The one-month internship for designated staff in P2 aims to train the SD managers to carry out the activities related to the management of the SD units in their HEIs. During the training, the staff will prepare the “whole university” strategy to be implemented in their HEIs. A report summarizing the university-wide strategies developed by the designated staff in EHV to deploy in each of their partner country institutions has been produced. In September 2022, P2-P3 will travel to Nepal to visit the 5 SD offices and P1 to Bhutan, and evaluate with each of the SDG managers.

Online training and international training has been developed so that teachers are prepared to facilitate ESD, they need to develop key sustainability competencies, but in addition to general sustainability competencies, they also need ESD competencies, which can be described as a teacher’s ability to help people develop sustainability competencies through a range of innovative teaching and learning practices. Since there are still many teachers in HEIs who have not yet learned about ESD, there is a need for them to have access to ongoing ESD training. On the one hand, it opens up opportunities to develop the knowledge and skills needed to participate in the sustainable development process. On the other hand, this professional development is a prerequisite for reorienting educational processes and educational institutions. In addition, ESD requires internationalization as an element of teacher education, in particular by holding international debates on ESD and discussions on cultural diversity as...

The document we have created details the entire framework, including the learning environments established through a participatory process, thus taking into account the individual, social and professional aspects relevant to its implementation that are significant for the students. It describes the pilot experience to be carried out in the different HEIs.

In May 2022 we have held an event in HEIs in partner countries to inform about learning environments and also to create an open dialogue with relevant stakeholders on the relevance of learning environments with a broader perspective (SDGs at local, national and regional level). A report will capture platform activity (metrics) and address the learning contexts established by the ESD participatory platform process.

In March 2022 we are carrying out transversal training actions through online courses on Global Sustainable Development (basic level) and on “leaving no one behind”. We have produced a report that will summarize all cross-cutting training actions developed within the B+NESDG project and report the relevant associated metrics.