SDGs in Non-formal training settings

Plan your sustainability training session

In this section we will explain two different ideas/approaches to a workshop session,
the initial requirements plus a short explanation of the 4 activities proposed and the 4 learning approaches envisaged with the exercises and tools proposed:

First workshop

This workshop focuses on getting to know the SDGs and understand their meaning for our planet and our life’s.

1. Step – Why SDGs?

The facilitator asks the group what they know about the SDGs? It is important to point out that any bit of information is welcome. The trainer has prepared A4 sheets with the most relevant points. While the group is brainstorming and providing bits and pieces of information the trainer puts those prepared A4 papers on the board/wall that are mentioned by the group. Once the group has shared everything they know the trainer starts with his:her input and pins the remaining A4 papers on the wall. Questions/clarifications are welcome. After the input the participants are generally informed about the SDGs.

2. Step - “What does it really mean?” Investigating SDGs in more depth

This activity gives the learners the opportunity to learn more about different goals. In the focus of the learner’s attention is one SDG that they pick and explore. According to the number of participants only a certain number of SGDs can be discussed. On completion learners have a better in depth understanding of the different goals. As a tool the SDG building blocks are usedThe whole group is split up in pairs (this can be done through a little activity). Then each pair picks an SDG building block from the bag without looking. For the next 10-15 minutes the pairs share their thoughts and discuss with each other what are the dimensions of this special SDG. After that everyone returns to the plenary and the pairs introduce their findings to the group. If needed additions/clarifications are made by the facilitator.

3. Step - Correlations between SGDs “Connections that matter”

This activity “uses” the pairs from the previous activity and groups two pairs together so that little groups of four people are formed. The pairs also use their SDG from the previous exercise so that the small groups always have two SDGs. The aim is to discuss the connections and correlations the two SDGs have. The groups of four (two pairs) are either formed by chance or the trainer aims for pedagogical reasons for certain combinations between the SDGs. This is communicated to the pairs accordingly. The trainer gives the following instructions: “Please discuss for the next 20 minutes how the two SDGs that you have lying in front of you correlate with each other. Explore the connections and they influence each other. Write your findings/ideas on a flipchart.” After 20 minutes the trainer asks the groups back to the plenary and the small groups share their results with the help of the produced flipcharts. Small discussions amongst the participants can arise and this is ok to follow for a bit. As a last step of this exercise the debriefing takes place.

The facilitator can ask the following questions for the debriefing:

“How was the process to find the connections for you?” “What can you learn from the process of the discussion and the results themselves?” “Do you think that the connections matter? If yes, in which way? If not, why not.” “In order to conclude the activity what are the most important conclusions (from the previous question)?”

4. Step - ”No poverty, no hunger”

In this activity the learners will learn about how to achieve a certain goal and how the different goals interact with each other. The facilitator will but the SDG building blocks Nr. 1 and Nr.2 in the middle of the circle. The question to the group is “How can those two goals be achieved?” Now the mission to the group is to position the other SDG Building bricks in correlation to the two first building blocks. (The rest are lying on a pile next to Nr.1 and 2) The way how the building blocks are positioned can vary from group to group. Some might use a “logical chain”, some might use categories according to their importance, etc. Everything is allowed. There is no right or wrong. Every time a block is put into a new position the learner is invited to share some explanation for it´´ position with the group. The trainer should only intervene when wrong information is given. The activity is finished when all building blocks are laid out. When the whole picture is there, last changes can be made until all learners are satisfied.
A debriefing is conducted by the facilitator. The following questions are suggested:

“How was this activity for you?”, “How was the process of putting together the building blocks?” “Did you expect this outcome?” “What astonished you?”, “What shocked you?”, “Where do you see chances?”

5. Step “SDGs on a local level”

In this activity the learners will understand how the SDG´s are connected with their local reality. This knowledge can be a starting point for follow up actions/initiatives that are organized by the group. The whole group will be split into small groups of five. An activating method for splitting up the group is welcome. The instruction for the group work is “Discuss the next 30 minutes how the SDG´s are connected to our local reality. Where are we doing ok/good? Which of the goals need to be badly addressed? What is stopping this process of addressing what needs to be improved? Please note your important points on a flip chart” The group is coming back and shares their views with the help of the flip charts. Discussions are allowed.
A debriefing is conducted by the facilitator. The following question is suggested:

“What do you take from this exercise?” The trainer can give an input/speech and motivate the group. Maybe this activity is used as a starting point for further activities. Then this motivating input should be given at this point.

6. Step - ”What can I do?!”

In this activity each learner is sharing one little contribution in achieving the SDG´s. The facilitator introduces this last activity to the group as something completely different from the things we have done before. The trainer should point out that until now we discussed the SDG´s on a Meta-level. To achieve the goals each and one of us must contribute. Now it is the time to see what each person can do. The learners are asked to note on little paper what he/she/divers is ready to do personally. So this is an individual work of five minutes. If the group is not so clear what this could be, the trainer should be ready to share some examples. After five minutes the trainer invites people to share what is written on the papers. This should be voluntarily unless there is a good reason that all should share. The trainer invites the participants to keep this paper in a good place so that they can remind themselves now and then. Finally, the trainer thanks the participants for their willingness to contribute.

7. Step - ”Debriefing of the workshop”

In this activity the learning outcomes will be evaluated and deepened. The facilitator introduces the end of the workshops and shares with the group the intention of the last activity. Then the learners are asked “How was this workshop for you? What do you take from it? What was your learning point of the day?” Each person in the circle shares an answer with the group. The facilitator will not share a comment to avoid judgement.

Second workshop

This workshop takes a closer look at our workplaces and what we can do support or introduce sustainable procedures and processes. The facilitator provides information on workplace sustainability items, including energy usage, insulation, renewable energy, reduced energy usage, recycling and reuse, healthy canteens, and the introduction of plants to the workplaces. The group is separated into teams to explore the workplace and identify the sustainability areas for improvement. Participants can use mobile devices to take pictures and videos of the work areas. The group then combines the team reports into a draft workplace audit.

In this workshop, the group are provided with information on how to prepare and present an audit report and engage with their employer on the recommendations from the evaluation audit. This also includes information on consultation and negotiation skills. On completion, the participants should know how the workplace can be improved to increase sustainability and engage with their employer on possible actions to be taken.

Things you can do before and after the workshop

Develop an online survey based on the UN-SDGs, the survey could be circulated to all staff in the organisation. The survey instrument could be used to both raise awareness of the SGD and gain insights into staff’s level knowledge of the SGDs. The results could be reported to staff at a workshop event.

Invite guest speakers into workplace to provide practical information on SDGs, this could be done on a regular basis to create awareness of best practice .

Provide resources for staff to engage in SDG training events including attending seminars and conferences. Social partners can engage in the informal education and training sector by providing awareness, developing workshops, supporting campaigns, participating in civic events and public protests, and lobbying politicians.

Research cycle for groups engaged in local campaigns and activities

The facilitators/trainers work and actions should be based upon reflected values in connection with the SDG. The following questions can support this discussion about my own standards and beliefs as a facilitator/trainer.

1. What approaches should an educator take to better convey development goals?

Please list and explain the strategic skills a teacher/trainer should adopt in order to realise a learning activity and develop awareness on sustainability. At least 3.

This depends on the characteristics of the group (age range, education level) and the type of education and training (formal, informal, non-formal). The educator needs to prepare their teaching approach and leanring materials to faciltate the needs of the learners.

Three key skills to facilitate a learning process are;
Preparation and planning
Communications
Interpersonal
In addition, within the social partner sector there is a need to be an activist and engage in collective actions, this requires organisational skills and group work skills

2. Which pedagogical principles and teaching / learning methods are best suited in transferring the sustainable development goals to learners?

Please list and explain which pedagogical principles and which learning methods should underlie a learning activity about SDG.

In general, face to face engagement is more suitable then virtual online activities (although during emergencies such as Covid-19 virtual learning environments were necessary). SDGs key principles should be included in normal curriculum as part of the students every day learning process.
However, to build capacity for practical based knowledge and awareness it is best to involve the participants/learners in active based learning approaches which include;

Team work
Problem solving
Project based learning
Field trips
Hands on experiments
Skills demonstration
Workshops
Community development projects
Local action groups
Political campaigns

Note Blooms taxonomy when preparing for group work

3. How to assess the level of awareness and knowledge about SDGs with my students/trainees? How to pursue this? Which resources or tools do you adopt in order to test students’ knowledge and awareness about SDG before the learning activity?

Please give examples.

In formal education traditional approaches to assessment can be used such as multiple choice questionnaires, short answer questions and essays. For informal education it is best to use other approaches such as group work and projects. Participants/learners should be encouraged to work collaboratively together and demonstrate their knowledge as part of a team. This requires a form of group assessments however, in the social sector assessment is not a priority activity.

4. After a learning activity, how do you evaluate the impact of the teaching/training activity about SDGs on my students/trainees? Do we use any particular tool or resource?

Please give examples.

It is good practice to include feedback sheets for learners to reflect and share their thoughts on a learning activity, this informs the learning process and facilitates changes that may need to be considered for future activities. Within the informal sector feedback is usually provided verbally at the end of an activity.