A Five-Step Framework for a whole-institution approach to embedding ESD

Toolkit/framework/roadmap
Case studies

Resources

Docs & Forms

OCM Datasheet

Intended Audience

“Student representatives or student groups, senior management, professional services staff, academic staff.”

C. Hart, J. Weir and B. Stone, Advance HE and QAA

2021

“The aim of the Five Step Framework is to provide a shared pathway and common language for achieving the university aspirations to embed Education for Sustainable Development (ESD) into all our courses by 2025 and to give students a voice in sustainability decision-making. The framework provides a clear, empowering route for anyone in the institution to consider what ESD means to them, begin conversations about ESD in their local contexts, and to embed ESD in their curricula through five key steps…” (p.2)

Avaiable in

English

5Ps

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SDGs LINKAGES

The resource is closely linked to SDGs 4.7 (education for sustainable development), 12.8 (lifestyles in harmony with nature) and 13.3 (climate change education and awareness), as well as staff skills (4.4) and cross-sector collaborations (17.17).

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 4.7: 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 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 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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5Ps

ACTIONS

SDGs