E-Learning Platform about Sustainable Consumption and Production (SCP)
Description
Our experience in teaching sustainability tells us that such a course should ideally attend the following balance:o 30% awareness raising: Our target groups (the multistakeholder students) do need to know what the problem is about, why it is caused and how it could be addressed. o 50% leading to action “walking-the-talkâ€: Our target group needs to learn how to contribute to cope with climate change through business, policy-, market-, fiscal-, institutional-, financial- and technical-innovation, as well as by changing consumption and production habits.o 20% promoting collaboration among stakeholders. This course could be a platform to promote interdisciplinary collaboration.Actually, AISO is currently developing a book called “Why environmental education has not succeeded?â€: Recommendations to develop new paradigms in sustainability education. This book is written by Lucas Ivorra and Julio Andrés Rozo. A first approach to the book can be seen in the following 13 reasons presented in these three blogs (in Spanish):• Part 1: http://academiasostenibilidad.com/politicas-publicas/educacion-ambienta…€¢ Part 2: http://academiasostenibilidad.com/comunicacion-sostenible/educacion-amb…€¢ Part 3: http://academiasostenibilidad.com/comunicacion-sostenible/educacion-par… The following steps describe the methodological process to develop the e-learning course:1) Videos development:a. First step: Definition of objectives and scope of the course.b. Second step: Identification and collection of relevant information (e.g. case studies, theories, institutional agenda, policies, best practices, etc.)c. Third step: Development of story-boardsd. Fourth step: Feedback on the story-boards.e. Fifth step: Development of graphic elementsf. Sixth step: Video shooting/recordingg. Seventh step: Integration of graphic elements to the video plus full edition 2) Exercises development3) Support material gathering and integration 4) E-book development.5) Integration of 1,2,3,4 to AISO´s e-learning platform
AISO promotes the courses through its social networks (facebook, twitter, linkedin and newsletter). AISO counts with a community of around 130.000 followers in Latinamerica directly, and more than 6 million through its collaborators´networks).
Development of methodologies to achieve better knowledge diffusion and appropriation: AISO has learned that an e-learning course has to be engaging, funny, attractive and close to the experience of the user (the student). It is lead by our design team. We apply techniques such as graphic design, story-telling, humour and testimonies from practitioners, in order to decrease the probability of dropouts (which is high in any e-learning course).Capacity to deliver the work1) Technical team: Yes (3 people)2) Content team: Yes (3 people)3) Design team: Yes (3 people)5) Experience in developing contents on sustainability: Over 9 years6) Experience in Learning Management Systems (e-learning): 3 years and 9 months7) Access to relevant information: totally through our public partners and institutional networks
SDGS & Targets
Goal 12
Ensure sustainable consumption and production patterns
12.1
Implement the 10-Year Framework of Programmes on Sustainable Consumption and Production Patterns, all countries taking action, with developed countries taking the lead, taking into account the development and capabilities of developing countries
12.1.1
Number of countries developing, adopting or implementing policy instruments aimed at supporting the shift to sustainable consumption and production
12.2
By 2030, achieve the sustainable management and efficient use of natural resources
12.2.1
Material footprint, material footprint per capita, and material footprint per GDP
12.2.2
Domestic material consumption, domestic material consumption per capita, and domestic material consumption per GDP
12.3
By 2030, halve per capita global food waste at the retail and consumer levels and reduce food losses along production and supply chains, including post-harvest losses
12.3.1
(a) Food loss index and (b) food waste index
12.4
By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment
12.4.1
12.4.2
(a) Hazardous waste generated per capita; and (b) proportion of hazardous waste treated, by type of treatment
12.5
By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse
12.5.1
National recycling rate, tons of material recycled
12.6
Encourage companies, especially large and transnational companies, to adopt sustainable practices and to integrate sustainability information into their reporting cycle
12.6.1
12.7
Promote public procurement practices that are sustainable, in accordance with national policies and priorities
12.7.1
Number of countries implementing sustainable public procurement policies and action plans
12.8
By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature
12.8.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
12.a
Support developing countries to strengthen their scientific and technological capacity to move towards more sustainable patterns of consumption and production
12.a.1
Installed renewable energy-generating capacity in developing and developed countries (in watts per capita)
12.b
Develop and implement tools to monitor sustainable development impacts for sustainable tourism that creates jobs and promotes local culture and products
12.b.1
Implementation of standard accounting tools to monitor the economic and environmental aspects of tourism sustainability
12.c
Rationalize inefficient fossil-fuel subsidies that encourage wasteful consumption by removing market distortions, in accordance with national circumstances, including by restructuring taxation and phasing out those harmful subsidies, where they exist, to reflect their environmental impacts, taking fully into account the specific needs and conditions of developing countries and minimizing the possible adverse impacts on their development in a manner that protects the poor and the affected communities
12.c.1
Amount of fossil-fuel subsidies (production and consumption) per unit of GDP
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
Feedback
Share
Timeline
Entity
SDGs
Geographical coverage
More information
Countries
Contact Information
Julio Andrés Rozo Grisales, Mr.