RCE Brittany - 2018


University of South Brittany (UBS) - Tohannic Campus
Rue André Lwoff, 56017 VANNES Cedex, France Laboratory of Mathematics of Atlantic Brittany (LMBA)
A teacher's perspective on the interactions between the United Nations SDGs
Basic Information
Title of project : 
A teacher's perspective on the interactions between the United Nations SDGs
Submitting RCE: 
RCE Brittany
Contributing organization(s) : 
Lesage High School, Vannes, France
University of South Brittany, Vannes, France
Focal point(s) and affiliation(s)
Françoise Laveuve
Organizational Affiliation: 
French National Education
Salim Lardjane
Organizational Affiliation: 
Université de Bretagne Sud - Vannes
Format of project: 
A manuscript and a Power Point
Language of project: 
French and English
Date of submission:
Monday, November 19, 2018
Additional resources: 
At what level is the policy operating?: 
Geographical & Education Information
Address of focal point institution for project: 
27 chemin de la Forêt 56610 ARRADON - France
Target Audience:
Socioeconomic and environmental characteristics of the area : 
Brittany region is a vast peninsula in the west part of France, extending over an area of 27 208 km2 with a 2730 kms coastline, the third of the whole coast of France. Its population is 4,354,377 inhabitants with origins both Celtic and Latin. Today, fishing and agriculture are still the two pillars of Brittany's economy.
Brittany is particularly affected by the energy choices to make; its peninsular situation makes it 92% dependent on other regions for energy supply. It is also affected by soil and water pollution due to intensive agriculture and livestock farming.
Description of sustainable development challenge(s) in the area the project addresses: 
- More and more areas concerned by the protection of Environment and Biodiversity, a goal seriously taken into consideration in Brittany. SDG 15.
- Projects of permaculture set up in Vannes region, which are quite new and are concerning at the same time Sustainable Consumption and Organic Food, SDG 12.
- Morbihan is now the third region of Brittany in Energy Transition facing Climate Challenges, SDG 7.
- Fight against pollution of waters, SDG 6
- Protection of marine resources increased, SDG 14.
January, 2017
Activites described are necessary because they take into account ESD, because the youngsters must be aware of the existing Global Action Plan and the 17 United Nations SDGs, in order to have a clear and coordinate vision of all the goals to achieve in order to solve the main and numerous problems affecting the world, to know which countries are the most impacted by calamities, poverty, starvation, climate change, desertification, deforestation, natural disasters, and so on. They already have personal notions and knowledge about the problems of the world, but they don't know that organized solutions do exist and have to be taken into account because the planet is in danger, and they are the new generation.These activities and information help them to be more open minded, to be more conscious of their place and role
in society, and to be also able to help. Endly, by this way, they learn how things are linked and interconnected, and that will help them to understand better the relationships between causes and consequences.
The goals are at the same time didactic and pedagogical. They learn to discover the SDGs by themselves, using analysis methods they have been taught, and research methods they are used to manage, too, but also how to go further at a higher level, with the help of a teacher of statistics at university (link High School-University). The various graphs obtained by the statistics method will show them visually how SDGs are constituting close groups that will reveal the internal structure of the Global Action Plan, with its central core and the different nexux, showing that SDGs are all interconnected.
Activities and/or practices employed: 
Analysing the words defining the different SDGs: denotations and connotations, which will direct them towards other SDGs. Searching examples in various countries and analyzing them. Brain-storming, questions, exchanging results, open discussions, interactive reactions: personal and collaborative research. Defining the problems, finding causes, listing consequences, searching solutions through various SDGs. Clarify, summing up, synthesis. A very stimulating work for the students. Of course, the teachers (two teachers at the same time) are there to guide them, to answer to their permanent questions, to help them or to explain when something is too much difficult for them.
Size of academic audience: 
A technical class of 35 students,in two groups. Level "Baccalauréat".
The results are encouraging. The students were motivated because the research is about nowaday's life, nowaday's big problems, and because they are anxious about their future. Indeed, they are informed, day after day, by the news, the social networks, the videos, the scoops ... but all that is disorganized, and the comments about the events are often opposite. This work enables them to put things in relation one with the others, and the understanding is clearer in their mind. They have learned how to be more objective, thanks to a good analysis of the situations. This work has been included in their curriculum, which was positive for their final exams.
Lessons learned: 
The subject by itself was so interesting that it was the best factor of success. To make students discovering the SDGs by themselves was also a factor of success. To be put in activity and to be autonomous is more stimulating for the students than listening to the teacher/s (or not !) The relationship with the teachers/s is different in such a pedagogic way. He is present to help the students individually in their research, especially those who could be in difficulty. And every student can work with success at his own rythm, what is the most important.
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 
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 5 - Achieve gender equality and empower all women and girls 
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
SDG 10 - Reduce inequality within and among countries 
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
SDG 12 - Ensure sustainable consumption and production patterns 
SDG 13 - Take urgent action to combat climate change and its impacts 
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
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 
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 
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Curriculum Development 
Plants & Animals 
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
Priority Action Area 3 - Building capacities of educators and trainers 
Priority Action Area 4 - Empowering and mobilizing youth