RCE Saskatchewan - 2019

The Three Birds
Basic Information
Title of project : 
The Three Birds
Submitting RCE: 
RCE Saskatchewan
Focal point(s) and affiliation(s)
Name: 
Jon Yee
Organizational Affiliation: 
The Three Birds
Format of project: 
PowerPoint
Language of project: 
English
Date of submission:
Wednesday, May 22, 2019
UN Document A/C.2/72/L.45
At what level is the policy operating?: 
International
Geographical & Education Information
Region: 
Americas
Country: 
Canada
Location(s): 
Regina,Calgary
Address of focal point institution for project: 
72 Aspen Stone Road Sw
Ecosystem(s):

Children's Book
Socioeconomic and environmental characteristics of the area : 
We hope to disseminate our book globally.
Description of sustainable development challenge(s) in the area the project addresses: 
We will be addressing every SDG with the production of 17 books. One for every SDG.
Contents
Status: 
Ongoing
Period: 
January, 2019 to December, 2024
Rationale: 
-Textbooks still do not adequately address crucial concepts of social cohesion, political stability and the planet’s future.
-Children, adolescents and youth should be made aware of the SDGs through child-friendly education and learning materials-Children, youth, families and communities must internalize how the issues represented by the SDGs affect their own daily lives and environments, whether that be on improving health and nutrition; the importance of early learning and quality education; fostering more peaceful communities where children live free from violence; or establishing more sustainable approaches to use and preservation of natural resources
-12.8: By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles
-Children’s books are some of the first experiences that children have that grow a sense of the greater society in which they live. The concepts in children’s books are often moralistic, simple, and educational.
-As children are the next generation capable of implementing the SDG’s, and bastions of the SDG’s for future generations, it’s important to give them early and easy access to SDG content.
-This is achievable through children’s books and, beyond children, creates a method of scaffolding for any age. The scaffolding potential of a children’s book stems from the accessibility of the language in the method.
Objectives: 
On average, the language of the SDG’s contains an esoteric rhetoric beyond the average reader’s ability. Breaking this down into accessible language is a key component of wider education on SDG content and a primary focus of ESDs and GCED.
Activities and/or practices employed: 
We have created the first of the book series that focuses on SDG 10. The overall topic of the book was immigration, with the narrative addressing the resistance to immigration and methods of combating that resistance. We chose to focus on SDG 10, Reduced Inequalities: Reduce inequality within and among countries. We used the following “Education for Sustainable Development Goals” learning and objectives to guide the development of the book: 
-Cognitive learning objective: The learner understands that inequality is a major driver for societal problems and individual dissatisfaction. The learner understands ethical principles concerning equality and is aware of psychological processes that foster discriminative behaviour and decision making.
-Socio-emotional learning objectives: The learner is able to raise awareness about inequalities.
-Behavioural learning objective: The learner is able to identify and analyse different types of causes and reasons for inequalities.

Size of academic audience: 
0
Results: 
We have yet to published the book. However, we have been the recipients of a RCE Saskatchewan Recognition Award for our first book entitled, "The Right Colour Blue". The plan is to present this project at the Meeting of the Americas to receive further buy-in from RCEs in the Americas. Our goal is to select 4 RCEs from each of the 4 recognized regions of the RCEs to create the remaining 16 books on the remaining 16 SDGs. It is in our hope that we can create local children's stories that we can disseminate globally translated into the major languages.
Lessons learned: 
We are still in the process of capacity building. Factors of success include receiving funding to attend the RCE Meeting of the Americas to obtain RCE validation and partners for future books.
Key messages: 
We have created the first book of a planned 17 book series on the SDGs. Using UNESCO's "Education for Sustainable Development Goals - Learning Objectives", we ensure that cognitive, social-emotional, and behaviour leanings were captured in the writing and artwork. The first book focuses on SDG 10 and immigration.
Relationship to other RCE activities: 
We have received a Recognition Award from RCE Saskatchewan and we would welcome the opportunity to collaborate with other RCEs and working groups.
Funding: 
We are currently self funded

Pictures:

File Name Caption for picture Photo Credit
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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 
Indirect
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 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
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 
Indirect
Theme
Disaster Risk Reduction 
Direct
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Direct
Curriculum Development 
Indirect
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
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