Education For Sustainable Development Goals - UNECE

Education for SustainableDevelopment GoalsLearning objectivesUNESCO EDUCATION SECTOR

Background Publication developed by UNESCO together with aresearch team at the University of Vechta, Germanyto provide guidance on how to address each of the17 SDGs through Education Peer-reviewed by experts on ESD and on each ofthe SDGs from around the world Launched at the UNESCO Week for Peace andSustainable Development in Ottawa, Canada inMarch 2017 So far available in 4 languages (English, French,Spanish, Portuguese); translation into otherlanguages (Arabic, Russian, Chinese, Serbian )ongoingUNESCO EDUCATION SECTOR2

Aims of the Publication Provide orientation on how to use ESD for learningfor the SDGs Outline indicative learning objectives as well assuggestions and examples for topics and learningactivities for each SDG Describe implementation on different levels fromcourse design to national strategies Support education officials, policy makers,educators, curriculum developers and others indesigning strategies, curricula and lesson plans Contribute to developing all learners’ capacity tocontribute to the achievement of the SDGs withintheir timeframe until 2030UNESCO EDUCATION SECTOR3

Structure of the PublicationPart IIntroduction to the SDGs, ESD, and the possiblecontribution of ESD to achieving the SDGs;Part IIRecommendations for cognitive, socio- emotionaland behavioural learning objectives, topics andpedagogical approaches for each of the 17 SDGs;Part IIIRecommendations and examples of strategies forhow ESD can be implemented at differenteducational levels and in different settings.UNESCO EDUCATION SECTOR4

Promotion of key competencies for sustainability Systems thinking competency Anticipatory competency Normative competency Strategic competency Collaboration competency Critical thinking Self-awareness competency Integrated problem-solving competencyESD enables all individuals to contribute to achieving the SDGs by equipping themwith the knowledge and competencies which are needed to not only understand what theSDGs are about, but to become engaged in promoting the transformation needed.UNESCO EDUCATION SECTOR5

Recommendations for SDG learning topics and approaches cognitive domain:comprises knowledge and thinking skillsnecessary to better understand the specificSDG and the challenges in achieving it socio-emotional domain:includes social skills that enable learners tocollaborate, negotiate and communicate topromote the SDGs as well as self-reflectionskills, values, attitudes and motivations thatenable learners to develop themselves behavioural domain:describes action competenciesUNESCO EDUCATION SECTOR6

Example: No poverty (SDG 1) – Learning ObjectivesThe learner understands bjectivesBehaviourallearningobjectivesUNESCO EDUCATION SECTOR the concepts of extreme and relative poverty and is able tocritically reflect on their underlying cultural and normativeassumptions and practices. how extremes of poverty and extremes of wealth affect basichuman rights and needs.The learner is able to: collaborate with others to empower individuals and communitiesto affect change in the distribution of power and resources in thecommunity and beyond reflect critically on their own role in maintaining global structuresof inequalityThe learner is able to: plan, implement, evaluate and replicate activities that contributeto poverty reduction evaluate, participate in and influence decision-making related tomanagement strategies of local, national and international7enterprises concerning poverty generation and eradication

Example: No poverty (SDG 1)Suggested topics: Definitions of poverty Global, national and local distribution of extreme poverty and extreme wealthand their reasons Importance of social welfare protection systems and measures Interrelation of poverty, natural hazards, climate change and other economic,social and environmental shocks and stresses Development cooperationSuggested learning approaches and methods: Develop partnerships between schools and universities in different regions ofthe world (South and North; South and South) Plan and run an awareness campaign about poverty locally and globally Plan and run a student company selling fair trade products Provide internships within organizations addressing poverty Develop an enquiry-based project around: “Is poverty increasing or decreasing?”UNESCO EDUCATION SECTOR8

Example: Affordable and clean energy (SDG 7)The learner knows about/understands Cognitivelearningobjectives different energy resources – renewable and non-renewable – andtheir respective advantages and disadvantages how policies can influence the development of energy production,supply, demand and usageThe learner is able to:Socioemotionallearningobjectives assess and understand the need for affordable, reliable,sustainable and clean energy of other people/other regions clarify personal norms and values related to energy productionand usage as well as to reflect and evaluate their own energyusage in terms of efficiency and sufficiencyThe learner is able to:BehaviourallearningobjectivesUNESCO EDUCATION SECTOR apply basic principles to determine the most appropriaterenewable energy strategy in a given situation influence public policies related to energy production, supply andusage9

Ex: Responsible Consumption and Production (SDG 12)The learner understands Cognitivelearningobjectives how individual lifestyle choices influence social, economic andenvironmental development dilemmas/trade-offs related to and system changes necessary forachieving sustainable consumption and productionThe learner is able to:Socioemotionallearningobjectives differentiate between needs and wants, and to reflect on theirown individual consumer behaviour in light of the needs ofnature, other people, cultures, countries and future generations feel responsible for the environmental and social impacts of theirown individual behaviour as a producer or consumer.The learner is able to:BehaviourallearningobjectivesUNESCO EDUCATION SECTOR evaluate, participate in and influence decision-making processesabout acquisitions in the public sector take on a critical stand as an active stakeholder in the market10

Recommendations for implementation Integrating ESD in policies, strategiesand programmes Integrating ESD in curricula & textbooks Integrating ESD in teacher education Promoting a whole-institution approach Applying action-oriented transformativepedagogyUNESCO EDUCATION SECTOR11

Thank you for your attentionDownload the publication: 4e.pdfLearn more: en.unesco.org/gap@UNESCO #GAPesdUNESCO Education SectorSection of Education for Sustainable Development and Global Citizenshipesd@unesco.orgUNESCO EDUCATION SECTOR12

UNESCO EDUCATION SECTOR 5 Systems thinking competency Anticipatory competency Normative competency Strategic competency Collaboration competency Critical thinking Self-awareness competency Integrated problem-solving competency Promotion of key competencies for sustainability ESD enables all individuals to contribute to achieving the SDGs by equipping them