Sustainable Development Goals. What now? (by Xxxxx Xxxxxxxx) Efforts of the international community to ambitiously meet the indicators of the MDGs until 2015 have generated a considerable progress so far, by engaging and mobilizing world leaders to adhere to the common development agenda which was readopted at the Rio +20 Summit in June 2012. The outcome document of the United Nations Conference on Sustainable Development, “The future we want”, builds on the MDGs – their structure, the mechanisms of their implementation, the challenges faced, and the lessons learned1, serving as a solid foundation to be integrated in the post-2015 development agenda. Its vision specifically highlights three dimensions standing at the core of sustainable development: economic, social and environmental sustainability. These dimensions are the driving forces behind the 17 SDGs, elaborated by the Open Working Group of the General Assembly on Sustainable Development Goals2, which are ready to be adopted in September 2015, at the UN Summit in New York. In the next section, we shall take a closer look at the advancements proposed by the SDGs under these three dimensions, as a renewed commitment of the international community towards achieving the vision of a world that is “just, equitable and inclusive” (UN Open Working Group Proposal for SDGs). SDGs and a world of development The most crucial indicator of achieving economic sustainability, now standing out as “the single, most urgent task in all of the interconnected challenges of sustainable development”, is the eradication of extreme poverty (Xxxxx, 2014, p.482). As a legacy of the MDGs, the post-2015 development agenda strives to keep one of the fundamental promises that the UN has made to humanity: to end poverty, in all its forms, everywhere. It then comes as no surprise that this is the exact formulation of Goal 1, which is reinforced by Goal 2: end hunger, achieve food security and improved nutrition and promote sustainable agriculture. Both these goals rely on the need for sustained economic growth and inclusive economic policies, of which employment creation is a precondition that remains in focus under the post-2015 agenda (see ILO, 2009; Xxxxxxx & Xxxxx, 2011). To such end, several initiatives have been put in place, such as the International Labor Organization’s Decent Work Agenda, which encourages full and productive employment, decent working conditions, and social protection as cumulative measures for sustainable economic growth. These proposit...
Sustainable Development Goals. In The Age of Sustainable Development. pp. 481-512 Columbia University Press Online Access, available from <xxxx://xxxxxx.xxxxxxxx.xxx/age-of-sustainable-development/493 >, last accessed November 23, 2014.
Sustainable Development Goals. United Nations Sustainable Development. Retrieved April 16, 2018, from xxx.xx.xxx/xxxxxxxxxxxxxxxxxxxxxx/ sustainable-development-goals/ Xxx xxx Xxx, C. A., & Xxxxxxxxx, N. (2015). Embracing Tensions in Corporate Sustainabil- ity: A Review of Research from Win-Wins and Trade-Offs to Paradoxes and Beyond. Organization & Environment, 28(1), 54–79. Xxx xx Xxx, X. X., & Xxxxxxx, X. X. (2006). Knowledge for Theory and Practice. Academy of Management Review: Academy of Management. Retrieved from xxxxx://xxxxxxxx.xxx. org/doi/abs/10.5465/amr.2006.22527385 Vildåsen, S. S., Xxxxxxx, X., & Xxx, A. M. (2017). Clarifying the Epistemology of Corpo- rate Sustainability. Ecological Economics: The Journal of the International Society for Ecological Economics, 138, 40–46. Xxxx, X. X. X. (2019). Sustainability-Oriented Ecologies of Learning as a Response to Sys- temic Global Dysfunction. In X. Xxxxxxx & X. Xxxxxxx (Eds.), Learning ecologies: Sight- ings, possibilities, and emerging practices. London: Routledge. Xxxxxxxx, X., & Xxxx, M. (2016). The Role of Learning in Transdisciplinary Research: Moving from a Normative Concept to an Analytical Tool through a Practice-Based Approach. Sustainability Science, 11(3), 385–397. Xxxx, X., Xxxxxxx, X., Xxxxxxx, X., & Xxxxxx, M. (2012). Sustainability Science: Bridging the Gap between Science and Society. Sustainability Science, 7(1), 1–4. Xxxx, X., Xxxxxxxxxx, X., & Xxxxxx, X. X. (2011). Key Competencies in Sustainability: A Reference Framework for Academic Program Development. Sustainability Science, 6(2), 203–218. Xxxxxx, X. (2017). Leapfrogging through retrospection: Ferreting out sustainability inte- gration within organisations (Doctoral Dissertation). University Utrecht, the Nether- lands. Retrieved from xxxxx://xxxxxx.xxxxxxx.xx.xx/handle/1874/347990 Xxxxxx, X., & Xxxxxx, R. (2016). Towards a More Circular Economy: Proposing a Frame- work Linking Sustainable Public Procurement and Sustainable Business Models. Resources, Conservation and Recycling, 112, 37–44. Xxxxxx, X., Xxxxxxxxx, X. X. X., & Xxxxxx, X. X. (2017). Assessing Corporate Sustainability Integration for Corporate Self-Reflection. Resources, Conservation and Recycling, 127, 132–147.
Sustainable Development Goals. The Sustainable Development Goals include 17 goals with clear targets for every country to achieve by 2030. These goals seek to resolve challenges such as poverty, poor health, contaminated environmental conditions, and climate change. Access to safe water is imperative for all and an issue currently addressed by goal 6: “Ensure access to water and sanitation for all” (UN, n.d.). Achieving goal 6 requires the attainment of sub goals, which are: “universal and equitable access to safe and affordable drinking water” and “support and strengthen the participation of local communities in improving water and sanitation management” (UN, n.d.). Meeting these goals will be challenging and will require international cooperation and assistance. Honduras In 2015, the UN reported that 91.2% of the Honduran population used improved drinking water sources (World Health Organization [WHO], UNICEF, & JMP, 2015). Though this percentage is encouraging, access to safe water varies greatly throughout the country with a large distinction between urban and rural settings. In urban settings, 97.4% of Hondurans use improved water sources whereas in rural settings, where almost half the country’s population lives, only 83.8% have access to improved water supplies (WHO, UNICEF, & JMP, 2015). Additionally, these numbers fail to describe the potential for water quality deterioration between supply and consumption. Simple access to improved water does not ensure that it is safe to drink. A study by Xxxxxxx, Xxxxxx, and Xxxxxx confirmed that water quality deteriorates frequently and regularly among rural households in Honduras (Trevett, Carter, & Xxxxxx, 2004). Possible causes include using unclean water receptacles and storage containers, scooping water out of the containers with unclean cups and/or hands, and filtering the water through an unclean linen cloth among others. These data are further supported by a 2015 study in rural Peru, where investigators discovered that despite 90% of the 207 households using improved water sources, 47% of source and 43% of stored water samples were positive for E. coli (Xxxxxxxxxx et al., 2015). Even though water access is improving, access to safe drinking water remains a challenge.
Sustainable Development Goals. To achieve the national outcomes, the National Performance Framework aims to get everyone in Scotland to work together. This includes national and local government, businesses, voluntary organisations and people living in Scotland. The Framework is underpinned by statute, indeed, the Community Empowerment (Scotland) Act 2015 places a duty on the Scottish Ministers to consult on, develop and publish National Outcomes for Scotland and to review them every five years. It also places a duty on public authorities to have regard to the national outcomes in carrying out their functions. ScotRail Trains Ltd is a public corporation and Scottish Rail Holdings will fall within the ambit of a public authority or body15 and, accordingly, have a significant contribution to make in the delivery of the national outcomes and objectives set out in the National Performance Framework. The National Transport Strategy sets out the Vision, with a 20 year horizon, for a sustainable, inclusive, safe and accessible transport system helping deliver a healthier, fairer and more prosperous Scotland for communities, businesses and visitors. That Vision is underpinned by four interconnected Priorities, each with three associated Outcomes (see Figure 3).
Sustainable Development Goals. Figure 3. Circular economy, closing the loop Besides, the Plan of Action aims to contribute achieving the Sustainable Development Goals (SDGs) established in the 2030 Agenda for Sustainable Development adopted by the United Nations in September 2015 as a new and ambitious plan to respond to trends and challenges worldwide. During the three years of life that this plan has been running, great progress has been made in the five priority sectors (plastics, food waste, critical raw materials, construction and demolition and bio-economy) and the four areas of action (production, consumption, waste management and the conversion of waste to resources). In 2017, the first progress report of the plan and an annex of the status of the plan, to which new initiatives have been added during the year 2018, was presented. One of these initiatives is the new Plastics Strategy, launched last January, being 5 xxxxx://xxx-xxx.xxxxxx.xx/legal-content/EN/TXT/HTML/?uri=CELEX:32015L0720&from=EN 6 xxxxx://xxx-xxx.xxxxxx.xx/legal-content/EN/TXT/HTML/?uri=CELEX:52015DC0614&from=EN the first at European level.
Sustainable Development Goals. Goal 1. End poverty in all its forms everywhere Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture Goal 3. Ensure healthy lives and promote well-being for all at all ages Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Goal 5. Achieve gender equality and empower all women and girls Goal 6. Ensure availability and sustainable management of water and sanitation for all Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and xxxxxx innovation Goal 10. Reduce inequality within and among countries Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable Goal 12. Ensure sustainable consumption and production patterns Goal 13. Take urgent action to combat climate change and its impacts* * Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.
Sustainable Development Goals. The Sustainable Development Goals (SDGs) are a collection of 17 global goals set by the United Nations General Assembly in 2015 for the year 2030. The SDGs are part of Resolution 70/1 of the United Nations General Assembly, the 2030 Agenda. The Sustainable Development Goals are:
Sustainable Development Goals. What are the UN Sustainable Development Goals being addressed? (xxxxx://xxx.xx.xxx/sustainabledevelopment/sustainable- development-goals/) Goal 5: Gender equality and women's empowerment Goal 10: Reduced Inequality Goal 11: Sustainable Cities and Communities Goal 15: Life on Land: Biodiversity, forests, desertification
Sustainable Development Goals directly addressed “To develop capacities to enhance global decision-making and to support country level action for shaping a better future.” (UN Institute for Training And Research) ⮚ Skills in space mission design and management can effectively be gained in a “learning by doing” perspective, using “hands-on” education. ⮚ The traditional approach to capacity building in developing countries is mainly based on fellowships granted to single selected students, to attend Courses and/or obtain a Degree in industrialized countries ⮚ In this way the gained know-how is dispersed in several “isolated” skilled individuals ⮚ The real challenge: How do we set up a process locally, so that the capacity is maintained and kept at an Institutional level and not merely at the individuals level. The objective: Building capacity in Kenya in space mission design and management Bearing in mind the question on how we can set up a process to build capacity locally, we decided to establish a joint Postgraduate Course in “Space Mission Design and Management”, with these main objectives: ⮚ Make the process Institutional, not individual ⮚ Make the process “active” locally ⮚ Not just “transfer” know-how, but “build” know-how locally To achieve these goals, not only students, but Professors at University of Nairobi and experts form Kenya Space Agency are directly involved in designing and setting a higher education program together with professors from Sapienza University of ROME and experts form ASI. This course is “tailor-made” in the spirit of the Italy-Kenya Agreement, but this experience has the potential to be extended to other countries The main Tool: A joint Postgraduate Course The course is organized in a time frame of ONE YEAR. ⮚ SIX MONTHS lectures and university laboratory activity ▪ THREE MONTHS at Sapienza University of Rome ▪ THREE MONTHS at University of Nairobi ⮚ SIX MONTHS internship in a space agency or space company ▪ ASI offers internships for Kenyan students at the Xxxxxxx Space Center ▪ Italian companies offer internship in their facilities in Italy In this form of collaboration: ▪ Students MUST attend al least 30% of the credits in the partner university ▪ Professors in both Universities are active in making decisions and giving classes The Course organization and the approach of the teaching methodology, makes the Course well suited for students with a BSc Degree or higher Course Organization and target students Learning the space mission process, not the det...
