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.

An event will be host at the participant HEIs to launch the ESD Platform. The creation of an online engaging and interactive platform will serve to multiple valuable purposes. The design of this platform is aligned with one of the key pedagogical approaches in ESD, student‐centred learning. Student centred‐learning is increasingly designed by the learners themselves, who are given planning, working and learning tools and are provided with partly‐open educational material. It is well known that the participation in decision making: empowers oneself and others providing a greater sense of ownership of and commitment to responsible action; builds capacity for self‐reliance and self‐ organisation; and empowers individuals to take action. Through a participatory process which involve a wider number of relevant internal and external stakeholders, the challenges most relevant for the community will be prioritized as it is vital to assure that the actors involved in the initiative find it...

We have produced a report whose framework presented will provide indicative core competencies that could be used to map the 17 SDGs. In order to maximize the capabilities linked to the model provided, it could also be used as an audit tool for the 17 SDGs.

Following the Mapping Workshop, we developed a 6-day training action to help Partner Countries define their SDG Indicator Dashboard (SDGs, targets and measurement indicators). In addition a report has been produced that will present the first SDG-relevant Sustainable Development Indicator Dashboard (linked to SDGs) for Partner Universities to enable achievements to be measured, monitored and reported in a transparent way. The Sustainable Development Indicators Dashboard of the B+NESDG project collects the technical aspects of monitoring the 2030 Agenda and the working methodology for its measurement, as well as the baseline in which our HEIs are in relation to the fulfillment of the SDGs. The panel of SDGs indicators complements the roadmap and will serve as the basis for preparing annual monitoring reports that will contribute to socializing and raising awareness of the SDGs among the university community. The definition of the indicators will encourage and incentivize the inclusion of specific...

The interim report has been prepared in accordance with the requirements established for the grant agreement report: -A technical report on the progress in the implementation of the action -A statement on the amount of the previous pre-financing tranche used to cover the costs of the action -An updated report on the distribution of the EU financial contribution among the beneficiaries, including the amounts and dates of transfer. -Application for the second tranche.

The external consultants will submit to the project coordinator a quality evaluation on M12, M24 and M36. They will also participate on the kick off meeting and mid-term meetings to give indications about how to guarantee quality in project implementation and management.