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The UN Sustainable Development Goals provide a powerful platform to deliver a fully integrated inquiry and problem-based learning program. This website is designed to support / supplement not only a program of this nature but also the Global Goals Challenge and the UNESCO Global Education First Initiatives.
As well as an extensive collection of resources that relate to the UN Sustainable Development Goals there is also a Digital Passport Challenge which is designed to encourage students to explore the 17 Sustainable Development Goals using a range of technology tools.
As students complete the Challenges they can be awarded digital badges that showcase their learning.
This is a long-term project that will not only teach students about key topics that impact every human being on the planet, but will also help them develop important Transversal Competencies like critical and creative thinking, persistence, and inquiry and problem solving.
New Information for Hello World Learning Circles beginning in April:
The Hello World: Learning Circles are for teachers and students who are new to iEARN or who have never participated in a Learning Circle. This 5-week experience will introduce teachers and students to the basics of Learning Circles including Teacher Introductions, Class Surveys, and the Exchange of Information. If you have never participated in an online collaborative learning experience before and you would like to know what it is like, this is the place to begin your experience.
Via Kim Flintoff
Chapter 1, From Agenda 21 to Target 4.7: the development of ESD, by Alexander Leicht, Bernard Combes, Won Jung Byun and Adesuwa Vanessa Agbedahin, provides an account of this emergence and the development of the concept of ESD. The chapter highlights the two flows of change: the development of ESD examining both the integration of sustainable development into education systems and how education has been embedded in the discourse of sustainable development. It addresses certain international processes that supported the emergence of ESD and shows how these two flows of change laid strong grounds for ESD over the years. Among other things, the chapter addresses the increasing centrality of ESD to the global education discourse, as reflected in the Education 2030 Agenda, and the relevance of education
and particularly ESD in relation to the achievement of all the SDGs.
Key points:
Kate Spry, a science teacher from Tamworth has developed the first curriculum in Australia that explores regenerative agricultural principles and practices
Regenerative agriculture describes land and livestock grazing management techniques that seek to sequester carbon and restore healthy eco-system processes
The new curriculum is project focussed and designed for students from Years 3 to 10; It has been picked up by more than 50 schools so far, across multiple states
The Sixth Global Environment Outlook (GEO-6), the most comprehensive environmental assessment produced by the UN in five years, brought us both good and bad news.
The environment has continued to deteriorate since the first GEO-6 report in 1997, with potentially irreversible impacts if not effectively addressed. But pathways to significant change do exist, and a sustainable future is still possible.
Launched in March at the fourth session of the United Nations Environment Assembly in Nairobi, the 700-page report involved nearly 200 global experts who collaborated over 18 months.
There is no more powerful transformative force than education — to promote human rights and dignity, to eradicate poverty and deepen sustainability, to build a better future for all, founded on equal rights and social justice, respect for cultural diversity, and international solidarity and shared responsibility, all of which are fundamental aspects of our common humanity.
— Irina Bokova, former Director-General of UNESCO
These dashboards present data from the World Development Indicators (WDI) that help to monitor the Sustainable Development Goals (SDGs), but they are not always the official indicators for SDG monitoring. Choose Explore to explore all the Goals and Targets, or Selected Indicators to compare two economies side-by-side for a selection of indicators.
The Atlas of Sustainable Development Goals 2018 presents maps, charts, and stories related to the 17 Sustainable Development Goals. It discusses trends, comparisons, and measurement issues using accessible and shareable data visualizations.
The data draw on the World Development Indicators the World Bank's compilation of internationally comparable statistics about global development and the quality of people's lives. For each of the SDGs, relevant indicators have been chosen to illustrate important ideas.
This contents of this publication are available as a PDF, the data are available in the World Bank's Data Catalog and the code used to generate the majority of figures are available on Github. The 2017 edition of the Atlas of Sustainable Development Goals can be found here.
New York, NY [UN Sustainable Development Solutions Network] — The SDG Academy has partnered with edX.org to offer its full library of sustainable development courses on the edX global platform as of August 31, 2018. Courses are now open for enrollment and can be viewed here.
The Sustainable Development Goals (SDGs) are a set of 17 social, economic, and environmental goals adopted by all member states of the United Nations in 2015 that aim to promote a prosperous, equitable, and sustainable future for all. Achieving the SDGs requires a global movement equipped with knowledge and evidence. The SDG Academy and edX partnership aims to empower and educate people around the world as an essential first step to achieving the SDGs.
In March 2018, the United Nations SDG Action Campaign, Digital Promise Global, and Oculus announced the launch of MY World 360°, a new global initiative supporting young people worldwide to develop their digital skills, share their perspectives, and advance positive action toward the Sustainable Development Goals (SDGs). The SDGs are a set of 17 interdependent global goals to end poverty, protect the planet, and ensure all people enjoy peace and prosperity.
Topics:
Biological Sciences – Ecosystems; The Body; Genetics
Chemical Sciences – Particle Models
Earth And Space Sciences – Climate Change; Biogeochemical Processes; Renewable/Non-Renewable Resources; The Changing Earth
Physical Sciences – Energy
Additional: Careers; Ethics; Technology
This publication has a twofold aim – to help students learn a language creatively whilst at the same time raising awareness of the United Nations Sustainable Development Goals through bringing together a range of innovative ideas for teaching creatively and addressing these key issues. The activities include enabling students to think creatively about sustainable food and food supplies, creating energy which does not harm the environment, and collaborating with other students globally to diminish the digital divide.
Via Jim Lerman
Rice, the crop that feeds half the world, could be nutritionally deficient within decades if global warming continues unabated, research shows.
The cereal is robust in many respects but is notably sensitive to atmospheric carbon dioxide concentration.
A study published in the journal Science Advances models rice health in line with projections for rising carbon dioxide levels, linked to global warming, and the results are worrying.
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Smithsonian Science for Global Goals project has new freely available community research guides developed by the Smithsonian Science Education Center (SSEC) in partnership with the InterAcademy Partnership. These Smithsonian Science for Global Goals community research guides use the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are student-defined and implemented.
On August 29th, SDSN member Kateb University hosted the Conference on the Role of Universities in Implementing the SDGs in Afghanistan.
The event was support by the national Ministry of Higher Education, the Ministry of Economy, the Ministry of Finance, and was co-organized in partnership with national and international development organizations and key stakeholders working on the SDGs in the country. As author of the “Getting Started with the SDGs in Universities” guide, Dr. Tahl Kestin from SDSN Australia, NZ & Pacific, tuned in to deliver a speech on this important field of work.
A Melbourne school is leading the way towards a sustainable future, becoming one of the first schools in Australia to become 100 per cent net renewable by 2020.
Presbyterian Ladies’ College (PLC) has signed an agreement with a wholesale electricity provider to source its energy from off-site wind and solar farms and a “large-scale, on-campus solar PV system”. Surplus energy will also be shared back into the community via the grid.
PLC Principal Dawn Clements said the school is proud to be reducing its carbon footprint and being a front runner in renewable energy.
In support of the United Nations Sustainable Development Goals, we (Patrick Blessinger and Enakshi Sengupta), along with several refugee scholars and educators, present a set of research studies in the forthcoming book series, Refugee Education, wherein we discuss how educational and humanitarian organisations are helping to address the refugee crisis around the world.
Humane values in education
Education grounded in human rights, democratic principles and an ethics of care is vital to fostering students as global citizens, which is an important aspect of education in a highly globalised world. According to UNESCO, “global citizenship refers to a sense of belonging to a broader community and common humanity. It emphasises political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global.”
And here it is! Sexism is defined as: “Any act, gesture, visual representation, spoken or written words, practice, or behaviour based upon the idea that a person or a group of persons is inferior because of their sex, which occurs in the public or private sphere, whether online or offline.”
The EAT-Lancet Commission on Food, Planet, Health brings together more than 30 world-leading scientists from across the globe to reach a scientific consensus that defines a healthy and sustainable diet.
The Commission is delivering the first full scientific review of what constitutes a healthy diet from a sustainable food system, and which actions can support and speed up food system transformation.
For the EAT–Lancet Commission Hub page at The Lancet click here.
For the full report Food in the Anthropocene: the EAT–Lancet Commission on healthy diets from sustainable food systems (Walter Willett et al.) click here.
The livestreamed EAT-Lancet Launch Lecture will be held in Oslo on Jan 17, and mark the beginning of a series of global launch events – see overview below.
Follow the livestream on eatforum.org at 14:30pm CET on January 17.
Relevant indicators drawn from the World Development Indicators, reorganized according to the goals and targets of the Sustainable Development Goals (SDGs). These indicators may help to monitor SDGs, but they are not always the official indicators for SDG monitoring.
How is the World Bank involved in monitoring SDGs?
The World Bank participates in IAEG-SDGs as an observer and is a custodian or co-custodian (with other agencies) for 20 indicators, while also the development and monitoring of an additional 22 indicators. The indicators cover a wider range of topics in which the World Bank has expertise, including poverty and inequality, social protection, gender equality, financial access, remittances, health, energy, infrastructure, and so on.
The Transforming Australia: SDG Progress Report provides key information about how Australia is progressing towards achievement of the United Nations Sustainable Development Goals. If Australia is to reap the benefits of the UN SDGs, we need to track progress in implementing them, while ensuring we leave no one behind.
Australian data has been made available on this site with analysis and reports on our progress. Broader Australian themes draw different goals together, giving insight to where combined efforts are needed to build positive change across the goals.
Kiwi students will be the first in the world to have a digital teacher enter their classrooms.
The digital teacher is unlikely to replace flesh and blood teachers any time soon, but the Auckland software company which created the avatar sees education as a key future use of their technology.
Will, a digital human avatar will teach primary school students about renewable energy as part of a free education programme offered to Auckland schools by Vector.
The United Nations SDG Questions Creation Contest is organised by the Project Team of “Developing Multidisciplinary and Multicultural Competences through Gamification and Challenge-based Collaborative learning” (CCGame Project). The project is led by Hong Kong Baptist University, in collaboration with City University of Hong Kong, The Chinese University of Hong Kong, The Hong Kong Polytechnic University and Curtin University (Australia), and funded by the University Grants Committee of Hong Kong.
This short course is for educators and all those who would like to teach chidren and young people about the Sustainable Development Goals, commonly known as the Global Goals. It is intended to support the teaching of the World’s Largest Lesson and all other efforts to educate and engage children and young people so that they support the Sustainable Development Goals and want to turn their support into action.
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