The Saltillo Declaration: Educating Resilient Societies
Description
The World Conference on Education for Sustainable Development, held in the year of 2009, defined ESD as "an approach to teaching and learning based on the ideals and principles that underlie sustainability". After the DESD ended in 2014, UNESCO endorsed the new Global Action Programme to continue the efforts on the matter. The GAP seeks to "generate and scale up action in all levels and areas of education and learning to accelerate progress towards sustainable development". It has identified five priority action areas that encompass advancing policy; transforming learning and training environments; building capacities of educators and trainers; empowering and mobilizing youth; and accelerating sustainable solutions at the local level. The ESD Expert Network, through its partners in Mexico, works to support and provide the means required by non-formal education strategies targeting learners, trainers, multipliers and change agents relevant to the sustainable development of the city. The Declaration of Saltillo has now consolidated as a policy initiative that focuses on ESD, citizenship education and the development of learning activities and landscapes that promote sustainability values and competences, with a strong focus on citizen and community participation. ESD is a broad field of action, with a rich variety of methodological and practical approaches. In the case of the city, transformational learning and leadership are considered key. Not only information is shared, but interactive and reflexive activities are planned based on overall objectives, desired attitudes, learning landscapes provided by the city´s ecosystems, as well as outcome objetives and action learning ('sustainability in action' approach). We support the ESD Expert Network approach to key ESD competences, since information is not enough to trigger action. These competences and approaches are reflected in the Declaration of Saltillo. Our main strategy has been mapping the possibilities of concrete action in order to share them with the target individuals/groups and use feedback to find new options or aspects that weren´t considered while designing the strategy.
Educators and change agents seldom receive any training on sustainability concepts, pedagogical strategies, ESD and SD agendas, such as the new Sustainable Development Objetives, so are very unaware of where we are trying to head towards as both, a local and a global community. We are now working to develop a training manual based on constructivist learning and action research. The initiative's focal point, as a member of the ESD EXpert Network is currently working in the update of and innovative new additions to an ESD Training of Trainers Manual, with the support of the German Government Agency ENGAGEMENT GLOBAL and a team of experts from Mexico, India, South Africa and Germany. This manual is intended to provided state-of-the-art training concepts, resources and methodologies to key actors in education institutions and organizations, hence improving their sustainability competences and contributing to local and national capacity building.The Saltillo Declaration will be used as the overarching framework of reference for action within the Mexican publication. Hereby I provide a link to the first international training manual elaborated by the ESD Expert Network: http://esd-expert.net/beta/files/2012/09/ESD-ToT-international.pdf
In the midst of the 10th International Meeting of the Expert Network of Education for Sustainable Development between the country partners of Germany, India, Mexico and South Africa, the City of Saltillo welcomed guests, partners and attendees to open up to a creative and inspiring gathering on the future of Education for Sustainable Development. The 1st World Encounter on Sustainable Actions: Educating Resilient Societies, brought together almost 800 people from universities, city governments, research institutes, opinion leaders and the general public among other key stakeholders, to exchange best practices and ideas about how the resilience of the world's socio-ecological systems can be built in the 21st century. The Saltillo Declaration is the result of this event. The City of Saltillo hosts a -mainly- urban population that accounts for 98% of the total amount of inhabitants. Hence, urban focused educational strategies are considered paramount. Previous to the Encounter, the city's Environment Office together with the contact person in Saltillo from the ESD Expert Network, built a multistakeholder structure consisting in education institutions and organizations who participated during the event and that now collaborate by hosting learning sessions where multiple themes related to the Saltillo Declaration are explored. With the support of the ESD (Education for Sustainable Development) Expert Network, an international body of experts committed to embedding ESD systematically in all areas of formal and non-formal education, co-organized the event. The Network is a key partner of UNESCO in the implementation of the Global Action Programme on ESD. With the support of this Network, we seek to promote the Declaration of Saltillo as a national ESD document of reference and in the international stage via our partners, specially since we now face a lack of a national policy on ESD as well as on Environmental Education. Moreover, the Network's Expert support partners in order to ellaborate learning materials and joint projects at the international scale.
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
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
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Deliverables & Timeline
Resources mobilized
Partnership Progress
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Contact Information
Ericka Toledo Zurita, Member