Education for Sustainable Development: a Roadmap (ESD 2030 Roadmap)

Publication/report
Toolkit/framework/roadmap

Resources

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OCM Datasheet

Intended Audience

Informal, non-formal and formal educators, institutions and policy makers.

UNESCO

2020

“This roadmap sets out the urgent challenges facing the planet and explores the next step UNESCO is taking in responding to them through education with detail on new emphases and actions. In order to build a follow-up to the Global Action Programme (GAP) (2015-2019) that contributes to Agenda 2030 and its 17 goals, the Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030) framework was adopted with the aim of increasing the contribution of education to building a more just and sustainable world. ESD for 2030 will step up actions on five priority action areas, stressing further ESD’s key role for the successful achievement of the 17 SDGs and the great individual and societal transformation required to address the urgent sustainability challenges.

This publication sets out clearly what Member States must do in relation to each priority action area. For priority action area 1 on policy, ESD must be integrated in global, regional and national and local policies related to education and sustainable development. For priority action area 2 on education and training settings, attention is required to promote the whole-institution approach to ensure we learn what we live and live what we learn. In priority action area 3 on building capacities of educators, the focus is on empowering educators with the knowledge, skills, values and attitudes needed for the transition to sustainability. Priority action area 4 on youth must recognize young people as key actors in addressing sustainability challenges and the associated decision-making processes. Priority action area 5 on local level action emphasizes the importance of actions in the communities as they are where meaningful transformative actions are most likely to occur.

The roadmap also underlines the key areas of implementation of the ESD for 2030 framework. Country initiatives on ESD for 2030 will lead the mainstreaming of ESD in education and sustainable development. The new framework will aim to encourage strong leadership from Member States and diverse stakeholders from education and sustainable development communities through ESD for 2030 Network (ESD-Net) at global and regional levels. Communication and advocacy efforts including the UNESCO-Japan ESD Prize will be strengthened; evidence-informed implementation of the framework by tracking issues and trends in education and sustainable development and mobilizing resources through making full use of the inter-sectoral, multidisciplinary nature of UNESCO as well as its diverse partners should be further strengthened. Various efforts to monitor the progress will be pursued with the aim of achieving SDG target 4.7 by 2030.” (p.3)

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SDGs LINKAGES

The ESD for 2030 Toolbox is most clearly linked to SDG 4.7 (Education for Sustainable Development), 12.8 (information for lifestyles in harmony with nature) and 13.3 (climate change education and awareness).

Advancing policy supports SDG targets around effective policies regarding gender equality (SDG 5.C), reducing inequality (SDGs 10.3, 10.4), effective institutions (SDG 16.6), policies for sustainable development (SDG 16.B) and policy coherence for sustainable development (SDG 17.14).

Transforming learning environments supports SDGs 4.A (effective and inclusive learning environments) and 11.7 (safe, welcoming and inclusive public spaces).

Building capacities of educators supports SDGs 4.4 (skills for work) and 4.C (ensuring sufficient numbers of qualified teachers).

Empowering and mobilizing youth supports SDGs 4.5 (inclusive education), 5.1 (eliminating discrimination against women and girls) and 10.2 (empowering social, economic and political inclusion of all).

Accelerating local level actions supports SDGs 17.16 (global partnerships) and 17.17 (multistakeholder partnerships).

Click on the SDG Target to discover Our Collections Matter indicators

SDG 4.4: Increase the Number of People with Relevant Skills for Financial Success
Our Collections Matter indicators:
Number of young people and adults in skills-development activities and programmes drawing on collections, for employment, decent jobs and entrepreneurship.
Increase in number of young people and adults in such programmes.
Number and proportion of staff who have received training in the last year, to better support their contribution to the SDGs.
Programs and processes in place to ensure the availability of a skilled workforce.
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SDG 4.5: Eliminate all Discrimination in Education
Our Collections Matter indicators:
Number of educational and/or training programmes drawing on collections directed to eliminate gender disparities in education.
Number of educational and/or training programmes drawing on collections directed to meet the particular needs of persons with disabilities.
Number of educational and/or training programmes drawing on collections directed to meet the particular needs of Indigenous peoples’ groups.
Number of educational and/or training programmes drawing on collections directed to meet the particular needs of children in vulnerable situations.
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SDG 4.7: Education for Sustainable Development and Global Citizenship
Our Collections Matter indicators:
Numbers of people in each type of programme drawing on collections from different demographic groups.
Increases in numbers of people in each type of programme from different demographic groups.
Proportion of people involved in such programmes in relation to overall audience size.
Evidence that learners have acquired knowledge and skills to promote sustainable development.
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SDG 4.A: Build and Upgrade Inclusive and Safe Schools
Our Collections Matter indicators:
Number and proportion of education facilities that are child, disability and gender sensitive.
Proportion of education facilities that provide safe, non-violent, inclusive and effective learning environments for all.
Number and type of initiatives to improve effectiveness of learning environments.
Support given to other education facilities to make them more inclusive and effective.
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SDG 4.C: Increase the Supply of Qualified Teachers in Developing Countries
Our Collections Matter indicators:
Number of trainee teachers supported each year by collections-based institutions, especially those from, or who intend to work in, developing countries.
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SDG 5.1: End Discrimination Against Women and Girls
Our Collections Matter indicators:
Collections development to ensure that collections effectively meet the needs of all, irrespective of sex or gender.
Number and proportion of educational and participatory programmes that promote participation irrespective of sex or gender.
Numbers and proportions of girls, women and gender-diverse people making use of collections in relation to the demographic of the local population.
Numbers and proportions of girls, women and gender-diverse people involved in focused programmes aimed at promoting social, economic and political inclusion.
Numbers and proportions of girls, women and gender-diverse people from different demographic groups involved in decision-making processes relating to collections and collections-based institutions.
Number and types of partnerships that build relationships with people of different sex and gender.
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SDG 5.C: Adopt and Strengthen Policies and Enforceable Legislation for Gender Equality
Our Collections Matter indicators:
Number and proportion of policies relating to collections and collections-based institutions that incorporate gender perspectives to promote gender equality and empowerment of all women and girls at all levels.
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SDG 10.2: Promote Universal Social Economic and Political Inclusion
Our Collections Matter indicators:
Collections development to ensure that collections effectively meet the needs of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
Number and proportion of educational and participatory programmes that promote participation irrespective of social or other status.
Numbers and proportions of people making use of collections in relation to the demographic of the local population.
Numbers and proportions of people involved in focused programmes aimed at promoting social, economic and political inclusion.
Numbers and proportions of people from different demographic groups involved in decision-making processes relating to collections and collections-based institutions.
Number and types of partnerships that build relationships with marginalized groups, individuals and communities.
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SDG 10.3: Ensure Equal Opportunities and End Discrimination
Our Collections Matter indicators:
Identification of discriminatory policies and practices, with clear plans to address these, to ensure equal opportunity for all and reduce inequalities of outcome.
Collections development to uphold and promote legislation and anti-discriminatory perspectives, with the aim of reducing inequality within and between countries.
Education and participatory programmes that promote anti-discriminatory legislation, policies and action, with the aim of reducing inequality within and between countries.
Research that supports anti-discriminatory legislation, policies and action, with the aim of reducing inequality within and between countries.
Participation in partnerships that promote anti-discriminatory legislation, policies and action, with the aim of reducing inequality within and between countries.
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SDG 10.4: Adopt Fiscal and Social Policies that Promotes Equality
Our Collections Matter indicators:
Number and proportion of policies that proactively address equality issues relating to fiscal, wage and social protection considerations.
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SDG 11.7: Provide Access to Safe and Inclusive Green and Public Spaces
Our Collections Matter indicators:
Numbers of people accessing collecting institutions from different demographic groups, notably women, children, older people and persons with disabilities.
Increases in numbers of people accessing collecting institutions from different demographic groups.
Measures taken to remove barriers to access green and public spaces.
Extent of green space provided by collections institutions.
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SDG 12.8: Promote Universal Understanding of Sustainable Lifestyles
Our Collections Matter indicators:
Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
Extent to which global citizenship education and education for sustainable development (including climate change education) are mainstreamed in formal, informal and non-formal education programmes and activities drawing on and related to collections.
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SDG 13.3: Build Knowledge and Capacity to Meet Climate Change
Our Collections Matter indicators:
Plans in place to enhance positive contributions to addressing climate change through use of collections. Plans in place to ensure collections, collections institutions and broader society can adapt effectively to climate change.
Plans in place for effective education and awareness raising on climate change mitigation, adaptation, impact reduction and early warning.
Plans in place to reduce negative contributions of collections-related functions, e.g. measuring greenhouse emissions with plans and targets in place to reduce them.
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SDG 16.6: Develop Effective Accountable and Transparent Institutions
Our Collections Matter indicators:
Proportion of the population [audience/users/non-users] satisfied with their last experience of public services.
Access to information, and accountability policies and mechanisms, in place.
Effective institutional arrangements, both for own working and for working in partnership with other sectors, in place.
Plans and arrangements in place for extraordinary circumstances such as natural and human-caused disasters.
Effective arrangements in place to fulfil legal and social obligations and responsibilities.
Effective arrangements in place for transparent communication and reporting of institutional performance.
Effective arrangements in place for transparent decision-making and accountability.
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SDG 16.B: Promote and Enforce Non-Discriminatory Laws and Policies
Our Collections Matter indicators:
Proportion of population [audience/users/non-users] reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law.
Number and proportion of policies that incorporate sustainable development considerations, in the full sense of recognizing all three of social, economic and environmental considerations.
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SDG 17.14: Enhance Policy Coherence for Sustainable Development
Our Collections Matter indicators:
Proportion of policies that incorporate sustainable development considerations, linking to SDGs and targets.
Incorporation of policy considerations from outside the collections sector into policies of collections-based institutions, to facilitate partnerships and effectiveness.
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SDG 17.16: Enhance the Global Partnership for Sustainable Development
Our Collections Matter indicators:
Number and/or increase in number, and diversity of global and international multi-stakeholder partnerships that share collection-related knowledge, expertise, technology and financial resources to address the SDGs, or that otherwise involve collections-based organisations and institutions.
Number and/or increase in number, and diversity of global and international multi-stakeholder partnerships involving developing countries that share collection-related knowledge, expertise, technology and financial resources to address the SDGs.
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SDG 17.17: Encourage Effective Partnerships
Our Collections Matter indicators:
Amount of United States dollars committed to public-private and civil society partnerships.
Number and/or increase in number, and diversity of local, national and regional multi-stakeholder (public, public-private and civil society) partnerships that address the SDGs drawing on collections, or that otherwise involve collections-based organisations and institutions.
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