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Learning SDGs from experts: the strategy of the Spotlight platform!

The European Sustainable Development Network (ESDN) has recently launched an online platform with a series of interviews by a number of experts on sustainable development. It addresses topics such as the role of enterprises in achieving the SDGs, circular economy, and the Agenda 2030.

ESDN e-learning.
The European Sustainable Development Network (ESDN) has recently launched Spotlight, an online platform with a series of interviews by a number of experts on sustainable development. It addresses topics such as the “Global sustainable development report 2019”, the role of enterprises in achieving the SDGs, circular economy, and the Agenda 2030.

The first interview with Guillaume Lafortune, SDG Index Manager at Sustainable Development Solutions Network (SDSN), introduces several topics relating to sustainable development, the 2030 Agenda and the SDGs. These include, among others, the Science Policy Interface, the role of businesses in implementing the SDGs, the SDSN Sustainable Development Report 2019, sustainability as the EU’s new narrative, the Six Transformations for a sustainable future, and the vision for the next 10 years of the 2030 Agenda.

St, 03/11/2020 - 18:49 Claudia D'Eramo Video

Teaser I Guillaume Lafortune I "Evidence-based Policymaking, Transformations, and the SDGs"

Mr. Lafortune presents a clear picture of where we have got to in the implementation of the 2030 Agenda and describes education as one of the six major transformative strategies for achieving the 17 goals, their 169 targets and 244 indicators, in an integrated way. Enhanced education for sustainable development also needs to be implemented in schools and within the adult population at large in order to increase awareness of the challenges and to provide more information about how to deal with them. In order to achieve this, action needs to be taken in four crucial areas:

  • Core concepts and competencies – Scientists and engineers must further elaborate relevant core concepts and competencies. This includes reflecting on the role of science in society, considering how scientific knowledge and lay or indigenous knowledge complement each other and focusing on the key skills that students need in order to tackle complex challenges.
  • Institutional development – This should include sustainable science–related curriculum reform, new theoretical and methodological components and new institutional frameworks.
  • Course review – Sustainability-related courses must be critically evaluated and adapted across different departments.
  • Partnerships – Universities must establish new partnerships beyond the scope of academia and connect with other institutions from across the globe.

So, while it is true that we are working at a national level in order to support such an important transformation, we applaud the effort of supranational bodies like ESDN and SDNS to provide learning opportunities and tools that can be easily exploited by adult education providers. In particular, we invite the members of the EPALE community to subscribe to the ESDN Spotlight Youtube channel and to discover the Open Educational Resources offered by the SDG Academy of the SDSN.

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