- AFR: Africa
- ASI: Asia
- AUS: Australia/New Zealand
- CAm: Central America
- EUR: Europe
- MEA: Middle East
- NAm: North America
- PAC: Pacific/Oceania/
Island Nations
- SAm: South America
- MIS: Others/Antarctica/
Greenland
Phase 3 transforms the resource
nodes into hubs able to branch out
into communities in close proximity
or focus on a specific topic or target
group. This helps establish the model
in whatever context is of importance
to that community or groups in terms
of focusing on the SDGs. The
Community of Practice is mobilized
toward serving a complementary role
of helping craft a vision for groups
wanting to replicate the model.
Geolocation Clusters
NETWORKS
Phase 2 scales the RNs in geographic
scope and the contexts within which the
model can be applied and deepened
while maintaining a focus on addressing
the SDGs. Partners in this phase include
a mix of academic institutions, nonprofits,
entrepreneurship ecosystems, idea and
innovation centers, formal and non-formal
learning environments and others. They
will participate as additional resource
nodes to recruit beneficiaries for training
to become entrepreneurial.
RESOURCE NODES
The model is rolled out in three phases:
Phase 1 involves designing, developing and deploying
RESOURCE NODE prototypes that focus on program
delivery to diverse beneficiaries, most of whom will be
directly affected by the SDGs, or concentrated on topics
related to the Global Goals. Here is a sampling of
possible focused Resource Nodes located within the geolocation clusters identified for the project:
- Middle East Area:
* Lebanon: ameliorating conditions that deny
refugees the means to become autonomous
and productive
* Alexandria Egypt: looks at the peace-building
process and intercultural dialogue
* Istanbul Turkey: development of ICT-based
entrepreneurship for digital transformation of SMEs
* Beersheba Israel: entrepreneurship training in
tertiary education
* Tunis Tunisia: disengaged/unemployed youth
- Pacific/Oceania/Island Nations
* Micronesia: a model for island nations with
large groups directly impacted by the SDGs
- Europe
* Murcia Spain: advocacy around the disabled
* Tirana Albania: looks at the needs of a rural
population
* Kaunas Lithuania: new models to support
SMEs that hire, increase revenues, secure
capital and innovate to support economic
development of regions
* Transylvania Romania: reaching out to
marginalized and disadvantaged communities
* Galway Ireland: agrifoods
* Aas Norway: integrated livestock systems,
grassland management and training
* Helsinki Finland: targeting early school leavers
and preventing high school dropouts
* Zaandam The Netherlands: Prison education
* Bryansk Russia: agrifoods/biointensive gardening
* Plovdiv Bulgaria: reversing emigration crisis - the
"brain drain" of young professionals
* Palermo Italy: cross-border/transnational
nonprofit collaboration
* Lisbon Portugal: e-learning
* Stockholm Sweden: solo entrepreneurship
in the gig economy
* Barcelona Spain: the home of SMART Cities
Expo and resilient communities networks
- North America
* Maryland: engages retirees and seniors as
entrepreneurs, mentors and volunteers
* Detroit MI: coalesces people attempting to
rebuild a devastated community
* Quebec: rural education
* Miami FL: addresses the needs of immigrants
* Las Vegas NV: higher ed/K-12 public school
district partnerships
* Lawrence KS: startups/entrepreneurship
ecosystems
* Irvine CA: social innovation directed
by philanthropy
- Central America
* Puebla Mexico: academic research on effective
pedagogies in K-12 education
- South America
* Collique Peru: orphaned children and/or
foster care
- Australia/New Zealand
* Henderson New Zealand: ecotourism
* Sydney Australia: innovation in mass transit
EMPOWERING PROBLEM SOLVERS Resource Nodes support the project's
Communities of Practice, linked virtually so that our partners can share information,
experiences and resources. This will prove to be an invaluable resource for teachers
anywhere, regardless of whether they are associated with a Resource Node, as there
are currently no communities of practice specifically created for the Global Goals.
Learning facilitators at the
Resource Nodes are on the
frontline of the
One Plan 4 One Planet model,
and in a changing world there
are ever more demands on
their time and expertise. For
this reason, the project
supports a Community of
Practice for the SDGs, where
trainers and staff can network
with each other and engage in
ongoing professional
development.
Entrepreneurship education is
perceived as an add-on in most
education systems, and there usually is no clear understanding of how related teaching
pedagogies and didactics can actually support curriculum and subject delivery while
potentially addressing wider learning priorities such as learnerengagement, citizenship,
social cohesion or employability.
With the One Plan 4 One Planet Training Model Community of Practice, we empower our
learning facilitators and trainers to rethink the skills they have or need to acquire and how
they can be used, by seeing their own strengths and using them to improve the quality and inclusiveness of teaching and learning. The Community of Practice attempts to build a bridge
from the learning environments in which our model is implemented and raining is conducted
to best practice, thus supporting capacity building for a range of instructors and learning
facilitators to deliver entrepreneurship education through their teaching.