RCE Greater Portland[type]

Equity and Inclusion, the bedrock to transform our world toward Agenda 2030 and beyond.
Basic Information
Title of project : 
Equity and Inclusion, the bedrock to transform our world toward Agenda 2030 and beyond.
Submitting RCE: 
RCE Greater Portland
Contributing organization(s) : 
Greater Portland Sustainability Education Network (GPSEN)
Focal point(s) and affiliation(s)
Name: 
Neeraja Havaligi, ED
Organizational Affiliation: 
Greater Portland Sustainability Education Network (GPSEN)
Name: 
Le Roy Patton, Advisor
Organizational Affiliation: 
Greater Portland Sustainability Education Network (GPSEN)
Format of project: 
PowerPoint
Language of project: 
English
Date of submission:
Friday, July 13, 2018
Web link: 
http://www.akamaiuniversity.us/PJST19_1_389.pdf
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
This work relates to all the 17 SDGs and the global efforts to achieve them within the planetary boundaries.
At what level is the policy operating?: 
International
Geographical & Education Information
Region: 
Americas
Country: 
United States
Location(s): 
Portland, Oregon
Address of focal point institution for project: 
GPSEN
Ecosystem(s):
Agricultural, Coastal, Dryland, Forest, Fresh water, Grassland, Mountain, Urban/Peri-urban, Wetlands
Target Audience:
Community, Higher, Primary, Secondary, Teacher Ed., TVET, Youth (Informal)
Intended for all levels of education
Socioeconomic and environmental characteristics of the area : 
Portland is a progressive city where conscious efforts are being made to engage communities in socio-economic and environmental development as we try to address the challenges our communities face due to climate change.
Description of sustainable development challenge(s) in the area the project addresses: 
The roles of Equity and Inclusion and sustainability education are not always clearly perceived with reference to local histories, demographics and policies. Neither is their scope of influence understood in effectively engaging communities in socio-economic and environmental development as we work together to adapt to climate change. Our work in the region is an attempt to bring focus to this need to bring communities together for sustainable development, adapt to climate change and find ways to restrict our emissions to mitigate climate change.
Contents
Status: 
Ongoing
Period: 
March, 2018
Rationale: 
Equity and inclusion are bedrocks for sustainability education to be effective as a critical tool to make strides towards 2030 sustainable development goals. Bringing in sustainability education that is mindful of diverse groups of people in communities, including students, researchers, policy makers and all other stakeholders as a partners to connect different layers within a community is necessary precursor to create appropriate pathways to Agenda 2030 in our climate challenged world.
Objectives: 
Identify on the ground teaching and training needs for equity and inclusion in context of sustainability education and approaches to Agenda 2030.

With equity and inclusion as the foundational parameters, co-create terms of engagement within and between communities to identify gaps and needs to achieve Agenda 2030.
Activities and/or practices employed: 
Series of hands-on activities to network the audience with equity and inclusion challenges in their work, and relate it to local and global needs to attain the SDGs/Agenda 2030.
Size of academic audience: 
For now we are working within our team and fine tuning the tool. The diversity, equity and inclusion training that LeRoy Patton and I received in 2017 has been widely used by organizations.
Results: 
This is work in progress. Our work could potentially be available as a training module by early next year.
Lessons learned: 
Local history and demography and policies that define and determine equity and inclusion in SDG planning is as important as having a through understanding of the status of natural resources and resource use challenges in the area.
Key messages: 
Equity and Inclusion are critical factors that determine the effectiveness of sustainability education, which is the tool for co-creating pathways within and between communities to reach goals set for Agenda 2030.
Relationship to other RCE activities: 
GPSENs work is critical for on going work in the region, not only relevant to the Pacific Northwest of the US, but to the Americas and to the global community. Agenda 2030 and the Stockholm Research Institutes work on planetary boundaries are calling urgent attention to equity and inclusion to be at the forefront of sustainability planning, in order to have realistic pathways to achieve the SDGs within planetary boundaries.
Funding: 
None.
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Direct
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Direct
Traditional Knowledge  
Direct
Agriculture 
Indirect
Arts 
Direct
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Direct
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Direct
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Direct
Update: 
No