The SDGs in a few lines: The origin, the state of play and the objectives

Similar documents
Annex 1: Millennium Development Goals Indicators

USF Course Change Proposal Global Citizens Project

Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL

GRAND CHALLENGES SCHOLARS PROGRAM

Interview on Quality Education

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000

ESTABLISHING NEW ASSESSMENT STANDARDS IN THE CONTEXT OF CURRICULUM CHANGE

EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009

Educational system gaps in Romania. Roberta Mihaela Stanef *, Alina Magdalena Manole

EDUCATION. Department of International Environment and Development Studies, Noragric

The International Labour Office Toolkit on Poverty Reduction through Tourism Training Package TRAINER S GUIDE

Mahatma Gandhi Institute of Education for Peace and Sustainable Development. A joint initiative by UNESCO and the Government of India

HOLIDAY LESSONS.com

International Environmental Policy Spring :374:315:01 Tuesdays, 10:55 am to 1:55 pm, Blake 131

The European Consensus on Development: the contribution of Development Education & Awareness Raising

In September 2000, heads of all 191 member states of the United Nations committed

Council of the European Union Brussels, 4 November 2015 (OR. en)

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth

DEVELOPMENT PROJECT - LESOTHO

SOCRATES PROGRAMME GUIDELINES FOR APPLICANTS

Multicultural Education: Perspectives and Theory. Multicultural Education by Dr. Chiu, Mei-Wen

Towards sustainability audits in Finnish schools Development of criteria for social and cultural sustainability

Addressing TB in the Mines: A Multi- Sector Approach in Practice

Regional Bureau for Education in Africa (BREDA)

UNIVERSITY OF NAIROBI. GENDER MAINSTREAMING POLICY SEPTEMBER 2008 (Revised August 2015)

Higher education is becoming a major driver of economic competitiveness

UPPER SECONDARY CURRICULUM OPTIONS AND LABOR MARKET PERFORMANCE: EVIDENCE FROM A GRADUATES SURVEY IN GREECE

Teaching digital literacy in sub-saharan Africa ICT as separate subject

WMO Global Campus: Frequently Asked Questions and Answers, July 2015 V1. WMO Global Campus: Frequently Asked Questions and Answers

JICA s Operation in Education Sector. - Present and Future -

Tailoring i EW-MFA (Economy-Wide Material Flow Accounting/Analysis) information and indicators

ABI11111 ABIOSH Level 5 International Diploma in Environmental Sustainability Management

Teaching and learning for a sustainable future

16-17 NOVEMBER 2017, MOSCOW, RUSSIAN FEDERATION OVERVIEW PRESENTATION

Practical Learning Tools (Communication Tools for the Trainer)

Bosnia and Herzegovina

Study Center in Prague, Czech Republic

Harnessing the power and potential of adult learning and education for a viable future

Local authority National Indicator Map 2009

Global Health Kitwe, Zambia Elective Curriculum

Transferable Indigenous Knowledge (TIK): Education Process and Policy

Summary and policy recommendations

UNEP-WCMC report on activities to ICRI

SIMPLY THE BEST! AND MINDSETS. (Growth or fixed?)

FACTORS AFFECTING TRANSITION RATES FROM PRIMARY TO SECONDARY SCHOOLS: THE CASE OF KENYA

United states panel on climate change. memorandum

MATERIAL COVERED: TEXTBOOK: NOTEBOOK: EVALUATION: This course is divided into five main sections:

City of Roseville 2040 Comprehensive Plan Scope of Services

Arts, Humanities and Social Science Faculty

GLBL 210: Global Issues

Second Annual FedEx Award for Innovations in Disaster Preparedness Submission Form I. Contact Information

Local Conformity of Inclusive Education at Classroom Levels in Asian Countries

Pro Bono Practices and Opportunities in Mexico

Soil & Water Conservation & Management Soil 4308/7308 Course Syllabus: Spring 2008

Indigenous Peoples in Motion: Changes, Resistance, and Globalization LACB 3005 (3 Credits / 45 hours)

Introduction to the HFLE course

Philadelphia University Faculty of law Department of semester, 2007/2008. Course Syllabus

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

New Education Division Documents No. 13. Post-basic Education in Partner Countries

UNESCO Bangkok Asia-Pacific Programme of Education for All. Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments

The recognition, evaluation and accreditation of European Postgraduate Programmes.

Young Enterprise Tenner Challenge

Stakeholder perspectives in the Dutch canon process for global citizenship

STUDENT INFORMATION GUIDE MASTER'S DEGREE PROGRAMME ENERGY AND ENVIRONMENTAL SCIENCES (EES) 2016/2017. Faculty of Mathematics and Natural Sciences

CONFERENCE MOBILIZING AFRICAN INTELLECTUALS TOWARDS QUALITY TERTIARY EDUCATION. 5th 6th July 2017 Kigali, Rwanda.

Code of Practice on Freedom of Speech

5 Early years providers

Promotion and Tenure Guidelines. School of Social Work

Report on Keo Kou Community Learning Centre

STRATEGIC THOUGHT. Autumn 2013

ECON 442: Economic Development Course Syllabus Second Semester 2009/2010

Global School-based Student Health Survey. UNRWA Global School based Student Health Survey (GSHS)

Curriculum for the Academy Profession Degree Programme in Energy Technology

PROJECT INFORMATION DOCUMENT (PID) APPRAISAL STAGE

others have examples for how feedback mechanisms at the CBO level have been established?

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving

DEVELOPMENT AID AT A GLANCE

Stakeholder Debate: Wind Energy

MEASURING GENDER EQUALITY IN EDUCATION: LESSONS FROM 43 COUNTRIES

Information needed to facilitate the clarity, transparency and understanding of mitigation contributions

Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children

Resource Package. Community Action Day

Progress or action taken

Social Justice Practicum (SJP) Description

Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies

BASIC EDUCATION IN GHANA IN THE POST-REFORM PERIOD

Knowledge for the Future Developments in Higher Education and Research in the Netherlands

JD Concentrations CONCENTRATIONS. J.D. students at NUSL have the option of concentrating in one or more of the following eight areas:

A LIBRARY STRATEGY FOR SUTTON 2015 TO 2019

Judith Fox Notre Dame Law School 725 Howard Street South Bend, IN (574)

CALL FOR PARTICIPANTS

MOESAC MEDIUM TERM PLAN

James H. Williams, Ed.D. CICE, Hiroshima University George Washington University August 2, 2012

Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok

A European inventory on validation of non-formal and informal learning

GALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL

Asia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong.

Management and monitoring of SSHE in Tamil Nadu, India P. Amudha, UNICEF-India

Transcription:

The SDGs in a few lines: The origin, the state of play and the objectives The era of the Millennium Development Goals (MDGs) came to an end in 2015, and the new Sustainable Development Goals (SDGs) agreed at the United Nations in New York in September 2015, are now being discussed at the national, EU level and global level. TRANSITION In 2000, 189 countries agreed under the umbrella of the United Nations on the Millennium Development Goals 1 (MDGs) by signing the Millennium Declaration 2. According to the UN Declaration, the MDGs were to be achieved in a timeline of 15 years and, thus, they expired in 2015. The MDGs were composed by eight goals: seven social goals (namely eradicating hunger, promoting education and gender equality, reducing child mortality, improving maternal health, combating HIV/AIDS, creating a global partnership for development) and one environmental goal (ensuring environmental sustainability) 3. The MDGs reflected, indeed, the idea at that time that health and education were crucial drivers of development 4 : thus sustainability and development were to be achieved by goals mostly focused on the improvement of individuals conditions. In 2015, the UN published the report on the MDGs 5 and these were the global results achieved: 1 Murray, Christopher J. L. Shifting to Sustainable Development Goals Implications for Global Health, The New England Journal of Medicine, 2015, Vol.373(15), pp.1390-1393 2 http://www.un.org/millennium/declaration/ares552e.htm 3 Lidia Brito. Analyzing Sustainable Development Goals. Science 15 Jun 2012: Vol. 336, Issue 6087, pp. 1396 4 Murray, Christopher J. L. See footnote 1. 5 http://www.ladder-project.eu/wp-content/uploads/2016/04/mdg-2015-rev-july-1.pdf 1

Goal 1: Eradicate Extreme Poverty and Hunger Goal 2: Achieve Universal Primary Education Goal 4: Reduce child mortality Goal 3: Promote gender equality and empower women Goal 5: Improve maternal health Goal 7: Ensure Environmental Sustainability Goal 8: Develop a partnership for development Source: The Millenium Development Goals Report 2015, UN Goal 6: Combat HIV/AIDS, Malaria, and other Diseases 2

The SDGs Objectives Almost at the expiration of the MDGs, 193 countries agreed upon the new Sustainable Development Goals in September 2015, intended to be the step further to reach the overall objective of poverty eradication. SDGs Innovations The SDGs differ in some key aspects with the previous MDGs: 1. First of all, the increased number of goals and targets: the new SDGs are now 17 compared with 8 MDGs 2. The multidimensionality of the SDGs: development is not considered to be achieved only through the improvement of individual conditions, i.e. development becomes to be considered as a system to be achieved through multidimensional and interconnected layers 6 3. The SDGs are universal, meaning that every country will be involved in the implementation of 6 OECD Development Centre 3

the Agenda 2030 and its implications, whereas the MDGs, although not explicitly declared, referred only to developing countries 7 SDGs Targets Every SDG has several targets 8 to be achieved in a timeline of 15 years: 1. NO POVERTY: focusing on the eradication of extreme poverty, ensuring equal rights to the poor and vulnerable, and building resilience of the poor 2. ZERO HUNGER: the scope is ending hunger and malnutrition and ensuring sustainable food production 3. GOOD HEALTH AND WELL-BEING: ensuring healthy lives, eradication of AIDS, tuberculosis, malaria and other diseases, reduction of maternal mortality, reduction of premature death 4. QUALITY EDUCATION: ensuring that all boys and girls receive primary and secondary education, increasing the number of young adults with relevant skills 5. GENDER EQUALITY: improving women conditions, ending all forms of discrimination and ending all forms of violence against women 6. CLEAN WATER AND SANITATION: ensuring access to water and sanitation to all 7. AFFORDABLE AND CLEAN ENERGY: ensuring universal access to clean, affordable and sustainable energy to all 8. DECENT WORK AND ECONOMIC GROWTH: sustaining per capita growth, promoting a global strategy to combat youth unemployment, promoting development-oriented policies 9. INDUSTRY INNOVATION AND INFRASTRUCTURE: it promotes innovation, the development of resilient infrastructures and sustainable industries 10. REDUCED INEQUALITIES: promoting social and political inclusion and reducing the inequalities between countries 11. SUSTAINABLE CITIES AND COMMUNITIES: ensuring access for all to adequate and affordable housing, promoting sustainable cities urbanization 12. RESPONSIBLE CONSUMPTION AND PRODUCTION: achieving sustainable management of natural resources, reducing waste generation 7 Lidia Brito. See footnote 3. 8 https://sustainabledevelopment.un.org/sdgs 4

13. CLIMATE ACTION: including climate change measures in national policies, enhancing education and awareness-raising on climate change issues 14. LIFE BELOW WATER: ensuring a sustainable use of oceans, seas and marine resources 15. LIFE ON LAND: halting biodiversity loss, halting desertification, halting land degradation and managing forests in a sustainable way 16. PEACE, JUSTICE AND STRONG INSTITUTIONS: developing transparent institutions, developing inclusive societies and communities reducing all forms of violence, ending abuses 17. PARTNERSHIP FOR THE GOALS: reinforcing the global partnership for sustainable development As the summary shows, the SDGs are broad and ambitious, each goal contains several targets (in total 169 targets!) to be achieved by 2030 and every goal is multidimensional, meaning that every goal implies the achievement of different aspects, which are all related and interconnected. Therefore, if the SDGs are to be achieved, an efficient definition and implementation of the Agenda 2030 is needed in order to ensure actions on the multiple aspects of the SDGs. Hence, the Agenda 2030 and the SDGs are currently discussed at all levels and some challenges are clearly emerging towards an effective implementation of the SDGs: WHO IS RESPONSIBLE AT THE EU LEVEL? A clear definition of the strategy on how the SDGs will be implemented at the EU level has yet to be decided: the Council and the Commission have both welcomed the SDGs and the Agenda 2030, however responsibilities remain unclear 9. The next months will be fundamental in order to understand how the EU will proceed. WHAT ROLE FOR THE MEMBER STATES? The member states are in charge of defining country strategies towards the implementation of the Sustainable Development Goals. Nevertheless, this process is moving at different speeds: some countries 10 have already published a survey in which they explain the country strategy on how to 9 http://www.eesc.europa.eu/resources/docs/making-civil-society-a-driving-force-in-the-implementation-of-the-un-2030-agenda-forsustainable-development-pp_en.pdf 10 http://www.unece.org/index.php?id=42256 5

translate the SDGs at the national level, and some others have also volunteered to be reviewed at the High Level Political Forum in New York in July (namely: Estonia, Finland, Germany and France 11 ), whereas other countries still need to develop their strategies. HOW TO MEASURE THE SDGs? This question represents a completely different challenge: the development of the indicators framework for the SDGs is supposedly technical. However, measuring achievements and reporting progress will have also political impact and thus the indicator framework will be further discussed and negotiated in the next months at the UN level 12. NEXT STEPS ECOSOC Financing for Development Forum 18 th -20 th of April (New York) 13 High Level Thematic Debate on Achieving the SDGs 21 st of April (New York) 14 ECE Regional Forum on Sustainable Development in May (Geneva) 15 High level Political Forum in July (New York) 16 LOCALIZING SDGs: THE ROLE OF LAs The success of the Agenda 2030 will depend upon an effective translation at the local level of the SDGs : Local Authorities are key development actors in delivering communities services and in fighting against poverty. Hence, a decentralised development cooperation approach and a territorialisation of the national policy on development are essential to ensure the success of the SDGs. 11 https://sustainabledevelopment.un.org/hlpf 12 http://unstats.un.org/sdgs/ 13 http://www.un.org/esa/ffd/ffd-follow-up/ecosoc-ffd-forum.html 14 http://www.un.org/pga/70/events/sdgs/ 15 https://sustainabledevelopment.un.org/hlpf/2016/ece 16 https://sustainabledevelopment.un.org/hlpf/2016 This publication has been produced with the financial assistance of the European Union. The contents of this publication are the sole responsibility of ALDA and can under no circumstances be regarded as reflecting the position of the European Union. 6