Remco

Role-play method

Propose a fictitious development situation: Labasa is a small town of 28,000 inhabitants located on the northeast coast of the island of Vanua Levu, in the Republic of the Fiji Islands. The water supply system is outdated and unsanitary, so it must be renovated within 10 years.

Then form groups of students who must represent the various local actors and propose development solutions, namely:

• Major hotel groups
• The tourists
• The farmers
• Members of an environmental protection association
• Local authorities
  First, each group presents a project on a cartographic basis. In a second step, the students debate to reach an agreement.

In pairs: consider a scenario 10 years in the future where gender relations/inequalities are notably improved. List the main achievements occurred.

In small groups composed of 3-4 pairs: list the main elements identified by each pair and describe a new, more equal society.

Discuss what steps need to be taken in the following 2 years to achieve that vision.

Photolanguage and mindmapping methods

1. Divided students into groups of 3 or 4. Each group has a set of photos representing an aspect of water management. They describe the set of photos and what it says about water. Possible examples of photos:
   • usages of water (religious ceremonies, irrigation in the desert, tourism, luxury swimming-pools, etc.);
   • access to water and sanitation (person having to walk far away to get water/running water, water scarcity for humans and animals / area with a golf course irrigated regularly, public toilets/absence of toilets etc.);
   • impact of human activity on humans and the environment (dying fish in a river with industries in the background, dried out rivers, health problem due to polluted waters, conflicts, dried out wells, etc.);
   • indirect use of water (clothing store and shrinking Aral Sea, drought in Spain and strawberry consumption in winter in Switzerland, etc.)
   • governance issues (privatization of water by companies, well construction campaigns leading to overconsumption of the underground waters, construction of a water distribution infrastructure, etc.).
2. In plenary, the teacher draws a mind-map with what students have identified. Links between different parts of the mindmap are drawn and discussed.
3. Discuss unsustainable features in the system. Use one colour to identify unsustainable features.
4. Discuss what action could take place in order to make the situation improve. Another color is used to point this out.

Students are divided into groups and asked to draw on a flip chart a web showing rights, duties, implicit and customary rules, challenges and opportunities for women and for men.

Students then reflect on differences and set up two webs with string, one for each gender, representing the connections among components identified.

Simulate the tensions and the strains created on the two systems if an external factor occurs (e.g. problems at work, new opportunities, family needs, social challenges…). Then reflect on the differences.

Individual task. Draw a timeline from now onto the next 10 or 20 years. Set milestones, think of goals you want to achieve in life.
What does it take to get there?
What are the obstacles that you could be confronted with?
How could you overcome those obstacles?
What environmental/climate challenges could occur that might affect your ability to achieve these goals?
How could you ensure that you progress in a way that supports and promotes sustainability?
What possible detours could you take?
What forms of education do you need to get to these milestones?
Share your findings with a partner and exchange your ideas and give feedback.

The class is divided into small groups. Each group studies a different real life problem- based scenario for people’s wellbeing (discriminations, bullying, inequalities, diseases e.tc.) and try to come up with at least six different solutions/ways forward.

Consider the values underpinning each solution and what might compromise the solutions. As a whole group, discuss the solutions proposed and the related values for health and wellbeing.

General idea: Students need to make responsible decisions about their own food and shopping and consumption habits that are in the interests of sustainable agriculture.

Game-example: Ethica – The Ethical Finance Game

The Ethica game on ethical personal finance is an educational game making players aware of the social and environmental impact of investments and businesses.

The game is an example of an educational roleplay and board game. It uses approaches to both financial literacy and education for sustainable development.

It aims to educate young people in responsible and sustainable financial personal behaviour, financial literacy and financial management using a roleplay and board game.

Links

• Ethica -The Ethical Finance Game
• SALTO Educational Tools Portal

Students select a poverty reduction project to support e.g. through fund raising and then use a project-based approach for this and by doing so learn how to act ‘in a cautious and timely manner, even in situations of uncertainty’.

Useful Source: Charley Gilkey, Start Finishing: How to Go from Idea to Done, USA 2019.

Work in pairs. Read through the infographic on education, skills and jobs, and discuss strategies to achieve these proclaimed changes if the SDGs are applied. Come up with 2-3 different strategies and present at least one to the class.

Students reflect on their lives and list example actions and decisions that, if taken, can impact positively or negatively on the wellbeing of self and others (A R2).