青少年可持续发展主题项目式学习训练营
Description
该训练营的具体实施方法包括以下几种：\r\n1.线上形式：受新冠疫情影响，自2019年底开始，训练营的开展形式转为线上形式，具体形式为首先由知名教授对于学员进行公开课的培训，然后由学术承接高校的硕博士进行一对一的学术指导，辅助学员完成以可持续发展为主题的自身研究项目，共累计完成培训800余人次。\r\n线下形式：训练营于2018年、2019年以及2021年在北京理工大学、中国人民大学等高校开展线下的训练营，具体模式与线上模式相类似，共累计完成培训200余人次，预计今年暑假完成150余人次。\r\n3.学员可持续发展成果转化：学员将自身完成的可持续发展学术项目发表到中国国内相关期刊之上，并在自己的学校中进行了相关的汇报以及讨论会，获得极大的反响。
我们通过课程教授、项目式学习，学习成果转化等方式使得学员更好的理解了可持续发展的内涵，并且同时使学员获得了项目式学习的能力。
该训练营由中央民族大学理学院、北京中教瑞学数据科技研究院出资支持，由中国人民大学、上海交通大学、厦门大学等中国境内一流学府进行学术培训的承接，筛选中国境内城市农村的广泛学员进行参与。
SDGS & Targets
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
SDG 14 targets covered
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Wang Chunning, Director