The SDGs calendar is complete!

The SDGs calendar, produced in collaboration with Okayama UNESCO School High School Network & Bulgarian National School of Plastic Arts and Design (ASPnet School), is now available.

This calendar was produced in 2022 by students from 11 high schools that are members of the Okayama Prefecture High School Network for UNESCO Schools and students from Bulgaria, in collaboration with graduating students from the network, ESD Promotion Centre, and the Okayama City SDGs and ESD Promotion Division.

Since Okayama City has a sister city relationship with Plovdiv, Bulgaria, the network has continued annual exchanges with Bulgaria. While the actual trip to Bulgaria was not possible due to the Corona disaster, each school has continued to implement its own unique ESD program, sharing challenges and concerns.

In the process, we selected SDG goals that are deeply related to each school's ESD activities, and through online discussions with Bulgarian students, we thought about and shaped the messages and art that we wanted to convey in relation to the goals. Our hope is to convey to the world through this original calendar the possibility that even in the face of many difficult challenges, we can overcome them if we work together, and the hopes of young people for the creation of a sustainable society.

We have also created a data version, which we hope you will download and make use of.

　☞　SDGs Calendar PDF

  In response to the current matter of how to develop teachersʼ ʻEngagement Competencyʼ, which is important for the further development of ESD, we aim to provide materials for collaborating with schoolteachers by identifying authentic yet familiar examples of ESD and including the most recent opinions of practitioners.

　Rather than presenting answers, such as ʻHereʼs how to make ESD in collaboration with the local community work wellʼ or manuals, we focused on the experiences and professional development of teachers who have actually promoted ESD in the field of education and local people who have collaborated and explored perspectives to overcome various difficulties.

　In the production process, the participation of teachers, students, and citizens involved in ESD was emphasised and their opinions were incorporated. This process can be thought of as stimulating new educational practices or as a process of formulating ESD communities of practice in which learning is shared, reflected, and attributed meaning.