, but also a key enabler for it. That is why education represents an essential strategy in the pursuit of the SDGs.This publication is designed as a guide for education professionals on the use of ESD in learning for the SDGs, andconsequently to contribute to achieving the SDGs. The guide identifies indicative learning objectives and suggests topicsand learning activities for each SDG. It also presents implementation methods at different levels, from course design tonational strategies.The guide does not aim to be prescriptive in any way, but to provide guidance and suggestions that educators can select andadapt to fit concrete learning contexts.I am confident that this guide will help to develop sustainability competencies for all learners and empower everyone tocontribute to achieving our ambitious and crucial global agenda.Qian Tang, Ph.D.Assistant Director-General for Education1

AcknowledgementsEducation for Sustainable Development Goals: Learning ObjectivesAcknowledgementsThe document was developed by the Section of Education for Sustainable Development and Global Citizenship, Division forInclusion, Peace and Sustainable Development, Education Sector, UNESCO. Alexander Leicht and Julia Heiss coordinated thedevelopment of the draft.UNESCO would like to express its profound gratitude to the lead author of the publication Marco Rieckmann (University ofVechta, Germany), who was supported by his team, Lisa Mindt and Senan Gardiner.Drafts of the publication were reviewed by experts in the field of Education for Sustainable Development (ESD) and varioussectors relevant to the Sustainable Development Goals (SDGs). Thanks go in particular to Bárbara Avila, Section of HydrologicalSystems and Water Scarcity, UNESCO; Carolee Buckler, Manitoba Education and Training, Canada; Christopher Castle, Sectionof Health and Education, UNESCO; Robert J. Didham, Institute for Global Environmental Strategies (IGES), Japan; Vera Dilari,Ministry of Education, Research and Religious Affairs, Greece; May East, Gaia Education, UK; Margherita Fanchiotti, Section onEarth Sciences and Geo-Hazards Risk Reduction, UNESCO; Ann Finlayson, Sustainability and Environmental Education (SEED),UK; Mario Franco, Millennium@ EDU Sustainable Education, Switzerland; Gerhard de Haan, Freie Universität Berlin, Germany;Keith Holmes, Section for Technical and Vocational Education and Training, UNESCO; Livleen Kahlon, The Energy and ResourcesInstitute (TERI), India; Tintin Kartini, Jayagiri Centre, Indonesia; Ragini Kumar, The Energy and Resources Institute (TERI), India;Greg Misiaszek, Beijing Normal University, China; Yoko Mochizuki, UNESCO Mahatma Gandhi Institute of Education for Peaceand Sustainable Development, India; Miguel Ángel Moreno, Instituto Nacional de Formación y Capacitación del Magisterio(INAFOCAM), Dominican Republic; Tanvir Muntasim, ActionAid, Bangladesh; Zipporah Musyoki, WWF Regional Office forAfrica, Kenya; Elaine Nevin, ECO-UNESCO, Ireland; Marianne Olesen, UN Women, USA; Amina Osman, The CommonwealthSecretariat, Health and Education Unit, UK; Oluwafunmilayo Oyatogun, Wahamba Development Organization, Nigeria; AshokRegmi, International Youth Foundation, USA; Elyesh Sahyoun, Organisation De Développement Durable (ODDD), Lebanon;Robert Schreiber, Association of German Non-Governmental Development Organisations (VENRO); Pramod Sharma, Centrefor Environment Education (CEE), India; Jinan Karameh Shayya, Lebanese University, Lebanon; Hannes Siege, EngagementGlobal, Germany; Zintle Songqwaru, The Environmental Education Association of Southern Africa (EEASA); Victoria W.Thoresen, Hedmark University of Applied Sciences, Norway; Felisa Tibbitts, Human Rights Education and Training Centre(HREA), USA; Carlos Alberto Torres, University of California, USA; Jair Torres, Global Alliance for Disaster Risk Reduction andResilience in the Education Sector (GADRRRES), UNESCO; Shepherd Urenje, Swedish International Centre of Education forSustainable Development (SWEDESD); Raúl Valdés Cotera, UNESCO Institute for Lifelong Learning (UIL); Hilligje van ‘t Land,International Association of Universities (IAU); Paul Warwick, Centre for Sustainable Futures, Plymouth University, UK; JonathanYee, Canadian Commission for UNESCO, Canada; Daniela Zallocco, UNESCO Associated Schools Network (ASPnet) NationalCoordinator, Argentina; Government of Japan.Finally, thanks also to Cathy Nolan for the valuable editorial support.2

Education for Sustainable Development Goals: Learning ObjectivesList of acronymsList of acronymsDESDUN Decade of Education for Sustainable DevelopmentESDEducation for Sustainable DevelopmentGAPGlobal Action Programme on Education for Sustainable DevelopmentGCEDGlobal Citizenship EducationICTInformation and Communication TechnologyLCALife Cycle AnalysisNGONon-Governmental OrganizationOECDOrganisation for Economic Co-operation and DevelopmentPISAProgramme for International Student AssessmentSDGsSustainable Development GoalsUNUnited NationsUNESCOUnited Nations Educational, Scientific and Cultural Organization3

Education for Sustainable Development Goals: Learning Objectives IntroductionIntroduction5

IntroductionEducation for Sustainable Development Goals: Learning ObjectivesIntroduction1.The Sustainable DevelopmentGoals – an ambitious and universalagenda to transform our worldOn 25 September 2015, the UN General Assembly adoptedthe 2030 Agenda for Sustainable Development (UN, 2015).This new global framework to redirect humanity towards asustainable path was developed following the United NationsConference on Sustainable Development (Rio 20) in Rio deJaneiro, Brazil in June 2012, in a three-year process involvingUN Member States, national surveys engaging millions ofpeople and thousands of actors from all over the world.Box 1. The 17 Sustainable DevelopmentGoals (SDGs)1. No Poverty – End poverty in all its forms everywhere2. Zero Hunger – End hunger, achieve food security andimproved nutrition and promote sustainable agriculture3. Good Health and Well-Being – Ensure healthy lives andpromote well-being for all at all ages4. Quality Education – Ensure inclusive and equitablequality education and promote lifelong learningopportunities for all5. Gender Equality – Achieve gender equality andempower all women and girlsAt the core of the 2030 Agenda are 17 SustainableDevelopment Goals (SDGs). The universal, transformationaland inclusive SDGs describe major development challengesfor humanity. The aim of the 17 SDGs (see box 1.1) is tosecure a sustainable, peaceful, prosperous and equitable lifeon earth for everyone now and in the future. The goals coverglobal challenges that are crucial for the survival of humanity.They set environmental limits and set critical thresholdsfor the use of natural resources. The goals recognize thatending poverty must go hand-in-hand with strategies thatbuild economic development. They address a range ofsocial needs including education, health, social protectionand job opportunities while tackling climate change andenvironmental protection. The SDGs address key systemicbarriers to sustainable development such as inequality,unsustainable consumption patterns, weak institutionalcapacity and environmental degradation.6. Clean Water and Sanitation – Ensure availability andsustainable management of water and sanitation for allFor the goals to be reached, everyone needs to do their part:governments, the private sector, civil society and every humanbeing across the world. Governments are expected to takeownership and establish national frameworks, policies andmeasures for the implementation of the 2030 Agenda.14. Life below Water – Conserve and sustainably use theoceans, seas and marine resources for sustainabledevelopmentA key feature of the 2030 Agenda for SustainableDevelopment is its universality and indivisibility. It addressesall countries – from the Global South and the Global North– as target countries. All countries subscribing to the 2030Agenda are to align their own development efforts with theaim of promoting prosperity while protecting the planet inorder to achieve sustainable development. Thus, with respectto the SDGs, all countries can be considered as developingand all countries need to take urgent action.67. Affordable and Clean Energy – Ensure access toaffordable, reliable, sustainable and clean energy for all8. Decent Work and Economic Growth – Promotesustained, inclusive and sustainable economic growth,full and productive employment and decent work for all9. Industry, Innovation and Infrastructure – Build resilientinfrastructure, promote inclusive and sustainableindustrialization and foster innovation10. Reduced Inequalities – Reduce inequality within andamong countries11. Sustainable Cities and Communities – Make citiesand human settlements inclusive, safe, resilient andsustainable12. Responsible Consumption and Production – Ensuresustainable consumption and production patterns13. Climate Action – Take urgent action to combat climatechange and its impacts15. Life on Land – Protect, restore and promote sustainableuse of terrestrial ecosystems, sustainably manageforests, combat desertification, and halt and reverseland degradation and halt biodiversity loss16. Peace, Justice and Strong Institutions – Promotepeaceful and inclusive societies for sustainabledevelopment, provide access to justice for all and buildeffective, accountable and inclusive institutions at alllevels17. Partnerships for the Goals – Strengthen the means ofimplementation and revitalize the global partnership forsustainable developmentSource: ledevelopment-goals

Education for Sustainable Development Goals: Learning Objectives2Education for Sustainable Development– a key instrument to achieve the SDGs“A fundamental change is needed in the way wethink about education’s role in global development,because it has a catalytic impact on the well-beingof individuals and the future of our planet. Now,more than ever, education has a responsibility to bein gear with 21st century challenges and aspirations,and foster the right types of values and skills thatwill lead to sustainable and inclusive growth, andpeaceful living together.“Irina Bokova, Director-General of UNESCO“Education can, and must, contribute to a new visionof sustainable global development.“(UNESCO, 2015)Embarking on the path of sustainable development willrequire a profound transformation of how we think andact. To create a more sustainable world and to engagewith sustainability-related issues as described in the SDGs,individuals must become sustainability ch

Designed and printed by UNESCO Printed in France UNESCO Education Sector Education is UNESCO’s top priority because it is a basic human right and the foundation on which to build peace and drive sustainable development. UNESCO is the United Nations’ specialized agency for education and the Education Sector provides global and

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