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SDG Ambassador Education

SDG Ambassador Education
for leaders, teachers, educators, and students

8 inspiring workshops and 4 days of homework on projects.

Purpose:
To support and contribute to the achievement of the municipality’s and schools’ objectives in the work on the UN’s world goals and to support the practical education in primary schools.

 Schedule:
Module 1: World Goals, Values, History/Storytelling, and Co-creation
Module 2: Project development and project management
Module 3: Open school, partnerships, foundations, communication, storytelling
Module 4: Education and everyday implementation in schools and communities

Module 1: World Goals and Co-creation
The goal of the first module is to equip the ambassadors so that they can communicate and inspire the pupils and colleagues at the schools in the Municipality to work with the world goals as a practical approach and to make them want to learn.

  • Ambassadors will receive a thorough introduction to the UN’s world goals and its related sub-objectives through concrete cases and stories nationally and internationally. The focus is on:
    • History, clarification, and innovation of SDGs
    • The great story – insight into storytelling
    • Historical overview from the formation of the UN to the 17 World Goals
    • Values from a philosophical historical perspective from Aristotle to the UN Declaration of Human Rights
    • The 17 world goals, sub-targets, and indicators in a local and global context
  • Storytelling and stories from students’ and teachers’ own reality make the world goals present and action-oriented. For example, the world goals are already active in the school and in their local environment. It can be used to communicate the World Goals to colleagues and pupils.
  • Participants are introduced to the project method and tools to implement and facilitate a co-creation idea generation process with which they can work in classes and in open schools. These tools are developed and trained through training.
  • On the second day, based on an idea-generation method, pupils and teachers from the same school choose a specific SDG project that they will work with at their own school.

Learning, training, and involvement after module 1.

 Module 2: Project development and project management

  • The aim of Module 2 is to equip the ambassadors for work on the project method so that they can facilitate and teach practical courses related to the world goals in the classes. The ambassadors will gain experience on how to develop a project or training course. And how they can support the aforementioned inter-municipal trajectories.
  • Participants work with the project method to develop projects and use the project development tools to unfold their SDG and school project. They will work on how to work with SDG projects, large and small, on idea development, purpose, sub-objectives, success criteria, deliveries, stakeholder analysis, risk analysis, SDGmapping.
    • For example, it may be to create an SDG project in the class that focuses on sustainability and clothing. This is where they work on how they can develop a project through the project method on e.g. upcycling T-shirts in cooperation with the elective Craft and Design and make it a sustainable company.
  • The participants work with experimental teaching in the form of the material storytelling method, where works with artifacts used for the development of the project and to illustrate the course and context.

Learning, training, and involvement after module 2.

Module 3: Open school, partnerships, foundations, communication, storytelling

  • The goal of Module 3 is to equip ambassadors to teach and support students and colleagues in building networks and collaborators in the local environment, as well as using storytelling to create ownership of projects and convince its target audience.
  • Based on the knowledge of networking, participants work to establish partnerships and partners in connection with world goal projects. The module is linked to open schools, which focuses on cooperation with associations, companies, etc.
  • As a strong competence – not just in communicating and communicating projects, but in life in general – participants are trained in storytelling and how they can help colleagues and students use storytelling in the work on world goal projects and teaching courses.
    • Methodically, the storytelling method of true storytelling(Routledge 2020), which focuses on implementing and creating ownership of sustainable and ethical change and projects through storytelling. The participants work with the ethical narrative; map strong narratives that support their projects; the ability to tell a good story to a particular audience; have a sense of timing; help stories on the way in conversations and meetings and work with stagings.
  • In addition, participants are presented with relevant funds and other funding options for SDG projects.

Learning, training, and involvement after module 3.

Module 4: Management and everyday implementation in school and community

  • The goal of the 4th module is to equip the ambassadors to be authentic and to strengthen their personal leadership so that they can burn through to students and colleagues. This includes dealing with resistance and the ability to improvise if the agenda is suddenly changed. These will become role models for other students.
  • Ambassadors are given concrete tools for implementing projects in everyday life. They learn to develop an implementation plan that can help them in the forward-looking work and with anchoring and creating ownership of the projects.
  • Ambassadors work with being a leader and a change agent. Including their own narrative and how it is actively used to build trust with colleagues, students, and collaborators in open school.
  • Work is being done with SDG ambassadors who are on an ethical basis and find that they are fighting for a bigger cause and for the community, and who can therefore handle resistance.

Learning, training, and involvement after module 4. 

Method

The SDG program consists of four modules and ends with feedback, a total of 8 teaching days and 4  half-project days (transformation days).

The teaching form is based on our transformation loop
Knowledge dissemination takes place within each module, in the form of articles, videos e-learning etc. The modules themselves focus on practice training and sparring. That is, training in the use of, it learned and working with the things that are difficult. Subsequently, the focus is on transforming this knowledge into practice in the school’s everyday life, so that knowledge becomes competencies. This is done on transformation days when concrete actions from the participants’ school days are worked on. Between each module, the participants work with their own and common SDG projects, so that the learned tools are incorporated and rehearsed in their current project at the school/ in class.

Pupils and teachers will be together in large parts of the teaching, but where it is professionally necessary, the user will be made of team sharing and teaching differentiation. Thus, in parts of the program, pupils will work for themselves (student teams) and the same will apply to teachers.

 

 

 

 

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