Meeting Development

​​​​​​Teachers for Development National Meeting 2018. SDOs Go To School

In September 2015 the new 2030 Sustainable Development Agenda was approved by the United Nations General Assembly, which established 17 goals and 169 targets to be achieved by the international community over the next 15 years. One of the characteristics of this new Agenda is that it has a universal character and, therefore, equally affects all countries and citizens included in them. It is an Agenda agreed by multiple actors and in different stages that offers a different approach to that formulated in the Millennium Agenda. On this occasion, a plan of action is proposed in favor of People, the Planet and Prosperity, as well as to strengthen universal peace, within a broader concept of freedom.

Continuing with the dissemination of the SDOs and deepening the slogan that will mark the way to 2030: people in the center without leaving anyone behind, a path that was undertaken in previous meetings, seeks to make these concepts the axis of the VIII Teachers for Development National Meeting: Creating Networks. The SDO Go to School.

The 2030 Agenda calls us all as responsible for the achievement of the SDOs by 2030 and, therefore, as agents of social transformation, we are committed to reflect and make decisions about the role of the school and how it can contribute to the advancement of this Development Agenda that requires us all as active and participative citizens.

As a starting point of the Meeting, we were able to attend a theatrical performance in which the 17 SDOs were presented and, in this way, we began to introduce the issue that would be the axis throughout the Meeting: the SDO at school .

On this occasion, we had the presence of a UNESCO education expert, who offered a vision of the subject from a different perspective, giving guidelines to integrate these Development Objectives within the classrooms.

Some of the members of the Network of Teachers for Development, participated in the presentation of some materials on the SDO in the school in which they have been working for a year. The authors of these publications gave different workshops in which guidelines were given on how to introduce and work the ODS in the classroom, thus offering different methodologies for the uses of the materials in the classroom.

Different perspectives were offered from which to deal with the issue of the SDOs, as well as different methodologies and tools to work on in the classroom.