Promotion at school

POLAND

SDG 13 – Climate Action

During a one-day trip to Skamieniałe Miasto (Petrified City) in Ciężkowice, students addressed SDG 13 – Climate Action by exploring and appreciating the value of protected natural areas. They completed a creative task. They had to analyse man’s influence on the area and think about what it might look like in the year 2075. The students designed a digital vision of their vision of future.

SDG 16 – Peace, Justice and Strong Institutions 

The SDG 16 – Peace, Justice and Strong Institutions was dealt with through promoting teamwork, integration, and mutual respect among students. During a break from hiking in Skamieniałe Miasto, we organized a bonfire with sausage roasting – a great opportunity for group bonding and shared enjoyment. While in Park Zdrowowy in Ciężkowice (Spa Park) we learnt how EU funding adds to the local development. It is the result of the collaboration between the Małopolska Voivodship and the council of Ciężkowice to add to the local community. The park, which was officially opened in June 2021, spreads across over 6 hectares. It features Kneipp-style hydrotherapy pools and foot baths, a therapeutic brine graduation tower (“tężnia”), an arboretum, alpinarium, sensory gardens, outdoor gym and a playground—all free to access.

SPAIN

SDGs 1 & 2: No Poverty and Zero Hunger

 🛠️ Challenges: Options for MACE members 

• Addressing SDG 1, No Poverty, seems of paramount importance to fight against unequal societies. Whereas most of our students may not have experienced poverty, they must understand world differences, and as such, from IES Los Cardones, we throw the following challenge to MACE partners:

  • Produce materials, such as scrapbooks or leaflets, including world information in relation to this goal. 

  • Be specific. Discuss this goal in comparison to your country's situation. Is the situation worsening in your own country? Find evidence and discuss it with your class or as an MACE activity. 

• In relation to SDG 2, Zero Hunger, the following challenges could be useful to address the goal:

  • Try to gather students to discuss how they could improve their nutrition. Are they eating healthily? How could they improve their diet? Are they including enough veggies?

  • Personal level: What can I do to help with this goal? The challenge would be to grow some edible plants that they could later use in a recipe. 

PORTUGAL

SDG 8 - Decent work and economic growth (Using IA class, the best we came out was)

🧩 What You Could Do / Solutions

✅ 1. Complete one of the personal productivity challenges

You can write something like:

✓ I set a timer for two 25-minute study sessions today and took short walks after each to stay focused and active.

or

✓ I created a “work zone” on my desk and used it to finish a school project without distractions.

This shows you practiced discipline and organization — important skills for future work!

💡 2. Add a New Creative Idea for Portugal

Here’s one strong idea you could add:

“Future Skills Academy” – a free national training program that teaches digital, green, and creative skills to help young people and the unemployed find jobs in technology, tourism, and sustainability.

Other options:

“Women in Tech Portugal” – supports women with free courses and mentorship in technology.
“EcoJobs PT” – create environmental jobs such as recycling, forest care, and renewable energy projects.
“Remote Work Hubs” – shared coworking spaces in small towns so people can work for global companies without leaving their home regions.

SDG 16 - Peace, Justice and Strong Institutions (Using IA class, the best we came out was)

🕊️ Understanding the Goal

Portugal: promotes democracy, fights corruption, supports education, and peaceful living for everyone (including immigrants).
Poland: defends human rights and involves young people in democracy through youth councils.

The problem:

Some people feel excluded or don’t have access to legal help.

✅ Challenge Options

You can choose to show that you:

• Did a peace walk with friends or family to talk about equality and honesty; or

• Saved energy while cooking (responsible use of resources also supports peace and justice); or

• Created your own new idea for peace and fairness.
  
  

💡 New Idea for Portugal and Poland

Here are a few options — you can choose one or adapt it:

Option 1 – “Justice Talks” in Schools

Organize short discussions or debates in schools about fairness, inclusion, and respect. Students take turns leading and sharing examples from real life.

Option 2 – “Peace Wall” Project

Create a mural or digital wall where students and citizens write positive messages about respect, justice, and tolerance.

Option 3 – “Help Line for All”

A free helpline (phone or app) where anyone can ask for help if they feel discriminated against or unfairly treated.

SWEDEN

🌾 SDG 2 – Zero Hunger & 🏗️ SDG 9 – Industry, Innovation and Infrastructure

(Using AI in class, the best ideas we developed were)

🧠 Task 1: Food Supply Chain & Infrastructure Analysis

🔍 Understanding the Goal

Food does not appear magically in shops. It moves through a supply chain — from farms → transport → storage → markets → consumers.
Problems with infrastructure and technology can lead to food loss, waste, and shortages, particularly in rural or low-income areas.

Key challenges identified:

• 🚚 Poor or slow transportation

• ❄️ Lack of cold storage (food spoils quickly)

• 📦 Inefficient packaging and logistics

• 📱 Little use of digital tools to manage food distribution
  
  

🧩 What You Could Do / Activities

✅ 1. Map a Food Supply Chain
You can write something like:
✓ I mapped how vegetables travel from a local farm to supermarkets, identifying transport and storage points.

or
✓ I created a simple diagram showing where food losses happen between production and consumers.

This shows critical thinking and systems analysis — essential skills for innovation!

💡 2. Identify Problems & Gaps
Examples:

• 🚜 Farmers lack access to refrigerated storage

• 🚧 Roads delay transport from rural areas

• 📊 No digital tracking of food quantities
  
  

🚀 3. Propose Innovative Solutions
You could suggest:

• 📱 A mobile app that connects farmers directly to local buyers

• ❄️ Low-cost community cold storage units

• 🚛 Shared transport systems for small farmers
  
  

🍎 Task 2: Design a Low-Cost Food Processing or Preservation Tool

🛠️ Understanding the Challenge

A large amount of food is lost due to spoilage and lack of preservation. Simple, affordable technology can make a big difference for families and communities.

🧩 What You Could Do / Activities

✅ 1. Identify a Food Loss Problem
You can write something like:
✓ Fruits spoil quickly because they are not dried or refrigerated.

or
✓ Grain is lost due to humidity and poor storage containers.

💡 2. Design a Simple Solution
Strong ideas include:

• ☀️ Solar Food Dryer – dries fruits and vegetables using sunlight

• 🪣 Improved Grain Storage Container – protects food from moisture and pests

• 🚐 Mobile Food Processing Unit – brings basic processing tools to rural areas
  
  

🧪 3. Test & Evaluate
✓ Test if the tool reduces food waste
✓ Discuss how many people it could help
✓ Think about how it could be used in other communities or countries

This demonstrates creativity, problem-solving, and social responsibility.

🌍 Why This Matters

• 🥗 Improves access to safe and nutritious food (SDG 2)

• 🏗️ Promotes innovation and better infrastructure (SDG 9)

• 🤝 Supports sustainable communities and local economies

(Thanks to all partners for sharing the idea with our students)