Remco
Game-example: Farmers 2050
They can learn about the game teaching teens about agriculture and sustainability. How will we sustainably feed 9 billion people by the year 2050? A question that is becoming mainstream in agriculture yet something most youth have never considered. One of the most powerful ways we can share our stories about agriculture is to engage teenagers with a tool they enjoy – video games.
Real farmers from across the world show the player what they are actually doing on their farms. From a dairy producer in Nova Scotia, to a potato grower in Alberta, advocacy is embedded throughout the game.
Feeding the world responsibly is essential and we must communicate to the world all of the innovations, best practices and opportunities there are in the industry. Farmers 2050 supports those efforts and it’s a lot of fun to play.
Students choose a project as described in Action competence and set up a system for managing the finances, agreed actions, record meetings, etc.
Watch films that give insight into education around the world. See, for example:
Discuss differences and what they show about education e.g. opportunities it provides, challenges it presents, differences in access.
Small groups study different strategies for health promotion and illness prevention and consider which they prefer discussing any limitations/criticisms and trying to create alternative models/ strategies.
Game-example: The 2030 SDGs Game
The 2030 SDGs Game is a multiplayer, in-person, card-based game that simulates taking the “real world” into the year 2030.
Designed in Japan in 2016, this experience has become a powerful and impactful social phenomenon in Japan, earning extensive media coverage and reaching over 100,000 participants.
2030 SDGs Game events are held in corporate, governmental, educational, and community settings. We currently have over 600 certified facilitators in Japan and around 50 globally.
The game is designed to be played with anywhere from 5 to 50 players. (That number can be expanded to a maximum of around 200 with multiple parallel ‘worlds’ operating at the same time.)
Play time is approximately 1 hour; with the necessary explanation and reflection afterward, it requires a minimum of 2 hours, and generally works best in a 2 ½ hour time frame.
Students research the purpose and focus of education in their country and consider its impact on various social groups, e.g. gendered, ethnic, class-based.
Students complete an essay critically evaluating purpose and structure of the educational system and provide suggestions for improvements.
Useful text: Pirbhai-Illich & Martin in Bamber & Bullivant, 2015 Teesnet Conference papers, Liverpool Hope 2015.
Introduce the Sustainable Development Goals, explaining that these are a set of targets launched in September 2015 with the aim of promoting sustainable development worldwide. One of the Sustainable Development Goals is for everyone to have access to quality education (SDG 4). Get students to consider to whom they might write (e.g. a local or national politician) and then write a letter asking them to support this SDG. In their letter, students should try to quote some of the data from here.
Students should explain why they think this SDG is of particular importance and use examples to extend their ideas. Students should draw on persuasive writing techniques.
Students devise role-plays to show examples of gender inequalities in work illustrating different views and interests of various stakeholders and showing possible actions.
Share and discuss and reflect on actions that can promote gender equity in work environments and within our daily lives (e.g. in family, in school etc.) and how this affects both men and women’s quality of life and life satisfaction.
General idea: The general goal would be to participate in social action aimed at eradicating hunger. However, this depends very much on local opportunities and the age of the students. Rather, we recommend that students design campaigns that may activate their social drive.
Project work: designing a campaign or its details (e.g. poster).
As a group, consider outcomes of some of the other activities designed to find ways of reducing poverty.
Decide how to put one into practice making a plan of action with next steps and agreed time scales.