RCE Helsinki Metropolitan - 2019

Climate Change- A constructive discussion helps everyone – and now there is a new way to work on Climate, “Timeout”
Basic Information
Title of project : 
Climate Change- A constructive discussion helps everyone – and now there is a new way to work on Climate, “Timeout”
Submitting RCE: 
RCE Helsinki Metropolitan
Contributing organization(s) : 
The association of Science Education
The university of Helsinki
SIRENE Interdisciplinary Network of Environmental and Sustainability Education Research
Keinumäki School, City of Espoo
LUMA Centre Finland https://www.luma.fi/en/
Focal point(s) and affiliation(s)
Name: 
Anna Maaria Nuutinen
Organizational Affiliation: 
The association of Science Education
E-mail: 
annamaaria.nuutinen@espoo.fi
Name: 
Anna Lehtonen
Organizational Affiliation: 
SIRENE Interdisciplinary Network of Environmental and Sustainability Education Research
E-mail: 
annaelehtonen@gmail.com
Name: 
Lili-Ann Wolff
Organizational Affiliation: 
The University of Helsinki
E-mail: 
lili-ann.wolff@helsinki.fi
Name: 
Dr. Maija Aksela
Organizational Affiliation: 
LUMA Centre Finland
E-mail: 
maija.aksela@helsinki.fi
Format of project: 
Manuscript
Language of project: 
finnish, (swedish)
Date of submission:
Wednesday, January 16, 2019
Web link: 
https://www.sitra.fi/en/news/constructive-discussion-helps-everyone-now-new-way-timeout/
Additional resources: 
Teacher Training is funded by the Finnish National Board of Education and SITRA arranged Timeout training for free
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
The Finnish National Board of Education is responsible for the curriculums. Sitra’s operations are funded by returns from an endowment originally granted by the Finnish Parliament. Sitra is Finland’s fund for the future.
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Europe
Address of focal point institution for project: 
Ylätie 9, 02300 Espoo, Finland
Ecosystem(s):
Urban/Peri-urban
Target Audience:
Community, Higher, Primary, Secondary, Teacher Ed., TVET, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
Studies have identified Finland’s high-quality education system, the high standard of expertise based on it, and the stability of social systems in general as our key strengths in terms of sustainable development. The main challenges are concerned with overuse of natural resources and ways to combat climate chance. This report tells about the state of sustainable development in Finland in 2019. It is mainly based on information derived from the monitoring indicators from 2018 and 2017, and it is built around the ten monitoring baskets.
This report is part of the four-year monitoring cycle established by the Government Report in 2017.
https://kestavakehitys.fi/en/current-issues/article/-/asset_publisher/kestavan-kehityksen-tila-2018-julkaisu
Description of sustainable development challenge(s) in the area the project addresses: 
The PATH2030 project has produced an evaluation of Finland’s sustainable development policy and formulated concrete recommendations for the future. The evaluation is based on multidisciplinary methods and broad and diverse material in the form of indicators, documents, and the views of experts gathered through surveys, interviews and workshops. The evaluation focused particularly on the time after the 2030 Agenda entered into force in 2016. Reaching the 2030 goals requires, however, many system-level changes and the mediation of conflicts of interest. The evaluation shows that sustainable development policy should focus on climate change, environmental questions, consumption and increasing inequality.
https://www.demoshelsinki.fi/wp-content/uploads/2019/03/polku2030_raportti_final_190313-1.pdf
Contents
Status: 
Ongoing
Period: 
January, 2019 to June, 2020
Rationale: 
Timeout-tools for planning and implementation of constructive discussions are available for everyone to use on www.eratauko.fi. The Timeout-concept can help connect people from different backgrounds and increase the understanding of stakeholders’ views and experiences.
Timeout can be used by cities, activists, enterprises, organisations, schools and universities, the media, politicians, parties or local and regional governments. For instance, local governments can use dialogue effectively for strengthening social inclusion and activating local residents. Timeout activated us to work more on sustainable future and arrange training days for teachers and educators.
Keinumäki school took part in LUMA Centre Finland´s competition (Forest Project).
https://start.luma.fi/en/start-competition/

https://start.luma.fi/en/
Objectives: 
Raising awareness of climate change and risks
- Arrange training courses for the educators and teachers
- Arrange workshops for teachers and students to increase individual awareness of the climate change
- Activate teachers and students to live sustainable way at schools and at homes and work on Climate
- Activate students to be active member and actor of society
- Arrange workshops in future for parents and grandparents to increase individual awareness of the climate change
Activities and/or practices employed: 
We took part in Sitra's Timeout -tools training 16.1.2019. Timeout-tools for planning and implementation of constructive discussions are available for everyone to use on www.eratauko.fi. The Timeout-concept can help connect people from different backgrounds and increase the understanding of stakeholders’ views and experiences.
We arranged the Timeout event for educators and teachers.
Members of association of Science education educated teachers by funds of Finnish National board of Education in many cities in Finland.
Size of academic audience: 
300
Results: 
The teachers have been interested in training days and we have got lot of good feedback. We are writing materials for teachers and we are also planning to write materials for parents and grandparents.
Our students in Keinumäki school were awarded in Forest project by LUMA centre Finland.
Lessons learned: 
We have to activate educators and teachers to be more committed to work on Climate
Key messages: 
Student who took part in Forest project said: “We have to learn to look deeper, respect the Earth that gives us everything and respect people and his or her work.”
Relationship to other RCE activities: 
Timeout can be used by cities, activists, enterprises, organisations, schools and universities, the media, politicians, parties or local and regional governments. For instance, local governments can use dialogue effectively for strengthening social inclusion and activating local residents.
Funding: 
We have got funds from Finnish national Board of Education
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 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Indirect
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 
Direct
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Direct
SDG 10 - Reduce inequality within and among countries 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
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 
Direct
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 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Direct
Curriculum Development 
Direct
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
Update: 
No