Global Action Programme on Education for Sustainable Development 20 April 2017 Learning to live together sustainably

Role of UNESCO Advocating for ESD at the international level Providing support to Member States in reorienting education Implementing and coordinating the Global Action Programme (GAP) on ESD Supporting key partners and projects Raising awareness and visibility Vision A world where everyone has the opportunity to benefit from quality education and learn the values, behaviours and lifestyles required for a sustainable future and for positive social transformation. ESD means acquiring knowledge about key issues such as cc, biodiversity disaster risk reduction and sustainable consumption while also changing the traditional perception of educational processes as it promotes whole intuitional approaches and pedogocals changes

GAP Global Coordination by UNESCO Setting the ESD Global Agenda Building New Momentum: Launch Commitments Harnessing Partnerships: Partner Networks Fostering a Global Community of Practice: Global Forum and Online Clearinghouse Showcasing Good Practice: UNESCO-Japan Prize for ESD

Target 4.7 of Goal 4 calls for: "by 2030 all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development". http://en.unesco.org/sdgs/ed

Priority Action Areas Advancing policy Transforming learning and training environments Building capacity of educators and trainers Empowering and mobilizing youth Accelerating sustainable solutions at local level Vision A world where everyone has the opportunity to benefit from quality education and learn the values, behaviours and lifestyles required for a sustainable future and for positive social transformation. ESD means acquiring knowledge about key issues such as cc, biodiversity disaster risk reduction and sustainable consumption while also changing the traditional perception of educational processes as it promotes whole intuitional approaches and pedogocals changes  Partner Networks and implementation of a Flagship Project for each of the priority action areas

ESD in the world today “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, … .” Presence of ESD internationally and nationally further increasing Key challenges: from pilot to policy from small scale to large scale from margin to mainstream Implementation of Global Action Programme to scale up ESD Globally, we detect continuous growing support for ESD. The most recent strong international commitment was made at the 2012 UN Conference on Sustainable Development’s, better known as Rio+20. Countries resolved in Rio to promote ESD beyond the end of the UN Decade of Education for Sustainable Development. The United Nations Decade of ESD has been successful several fronts including raising awareness, mobilizing stakeholders across the globe, creating a platform for international collaboration, influencing policies and contributing to the coordination of stakeholders at the national level, and finally, generating large amounts of concrete good ESD practice projects in all areas of education and learning. Considerable challenges remain: successful activities in ESD often merely operate within fixed timeframes and with limited budgets; ESD policies and practices are often not properly linked; ESD has yet to complete its integration into the mainstream of the education and sustainable development agendas. Furthermore, sustainable development challenges have acquired even more urgency since the beginning of the Decade and new concerns have come to the forefront, such as the need to promote global citizenship. Consequently, a scaling-up of ESD actions is required. 6

5 Ps of the 2030 Agenda Planet: Respect and safeguard our common home Link with education to lessen environmental degradation and the impact of climate change People: Leave no one behind and attain sustainable livelihoods and lifestyles Include education in plans to help people fulfil their potential in dignity and equality and in a healthy environment Peace: Live in peaceful, diverse, harmonious societies, free from fear and violence Maximize education’s potential to foster peaceful, just and inclusive societies Prosperity: Transform societies to have sustained, inclusive and sustainable economic growth, and sustainable lifestyles Utilize education to reduce poverty and stimulate green and inclusive economies Partnership: Strengthen global solidarity to achieve the SDGs Ensure adequate financing, policy coherence and multisector capacity

Education for Sustainable Development Goals – Learning objectives concise guidance on learning content and approaches to teach key sustainable development challenges structured along the SDGs, providing age-specific learning content for each SDG address key competencies needed to implement the SDGs, as well as transformative pedagogies to teach them http://unesdoc.unesco.org/images/0024/002474/247444e.pdf

Monitoring of Target 4.7 contribute to monitoring SDG Target 4.7 and provide inputs for overall monitoring of SDG 4 contribute to online database for reporting initiatives related to Target 4.7 develop thematic reports related to Target 4.7 http://en.unesco.org/gced/sdg47progress

Symposia on the Future of ESD cutting-edge debate on non-conventional questions about the future of ESD to plan ahead for the time after the GAP and to contextualize ESD within the SDGs 2 already have taken place: Omori (Japan) & Gelsenkirchen (Germany) 3 more to come in South Africa, Dubai, Latin America http://en.unesco.org/themes/education-sustainable-development/

Harnessing partnerships – Partner Networks 2nd GAP Partner Network consultation meeting (July 2016, UNESCO HQ) 85 organizations from around the world are Key Partners developing flagship projects for each Priority Action Area Members of Partner Networks: http://en.unesco.org/gap/partner-networks/members

2017 GAP Review Forum – Ottawa, March 2017 The 2017 Global Forum: reviewed progress of GAP implementation since the 2014 World Conference on ESD discussed emerging issues and innovative developments in ESD, as well as plans for the coming years of the GAP organized back to back with the 3rd Forum on Global Citizenship Education http://en.unesco.org/esd-gced-week

Showcasing Good Practice 2015 & 2016 – first editions of the UNESCO-Japan Prize on ESD 6 winning organizations from Cameroon, Germany, Guatemala & El Salvador, Indonesia, Japan and the United Kingdom Participate in the 2017 Prize call for nominations (deadline May 2nd) : http://en.unesco.org/prize-esd/nomination

Timeline 2014 2015 2017 2019 Activities of Members of Partner Networks UNESCO World Conference on ESD launches the Global Action Programme (GAP) on ESD 2015 First meeting of Partner Networks Launch of online GAP ESD Clearinghouse 2017 Global Review Forum for the GAP on ESD Mid-term report on the GAP on ESD Progress report on GAP implementation to UNGA 72 2019 Final report on the 1st phase of the GAP on ESD Activities of Members of Partner Networks Flagship Projects

Thank you Learn more: en.unesco.org/gap @UNESCO Bernard Combes, Information Officer Section of Education for Sustainable Development and Global Citizenship UNESCO b.combes@unesco.org