• Aucun résultat trouvé

How can the Sustainable Development Goals (SDGs) support K-12 teaching and learning?

N/A
N/A
Protected

Academic year: 2022

Partager "How can the Sustainable Development Goals (SDGs) support K-12 teaching and learning?"

Copied!
1
0
0

Texte intégral

(1)

The Facts on Education Series is produced with a generous sponsorship from the Canadian School Boards Association and the Desjardins Foundation.

Copyright information: You are free to reproduce and distribute this material in any form provided that you reproduce the entire commentary and credit it to the EdCan Network and University of Alberta.

How can the Sustainable

Development Goals (SDGs) support K-12 teaching and learning?

For online resources and references please visit: www.edcan.ca/facts-on-education

TM

In 2015, all 193 countries of the United Nations along with scientists and political leaders agreed to partner together to implement the Sustainable Development Goals (SDGs) by the year 2030. The SDGs are a set of 17 goals aimed at achieving peace and prosperity worldwide by addressing pressing issues such as climate change, quality education, and poverty, to name a few. Issues such as these are expected to have devastating impacts on people and the planet if not addressed. For example, climate change is expected to lead to global challenges in this lifetime that no single country alone can resolve. Approximately 42% of the world’s population is currently under 25-years-old, children and youth are at most at risk of experiencing the impacts of these issues, making schools an ideal place for learning about the SDGs.

In an increasingly interconnected world where local and regional decisions can have global impacts on world economies, policies, and societies, it’s evermore important for countries to find ways to collaborate on issues that affect us all. Teaching about the SDGs offers meaningful learning opportunities and encourages students to discover their role in solving local, regional, and global issues. As today’s children and youth will become the next generation of voters and leaders, it is necessary to equip them with the knowledge and skills to make sound decisions in an increasingly complex world – and the SDGs provide a framework to do just that.

HERE ARE KEY TIPS FOR K-12 EDUCATORS WHEN TEACHING ABOUT THE SDGs:

Choose one or a few SDGs to start with when planning class activities and discussions. Each SDG also comes paired with “Global Targets,” which can make them more manageable to address.

Start Small

Students are often already passionate about global issues, and the SDGs provide a way for them to learn how to become active global citizens. Take the opportunity to learn about what your students are passionate about and build activities, projects, and discussions around these.

Learn alongside your students and connect with their interests

The SDGs can enhance the curriculum by making space for learning about global issues and including perspectives from people around the world, which are often left out of national curriculums. There are many resources available for teachers that can be used as content for teaching the SDGs across subject areas.

Find ways to connect the SDGs to the curriculum

There are programs where you can partner with other classrooms locally or in other countries to work on projects that address global issues. This gives students an engaging opportunity to learn from other students who have different perspectives and to see how their actions can impact other people – even people halfway across the world.

Partner with other classrooms around the world

Références

Documents relatifs

Similar  to  the  work  of  Bishop  et  al.  (2003)  and  Goulet  (2001),  we  present  an  effective  teaching  profile  for  teachers  of  middle‐years 

When mindfulness is intentionally embedded in teaching and learning, entire school communities can experience improved well-being including lower levels of teacher stress and

• brain injuries resulting from strokes, concussions or disease have provided key insights into cognitive functions associated with both specific and more widely

Table 2 shows that across all three measures of student engagement, higher mean levels of engagement were reported by those students who also reported that interaction, hands

The Eportfolio: How can it be used in French as a second language teaching and learning.. Practical paper presenting

CAC is the central part of the joint Food and Agriculture Organization of the United Nations (FAO) and World Health Organization (WHO) Food Standards Programme and was

More generally, we see in language learning and teaching at least three components in which NLP is implied, involving, first, the exploitation of native

Encouraging governments to include tobacco control and FCTC implementation in their UN Development Assistance Framework (UNDAF) plans, which are designed to help countries meet