See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/319306756 Education for Sustainable Development Goals (SDGs) Conference Paper · August 2017 CITATIONS READS 9 3,648 1 author: Marco Rieckmann Universität Vechta 260 PUBLICATIONS 3,394 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Enhancing Responsible Research and Innovation through Curricula in Higher Education (EnRRICH) View project ‘Education for the Sustainable Development Goals – Capacity Building for Educators’ View project All content following this page was uploaded by Marco Rieckmann on 27 August 2017. The user has requested enhancement of the downloaded file. Education for Sustainable Development Goals (SDGs) Roundtable of Network 30 ESER „Environmental and Sustainability Education Research in the context of the Sustainable Development Goals: implications for an educational reform agenda” European Conference on Educational Research 2017 22-25 August 2017, Copenhagen, Denmark 24 August 2017 Prof. Dr. Marco Rieckmann, University of Vechta, Germany Sustainable Development Goals 17 goals 169 targets 2015 adopted by the UN Succession of the MDGs SDGs concern the development of all countries worldwide Rieckmann 24 August 2017 1 Sustainable Development Goals Report 2017 “While considerable progress has been made over the past decade across all areas of development, the pace of progress observed in previous years is insufficient to fully meet the Sustainable Development Goals (SDGs) and targets by 2030. Time is therefore of the essence. Moreover, […], progress has not always been equitable. Advancements have been uneven across regions, between the sexes, and among people of different ages, wealth and locales, including urban and rural dwellers. Faster and more inclusive progress is needed to accomplish the bold vision articulated in the 2030 Agenda.” UN, 2017 Rieckmann 24 August 2017 2 Education 2030 Agenda and ESD SDG 4, Target 4.7: By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. „[Quality education] also develops the skills, values and attitudes that enable citizens to […] respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED). In this regard, we strongly support the implementation of the Global Action Programme on ESD launched at the UNESCO World Conference on ESD in Aichi-Nagoya in 2014.” UNESCO (2016) Rieckmann 24 August 2017 3 The Role of ESD for Achieving the 2030 Agenda UNESCO (2017): Education for Sustainable Development Goals. Learning Objectives. Paris: UNESCO. http://unesdoc.unesco.org/images/0024/002474 /247444e.pdf (Lead authors: Marco Rieckmann, Lisa Mindt, Senan Gardiner) Rieckmann 24 August 2017 4 The Role of ESD for Achieving the 2030 Agenda ESD enables all individuals to contribute to achieving the Sustainable Development Goals (SDGs) by equipping them with the knowledge and competencies which are needed to not only understand what the SDGs are about, but to become engaged in promoting the transformation needed. ESD promotes key competencies needed for achieving the SDGs. Systems thinking competence Anticipatory competence Normative competence Strategic competence Interpersonal competence Personal competence Critical thinking Integrated problem-solving competence UNESCO, 2017 Rieckmann 24 August 2017 5 The Role of ESD for Achieving the 2030 Agenda ESD also brings forth specific cognitive, socio-emotional and behavioural learning outcomes which enable individuals to deal with the particular challenges of each SDG: The cognitive domain comprises knowledge and thinking skills necessary to better understand the SDG and the challenges in achieving it. The socio-emotional domain includes social skills that enable learners to collaborate, negotiate and communicate to promote the SDGs as well as self-reflection skills, values, attitudes and motivations that enable learners to develop themselves. The behavioural domain describes action competencies. UNESCO, 2017 Rieckmann 24 August 2017 6 SDG 1 No Poverty | End poverty in all its forms everywhere Cognitive learning 1. The learner understands the concepts of extreme and relative poverty objectives and is able to critically reflect on their underlying cultural and normative assumptions and practices. 2. The learner knows about the local, national and global distribution of extreme poverty and extreme wealth. 3. The learner knows about causes and impacts of poverty such as unequal distribution of resources and power, colonization, conflicts, disasters caused by natural hazards and other climate change-induced impacts, environmental degradation and technological disasters, and the lack of social protection systems and measures. 4. The learner understands how extremes of poverty and extremes of wealth affect basic human rights and needs. Rieckmann 5. The learner knows about poverty reduction strategies and measures and is able to distinguish between deficit-based and strength-based approaches to addressing poverty. 7 24 August 2017 SDG 1 No Poverty | End poverty in all its forms everywhere Cognitive learning 1. The learner understands the concepts of extreme and relative poverty objectives and is able to critically reflect on their underlying cultural and normative assumptions and practices. 2. The learner knows about the local, national and global distribution of extreme poverty and extreme wealth. 3. The learner knows about causes and impacts of poverty such as unequal distribution of resources and power, colonization, conflicts, disasters caused by natural hazards and other climate change-induced impacts, environmental degradation and technological disasters, and the lack of social protection systems and measures. 4. The learner understands how extremes of poverty and extremes of wealth affect basic human rights and needs. Rieckmann 24 August 2017 5. The learner knows about poverty reduction strategies and measures and 8 SDG 1 No Poverty | End poverty in all its forms everywhere Socio-emotional learning objectives 1. The learner is able to collaborate with others to empower individuals and communities to affect change in the distribution of power and resources in the community and beyond. 2. The learner is able to raise awareness about extremes of poverty and wealth and encourage dialogue about solutions. 3. The learner is able to show sensitivity to the issues of poverty as well as empathy and solidarity with poor people and those in vulnerable situations. 4. The learner is able to identify their personal experiences and biases with respect to poverty. 5. The learner is able to critically reflect on their own role in maintaining global structures of inequality. Rieckmann 24 August 2017 9 SDG 1 No Poverty | End poverty in all its forms everywhere Socio-emotional learning objectives 1. The learner is able to collaborate with others to empower individuals and communities to affect change in the distribution of power and resources in the community and beyond. 2. The learner is able to raise awareness about extremes of poverty and wealth and encourage dialogue about solutions. 3. The learner is able to show sensitivity to the issues of poverty as well as empathy and solidarity with poor people and those in vulnerable situations. 4. The learner is able to identify their personal experiences and biases with respect to poverty. Rieckmann 5. The learner is able to critically reflect on their own role in maintaining global structures of inequality. 24 August 2017 10 SDG 1 No Poverty | End poverty in all its forms everywhere Behavioural learning objectives 1. The learner is able to plan, implement, evaluate and replicate activities that contribute to poverty reduction. 2. The learner is able to publicly demand and support the development and integration of policies that promote social and economic justice, risk reduction strategies as well as poverty eradication actions. 3. The learner is able to evaluate, participate in and influence decisionmaking related to management strategies of local, national and international enterprises concerning poverty generation and eradication. 4. The learner is able to include poverty reduction, social justice and anti-corruption considerations in their consumption activities. 5. The learner is able to propose solutions to address systemic problems related to poverty. Rieckmann 24 August 2017 11 SDG 1 No Poverty | End poverty in all its forms everywhere Behavioural learning objectives 1. The learner is able to plan, implement, evaluate and replicate activities that contribute to poverty reduction. 2. The learner is able to publicly demand and support the development and integration of policies that promote social and economic justice, risk reduction strategies as well as poverty eradication actions. 3. The learner is able to evaluate, participate in and influence decision-making related to management strategies of local, national and international enterprises concerning poverty generation and eradication. 4. The learner is able to include poverty reduction, social justice and anticorruption considerations in their consumption activities. Rieckmann 24 August 2017 5. The learner is able to propose solutions to address systemic problems related 12 SDG 1 No Poverty | End poverty in all its forms everywhere 1. Definitions of poverty 2. Global, national and local distribution of extreme poverty and extreme wealth and their reasons 3. The importance of social welfare protection systems and measures 4. The importance of equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services, including microfinance 5. The interrelation of poverty, natural hazards, climate change, and other economic, social and environmental shocks and stresses 6. Work conditions related to poverty such as sweatshops, child labour and modern slavery 7. Resilience of the poor and those in vulnerable situations 8. Consequences of poverty such as malnutrition, child and maternal mortality, crime and violence 9. Development cooperation 10. Policy frameworks at the local, national and international levels, based on pro-poor and gender-sensitive development strategies Rieckmann 24 August 2017 13 SDG 1 No Poverty | End poverty in all its forms everywhere 1. Develop partnerships between schools and universities in different regions of the world (South and North; South and South). 2. Plan and run an awareness campaign about poverty locally and globally. 3. Plan and run a student company selling fair trade products. 4. Plan and implement local service-learning and/or engagement opportunities for empowering poor people, reducing their vulnerability to different hazards and increasing their resilience – in collaboration with NGOs, the private sector and/or community groups, etc. 5. Conduct a case study on poverty and wealth in selected countries (through desktop research) or at the local level (through excursions, doing interviews, etc.). 6. Provide internships within organisations addressing poverty. 7. Develop an enquiry-based project around: “Is poverty increasing or decreasing?” Rieckmann 24 August 2017 14 Thank you very much for your attention! Contact details Prof. Dr. Marco Rieckmann University of Vechta Faculty of Educational and Societal Sciences Department of Education marco.rieckmann@uni-vechta.de Rieckmann 24 August 2017 15 References UNESCO – United Nations Educational, Scientific and Cultural Organization (2016): Education 2030. Incheon Declaration and Framework for Action. Towards inclusive and equitable quality education and lifelong learning for all. Paris. http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/ED/ED/pdf/FFA_Complet_WebENG.pdf UNESCO – United Nations Educational, Scientific and Cultural Organization (2017): Education for Sustainable Development Goals. Learning Objectives. Paris: UNESCO. http://unesdoc.unesco.org/images/0024/002474/247444e.pdf United Nations (2017): The Sustainable Development Goals Report 2017. New York: UN. https://unstats.un.org/sdgs/files/report/2017/TheSustainableDevelopmentGoalsReport 2017.pdf Rieckmann View publication stats 24 August 2017 17
