[Higher] Education for Sustainable Development Guidance

Publication/report
Toolkit/framework/roadmap
Case studies

Resources

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OCM Datasheet

Intended Audience

“This guidance is primarily aimed at staff involved in curriculum design and course management and delivery, to support them in designing ESD into their courses. However, it is also likely to be of value to senior management teams, those with responsibility for quality assurance and enhancement, and staff involved in directing teaching and learning. Such individuals have an important role in empowering and enabling staff to engage with the ideas presented in this guidance. It may also prove useful to staff responsible for extracurricular activities.”

Quality Assurance Agency for Higher Education, and Advance HE

2021

“This guidance is intended to assist staff in UK higher education providers (HEPs) seeking to incorporate Education for Sustainable Development (ESD) within their curricula… The guidance provides a framework to support curriculum design and general guidance on approaches to teaching, learning and assessment. We hope that colleagues at all levels across the sector will embrace the guidance and thereby assist students in preparing for the challenges that they will face in their professional lives and as members of society.” (p.1)

Avaiable in

English

5Ps

Actions

SDGs LINKAGES

The resource is most closely linked to SDG targets relating to training (SDG 4.4), ensuring learners understand and contribute towards sustainable development (SDG 4.7), and other SDG targets that are specifically about education (12.8 on information for sustainable development and lifestyles in harmony with nature, and 13.3 on climate change awareness and education), and help empower people to take part in sustainable development (supporting 10.2, universal social, economic and political inclusion). The resource can also support SDGs 4.A (inclusive and effective learning environments) and 11.7 (safe and welcoming green and public spaces). Embedding Education for Sustainable Development helps achieve SDG 16.B (support laws and policies for sustainable development).

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 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 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 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.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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5Ps

ACTIONS

SDGs