The Institute for Ecology and Action Anthropology (INFOE e.V.) is a non-profit association founded in 1987 by ethnologists and other committed scientists to support the concerns and rights of indigenous peoples in connection with environmental, climate and conservation issues. INFOE supports indigenous peoples in defending their habitat, their rights and their culture through research, public awareness raising, information campaigns and educational material end events. INFOE's support work aims to inform and raise awareness among various target groups in Germany and to work toward changes in political, economic and civic action.

Who I am:
My name is Suraporn Suriyamonton. I am a Karen from Northern Thailand. I  work with the Pestalozzi Children’s Foundation (PCF) in partnership with local organizations to support and promote Mother Tongue-Based Multilingual Education (MTB-MLE) as a means for improving equity access to quality education for indigenous children in Thailand ( North and South).
What we do in the context of ESD for 2030:
In MTB-MLE programs, students begin with what they know - their language, culture, knowledge and experience – as the foundation for learning in school. MTB-MLE  in Thailand has gained recognition for it's positive impact on children’s learning; currently there are 28 MTB-MLE schools in the North.
Our challenges:
Challenges remain to maintain quality standard, and to develop cost-effective scaling up systems in order to reach more children. Against this background, we are developing a digitalized MTB-MLE teacher training  in MOOC platform partnering with 16 schools in Chiangmai. This also addresses challenges faced during the Covid 19 pandemic. Access to internet is foreseen for some schools.

Indigenous peoples have been engaging in relevant processes on sustainable development since the Earth Summit (Rio Conference) in 1992. The main mechanism of engagement in these processes is the Indigenous Peoples Major Group (IPMG) which is a forum for coordination and planning. The IPMG continues its engagement in the Post-2015 Development Agenda, coordinated officially by two Organizing Partners (OPs) accredited by UNDESA as part of the nine recognized Major Groups that can officially participate in the SDG processes at the global level.

What we do in the context of ESD for 2030:
This PowerPoint CMN/SDI Led Projects (ncai.org) illustrates the work we do at SDI in the context of applying the theoretical model of sustainability to real-world issues that impact our human and environmental relationships. 
Much of my SDI work focused on advancing the theoretical model of sustainability created through the Institute with tribal leaders in the early 1990’s. My work has focused on the concept of Indigenous sustainability, which is a relational and place-based understanding.

Our Challenges:
Loss of our language is one of the biggest challenges we face as a people. At this point in time we are down to less than five Menominee first language speakers. The loss of our language came about through colonization and continued effects of acculturation. (Grassroots organizations like MenomineeYou are working on this).

In addition, our Tribe’s long-standing approach to sustainable forest management and production of timber continues to be impacted by global, national, and regional market trends as well as a declining logging workforce. (Menominee Tribal Enterprises is the business arm of the Menominee Tribe and is responsible for our forest).

Who I am:
I am an Assistant Professor at the Ifugao State University and currently the Project Manager of the International Innovation Center on Indigenous Studies under the Center for Taiwan-Philippines Indigenous Knowledge, Local Knowledge and Sustainable Development (CTPILS).
What we do in the context of ESD for 2030:
The Ifugao State University (IFSU) and the National Chengchi University of Taiwan collaboratively implemented the Ifugao Indigenous Knowledge Educators Training Program under the (CTPILS) Project.  

The Project significantly contributed in capacitating indigenous educators on indigenous knowledge, systems and practices (IKSP). The first batch of teacher-trainees (2019-2020) completed 12 learning materials. The 2^nd batch of trainees produced 40 learning modules in different subject areas. 

Our Challenges:
Internet connection is a primary concern for teachers, students and parents. 
Without the four-walled classrooms, some students engage in livelihood activities and part-time jobs, giving less attention to their lessons and school activities.  
One issue that surfaced during this blended learning mode is the derogatory statements in the learning materials against indigenous peoples. Thus IP education should not just be for IPs to know their own selves but for the whole nation to be more aware of IPs and the IKSPs.

In the context of ESD (for 2030) VNB trains multipliers, helps schools to find them and organises bigger events for students like currently a call for students to express their wishes for the future. Together with the Learn2Change network VNB emphasizes the importance of international exchange and cooperation for an ecologically sound and globally just transformation. In international conferences and regularly online meetings the members share their stories, questions and knowledge.
Our Challenges:
Last year some members wrote a call to re-think education having in mind the challenges that we are facing like Covid-19, the climate crisis and injustice. Shrinking spaces and sustainability movements are other topics of the network.

For me (and many others), the school-garden is THE ideal "ESD live lab" of formal education. Here, design competence with all its sub-competences can be acquired in a very direct and practical way. I offer consultations and trainings, coordinate school garden networks and write newsletters and texts for publications in different media. I also see myself as a networker to bring like-minded people together, as well as a promoter to improve the framework conditions for school gardening.
Our Challenges:

My vision for 2030: All students have regular access to a school garden and can "learn to live" there. There is still a long way to go before school gardens are firmly anchored in the education system. However, the political will to do so is becoming noticeably stronger, so I am confident that this goal can be achieved.

Our Challenges:
The main challenges we face in relation to quality education of our students are: