scholarly journals Systems approaches for localising the SDGs: co-production of place-based case studies

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
David T. Tan ◽  
José Gabriel Siri ◽  
Yi Gong ◽  
Benjamin Ong ◽  
Shiang Cheng Lim ◽  
...  

Abstract Background Localisation is a pervasive challenge in achieving sustainable development. Contextual particularities may render generalized strategies to achieve the Sustainable Development Goals (SDGs) unfeasible, impractical, or ineffective. Furthermore, many localities are resource- and data-poor, limiting applicability of the global SDG indicator framework. Tools to enable local actors to make sense of complex problems, communicate this understanding, and act accordingly hold promise in their ability to improve results. Aim Systems approaches can help characterise local causal systems, identify useful leverage points, and foster participation needed to localise and catalyse development action. Critically, such efforts must be deeply rooted in place, involving local actors in mapping decision-processes and causation within local physical, social and policy environments. Given that each place has a unique geographical or spatial extent and therein lies its unique characters and problems, we term these activities “placially explicit.” We describe and reflect on a process used to develop placially explicit, systems-based (PESB) case studies on issues that intersect with and impact urban health and wellbeing, addressing the perspectives of various actors to produce place-based models and insights that are useful for SDG localisation. Methods Seven case studies were co-produced by one or more Partners with place-based knowledge of the case study issue and a Systems Thinker. In each case, joint delineation of an appropriate framing was followed by iterative dialogue cycles to uncover key contextual factors, with attention to institutional and societal structures and paradigms and the motivations and constraints of other actors. Casual loop diagrams (CLDs) were iteratively developed to capture complex narratives in a simple visual way. Results Case study development facilitated transfer of local knowledge and development of systems thinking capacity. Partners reported new insights, including a shifting of problem frames and corresponding solution spaces to higher systems levels. Such changes led partners to re-evaluate their roles and goals, and thence to new actions and strategies. CLD-based narratives also proved useful in ongoing communications. Conclusion Co-production of PESB case studies are a useful component of transdisciplinary toolsets for local SDG implementation, building the capacity of local actors to explore complex problems, identify new solutions and indicators, and understand the systemic linkages inherent in SDG actions across sectors and scales.

2020 ◽  
Vol 12 (7) ◽  
pp. 2846 ◽  
Author(s):  
Iteke van Hille ◽  
Frank G.A. de Bakker ◽  
Julie E. Ferguson ◽  
Peter Groenewegen

Nonprofit organizations (NPOs) have deployed various strategies in motivating businesses to source sustainably, such as the co-development and promotion of sustainability certification and direct collaboration in cross-sector partnerships (CSPs). This is an important current-day priority, given the ambitions set out in the Sustainable Development Goals (SDGs) and SDG 17 in particular. Increasingly, NPOs have taken up a role as conveners of such CSPs. Research on CSPs has, to date, often considered conveners as a ‘resource’ to the CSP, contributing to its effectiveness. In this study, we shift the focus towards the convener by considering a case of a ‘mission-driven convener’, an NPO that initiates CSPs as a strategy to realize its own sustainability objectives. Our explorative case study—comparing the NPO’s efforts across six countries in setting up national coffee platforms—reviews the concept of a mission-driven convener vis-à-vis established notions on convening and identifies which strategies it applies to realize a CSP. These strategies comprise productively combining certification-driven efforts with CSPs, combining process and outcomes of CSPs, and drawing on cross-level dynamics derived from outsourcing of convening work to local actors. With our study, we contribute to research on CSP conveners by offering an alternative interpretation to the relation between the CSP and the convener, attributing more agency to the convener as a mission-driven organization. Strengthening our understanding of CSPs and conveners is an important means to advance the Sustainable Development Goals (SDGs).


Author(s):  
Laura Ballerini ◽  
Sylvia I. Bergh

AbstractOfficial data are not sufficient for monitoring the United Nations Sustainable Development Goals (SDGs): they do not reach remote locations or marginalized populations and can be manipulated by governments. Citizen science data (CSD), defined as data that citizens voluntarily gather by employing a wide range of technologies and methodologies, could help to tackle these problems and ultimately improve SDG monitoring. However, the link between CSD and the SDGs is still understudied. This article aims to develop an empirical understanding of the CSD-SDG link by focusing on the perspective of projects which employ CSD. Specifically, the article presents primary and secondary qualitative data collected on 30 of these projects and an explorative comparative case study analysis. It finds that projects which use CSD recognize that the SDGs can provide a valuable framework and legitimacy, as well as attract funding, visibility, and partnerships. But, at the same time, the article reveals that these projects also encounter several barriers with respect to the SDGs: a widespread lack of knowledge of the goals, combined with frustration and political resistance towards the UN, may deter these projects from contributing their data to the SDG monitoring apparatus.


2021 ◽  
Vol 10 (3) ◽  
pp. 100
Author(s):  
Rhian Croke ◽  
Helen Dale ◽  
Ally Dunhill ◽  
Arwyn Roberts ◽  
Malvika Unnithan ◽  
...  

The global disconnect between the Sustainable Development Goals (SDGs) and the Convention on the Rights of the Child (CRC), has been described as ‘a missed opportunity’. Since devolution, the Welsh Government has actively pursued a ‘sustainable development’ and a ‘children’s rights’ agenda. However, until recently, these separate agendas also did not contribute to each other, although they culminated in two radical and innovative pieces of legislation; the Rights of Children and Young Persons (Wales) Measure (2013) and the Well-being and Future Generations (Wales) Act (2015). This article offers a case study that draws upon the SDGs and the CRC and considers how recent guidance to Welsh public bodies for implementation attempts to contribute to a more integrated approach. It suggests that successful integration requires recognition of the importance of including children in deliberative processes, using both formal mechanisms, such as local authority youth forums, pupil councils and a national youth parliament, and informal mechanisms, such as child-led research, that enable children to initiate and influence sustainable change.


Author(s):  
Richard Rosch ◽  
Michelle Heys ◽  
Hannah Kuper

Worldwide, many children do not meet their developmental potential. This is particularly the case in LMICs and especially affects children living with disability. Thus, improving developmental attainment and reducing the impact of disability has now become an integral part of many of the sustainable development goals. This chapter introduces several tools currently available to measure both childhood development, and the effects of disability. Using examples from current research in global health this chapter introduces both known effective intervention strategies that improve developmental outcomes, and highlights challenges and future priorities for further research. These points are further illustrated using epilepsy as a case study, highlighting how the interaction of biomedical, psychosocial, and socioeconomic factors impacts on childhood development.


2019 ◽  
Vol 22 (1) ◽  
pp. 171-186
Author(s):  
Frauke Lachenmann

The negotiation process of the Sustainable Development Goals (SDGS) process was extremely ambitious. It sought to remedy all the shortcomings of the Millennium Development Goals (MDGS) by ensuring transparency, ownership of the countries of the Global South, strong involvement of civil society groups and stakeholders, and creating a truly transformative set of sustainable development goals. Yet, it did not manage to avoid all the mistakes that were characteristic of the formulation of the MDGS. In addition, it struggled with its very own problems. The article traces the developments and debates that led to the formulation of Goal 16 on the rule of law. It shows that the success of this ambitious goal largely depends on the refinement of the indicator framework and the review mechanism.


2019 ◽  
Vol 11 (15) ◽  
pp. 4224 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Jesús Sánchez-Martín

Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study—in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.


Author(s):  
Rosa Elia MARTINEZ-TORRES ◽  
Mariusz BEDNAREK ◽  
Patricia RIVERA-ACOSTA ◽  
Maricela OJEDA-GUTIERREZ

The United Nations Organization is in favor of Sustainable Development through Objectives, of which four are studied for their relationship with the environment; for its part, the Legislative Framework of Mexico, provides to the agencies of the Ministry of Economy, power over the environmental parameters that must be met for companies operating in the mining-metallurgical sector. With a case study methodology, which is part of an integrated multiple case study (Yin, 2013), the environmental practices of an analysis unit (underground metal ore mine in Mexico) were investigated, obtaining information on instruments designed and, describing with a qualitative approach, the participation of the four sustainable principles selected, which obey the Sustainable Development Goals: (1) Industry, innovation and infrastructure, (2) Sustainable cities and communities, (3) Production and consumption responsible and, (4) Life and terrestrial ecosystems Therefore, the objective is: Articulate compliance with the principles of sustainability with the legislative parameters of an underground metal ore mine, to contribute to a comprehensive proposal of best practices for the Environmental Management of the miningmetallurgical sector of Mexico.


Author(s):  
Débora Isabel Ramos Torres

The Sustainable Development Goals (SDGs) have become entrenched in higher education institutions (HEIs) for their commitment to training people with relevant key competencies to address them. The article examines how teaching has been configured as the dimension with the greatest potential to incorporate sustainable development and how, together with research, it is considered one of the main areas of contribution to the achievement of the SDGs, concretized in the integration of these objectives to the study plans of the official degrees that, as a training action, are carried out. From the review of the Report of the Second World Survey of the International Association of Universities on Higher Education, Research and Sustainable Development, the annual Report of the Agreement on the SDGs of the Global Alliance and the Dossier of the Spanish Network for Development Sustainable, each SDG analyzes the relevant actions of integration of these Global Objectives in the teaching function and references to experiences as case studies. The analysis of the results shows a high variability between the universities regarding the degree of approach of each of the SDGs and the tendency to identify as well-established work, the one carried out with SDG 4, as a priority from teaching. The case studies analyzed show a significant differentiation regarding the types of actions they carry out and their trends. The use of surveys such as those analyzed are insufficient to observe the development of integration in the curricula, more experiences such as that developed by REDS are needed, as well as online platforms in which teachers present their experiences of curricular redesigns and incorporation from the SDGs to the curricula and mapping of the new degrees that are emerging.   


Sign in / Sign up

Export Citation Format

Share Document