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The Sustainable Development Goals (SDGs) are viewed in the context of Johan Rockström’s work on planetary boundaries at the Stockholm Resilience Centre. This work sets a double challenge to educational policy and practice: to embrace and help achieve the Goals, but also to work towards a deeper change in consciousness which can reconcile people and planet.1 The role of education is more profound and comprehensive than is recognized in the text of the SDGs as regards its potential to address their implementation. Education requires a re-invention, and re-purposing so that it can assume the responsibility these challenges require, and develop the agency that is needed for transformative progress to be made.
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