#iDeas2030: students from Guatemala, Bolivia, Spain and the Ivory Coast making SDGs real.
Description
2030 Agenda proclaims that children and young women and men are critical agents of change. However, reality shows that many young people and children all around the world have never had the opportunity to design and lead their own development, mainly in South countries.
#iDeas2030 provides the necessary tools to students to let them know how they can really be actors of an inclusive sustainable global development. It is an international partnership for the 17 goals that reunites more than 150 proactive children and young people from Guatemala, Bolivia, the Ivory Coast and Spain, a
Involvement of Partners-
FABRE Foundation, designing and implementating the Project.
Navarre Government, financing the Project.
FUNDAP, FABRE's local partner in Guatemala.
NORSUD, FABRE's local partner in Bolivia.
Centre Médico Social Walé, FABRE's local partner in the Ivory Coast.
Schools and educational establishments:
In Navarre, Spain: Centro Educativo Miravalles - El Redn, Centro Educativo Santa Catalina Labour, IES Mendillorri, IES Plaza de la Cruz.
In San Marcos, Guatemala: Escuela Rural Cantan Mariscal I, Escuela Rural Santo Domingo San Pablo, Escuela Rural el Rodeo.
In Sucre, Bolivia: Centro Educativo de Poroma.
In Yamoussoukro, the Ivory Coast: Rural Schools of Toumboukro.
Guatemalan, Bolivian, Ivorian and Spanish children and young people lead local projects with this structure:
1st step: INSTAGRAM Identify the problem, take a picture of it and post it on Instagram!
Each group analyzes the social-economic-cultural reality of their community and identifies several existing problems. They select a concrete problem and associate it with one SDG. They take a picture of that problem and post it in Instagram with the hashtag #iDeas2030.
During this first phase, young people and children discover from what angle problems are viewed in other places of the world. They are aware that 2030 Agenda addresses global development issues that, although in a different way, affect all points of the planet.
2nd step: TWITTER Design an idea to solve the problem and post it on Twitter!
Each group brainstorms about how to solve the photographed problem. During this second step, creativity, proactivity and leadership are promoted. Each group selects an ambitious but realistic idea and post it on Twitter. These ideas are shared all around the world, being inspiration for other people.
3rd step: YOUTUBE Make the #iDea2030 happen, shoot it and post it on YouTube!
Each group creates an action plan, executes the #iDea2030 and records it showing the impact in the community. Each video is shared on FABRE YouTube channel.
All these videos give voice to all those children and young people who, at a local level and in disadvantages areas, are transforming the world in a more sustainable, equitable and fair one.
As an example of this process, one particular case can be mentioned:
SDG 11, target 11.1. Project in Cant Mariscal village, San Marcos department, Guatemala Group formed by Angee Lopez, Shannel Bautista and Linda Ramirez, 10 years old.
Photographed problem: slums in their village substandard housing.
#iDea2030: mobilizing the major of their town to ensure decent housing for the population.
Impact: Three Guatemalan girls broke stereotypes and machismo barriers latent in their community. Women in their village aren’t allowed to participate in the political sphere and to raise their voice against injustices. With this initiative, they asked for an audience with the major of their town and demanded him to facilitate building material and electricity to families living in slums. The engagement was twin-track: municipality facilitates materials and families build their houses.
There are currently more tan 30 local projects running as a result of this ESD project that boosts North-South and South-South cooperation.
#iDeas2030 process starts with capacity-buildings on SDGs. This initiative intends to implement an experiential learning process, with the intention of setting values and attitudinal competencies that agree with the philosophy of the 2030 Agenda. The combination of the cognitive, emotional and face-to-face methodologies during the capacity-buildings are sought through dialogue and the exchange of experiences and knowledge.
Local projects carried out by youth and children revolve around a maker-based learning methodology that is taught during the capacity buildings. This methodology was born in the United States with the teaching of science and technology. It enhances higher order thinking skills (assess, analyze and create) and is also essential in the promotion of proactivity and social entrepreneurship. This methodology allows youth and children to participate in the project by selecting their own learning and action path based on a model of personal inquiry.
Navarre Government has arranged to continue supporting this project during 2019/2020.
Education for Sustainable Development (ESD) is a branch of international cooperation that empowers people to change the way they think and work towards a sustainable future. There is growing international recognition of ESD as an integral element of quality education and a key enabler for sustainable development (target 4.7, SDG 4)
FABRE Foundation in Navarre (Spain) implements an ESD project that shows that small local projects promoted by children and young people are essential to achieve SDGs. This project has the technical support of Guatemalan and Bolivian FABREs counterparts, the public funding of the Government of Navarre and the scientific support of the University of Navarre.
This project promotes #iDeas2030 initiative. It is coordinated in the following way:
1. FABRE Foundation is part of the Navarre development NGO coordinator as member of the Education Commission. This project is implemented within the framework of the “Escuelas Solidarias program, that reunites more than 40 schools, is led by the Navarre NGO coordinator and financed by the Navarre Government.
2. FABRE Foundation participated in the public call for ESD projects of the Navarre Government 2017/2018. #iDeas2030 resulted the best valued project and was financed with 30.000
3. FABRE staff has coordinated a training on SDGs among more than 10.000 direct and indirect beneficiaries in Navarre (Spain), San Marcos (Guatemala), Yamoussoukro (Ivory Coast) and Poroma (Bolivia). This training has been done through workshops and 17 online SDGs teaching guides, designed by FABRE with the scientific support of the University of Navarre.
4. FABRE in Navarre, FUNDAP in San Marcos and NORSUD in Bolivia have coordinated the implementation of 30 #iDeas2030.
5. #iDeas2030 inspirational examples for youth and children have been recorded in 17 testimonial videos. These 17 videos show how people make SDGs real with their jobs. Organizations that have been interviewed are: SDG 1 - Pobreza Cero Platform, SDG 2 - Banco de Alimentos, SDG 3 - Centre Médico Social Walé, Yamoussoukro, SDG 4 – NGO Entreculturas, SDG 5 – Ixoqi’ SA, Guatemala, SDG 6 – AUARA S.A, SDG 7 – BETER Energy, SDG 8 – Economía Solidaria, SDG 9 – Innovactoras, SDG 10 – Cruz Roja, SDG 11 – Jane’s Walk, SDG 12 – Fairtrade, SDG 13 – Ecopreneurs for the climate, SDG 14 – Oceanografic de Valencia, SDG 15 – Asociación para la Transhumancia y Naturaleza, SDG 16 – ex-officio lawyer, SDG 17 – Impact HUB Coworking.
6. Public incidence has been done in UNESCO Paris Headquarters, UNESCO Guatemala Headquarters, DG JUST of the European Commission in Brussels and media.
FABRE Foundation,
Navarre Government,
FUNDAP,
NORSUD,
Centre Médico Social Walé
Centro Educativo Miravalles, El Redn, Centro Educativo Santa Catalina Labour, IES Mendillorri, IES Plaza de la Cruz, CEE El Molino, IES Mendillorri, CI Agroforestal, IES Benjamin de Tudela, Escuela Rural Cantn Mariscal I, Escuela Rural Santo Domingo San Pablo, Escuela Rural el Rodeo, Centro Educativo de Poroma, Escuelas de Toumboukro en Yamoussoukro.
SDGS & Targets
Goal 9
Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
9.1
9.1.1
Proportion of the rural population who live within 2 km of an all-season road
9.1.2
Passenger and freight volumes, by mode of transport
9.2
Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and gross domestic product, in line with national circumstances, and double its share in least developed countries
9.2.1
Manufacturing value added as a proportion of GDP and per capita
9.2.2
Manufacturing employment as a proportion of total employment
9.3
9.3.1
Proportion of small-scale industries in total industry value added
9.3.2
Proportion of small-scale industries with a loan or line of credit
9.4
By 2030, upgrade infrastructure and retrofit industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean and environmentally sound technologies and industrial processes, with all countries taking action in accordance with their respective capabilities
9.4.1
CO2 emission per unit of value added
9.5
9.5.1
Research and development expenditure as a proportion of GDP
9.5.2
Researchers (in full-time equivalent) per million inhabitants
9.a
9.a.1
Total official international support (official development assistance plus other official flows) to infrastructure
9.b
9.b.1
Proportion of medium and high-tech industry value added in total value added
9.c
Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020
9.c.1
Proportion of population covered by a mobile network, by technology
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
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, 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
4.7.1
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
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 17
Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development
17.1
Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection
17.1.1
17.1.2
17.2
Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries
17.2.1
17.3
Mobilize additional financial resources for developing countries from multiple sources
17.3.1
Additional financial resources mobilized for developing countries from multiple sources
17.3.2
17.4
Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress
17.4.1
17.5
Adopt and implement investment promotion regimes for least developed countries
17.5.1
Number of countries that adopt and implement investment promotion regimes for developing countries, including the least developed countries
17.6
Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism
17.6.1
Fixed broadband subscriptions per 100 inhabitants, by speed
17.7
Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed
17.7.1
Total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies
17.8
Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology
17.8.1
17.9
Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the Sustainable Development Goals, including through North-South, South-South and triangular cooperation
17.9.1
Dollar value of financial and technical assistance (including through North-South, South‑South and triangular cooperation) committed to developing countries
17.10
Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda
17.10.1
17.11
Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020
17.11.1
Developing countries’ and least developed countries’ share of global exports
17.12
Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access
17.12.1
Weighted average tariffs faced by developing countries, least developed countries and small island developing States
17.13
Enhance global macroeconomic stability, including through policy coordination and policy coherence
17.13.1
17.14
Enhance policy coherence for sustainable development
17.14.1
17.15
Respect each country’s policy space and leadership to establish and implement policies for poverty eradication and sustainable development
17.15.1
17.16
Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries
17.16.1
Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals
17.17
Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships
17.17.1
Amount in United States dollars committed to public-private partnerships for infrastructure
17.18
By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts
17.18.1
Statistical capacity indicators
17.18.2
17.18.3
Number of countries with a national statistical plan that is fully funded and under implementation, by source of funding
17.19
By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries
17.19.1
17.19.2
Proportion of countries that (a) have conducted at least one population and housing census in the last 10 years; and (b) have achieved 100 per cent birth registration and 80 per cent death registration
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Implementing #iDeas2030 in Africa
Ensuring the sustainability of, at least, 20 #iDeas2030
Integrating transversal gender perspective in all #iDeas2030
Creation of the #iDeas2030 Teacher's Committee in Navarre comprising teachers: Iñigo Ayerra, Ramón Salvador, Thierry Lapierre, Natalia Galbán, María Alcalde, Lidia Ruiz, and Cristina Luqui.
Resources mobilized
Partnership Progress
| Title | Progress Status | Submitted |
|---|---|---|
| Partnership Progress 2020-12-22 | On track | |
| Partnership Progress 2019-08-07 | On track |
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Contact Information
Elena Zunzunegui, Ms