scholarly journals A formação superior nos Cursos do Campo de Públicas e a abordagem do Desenvolvimento Sustentável segundo a Agenda 2030 / Higher education in Public Field Courses and the Sustainable Development approach according to the 2030 Agenda

2021 ◽  
Vol 7 (9) ◽  
pp. 91403-91429
Author(s):  
Clerilei Bier ◽  
Rogério Simões ◽  
Amanda Marina Lima Batista ◽  
Maria Izabel Lemos ◽  
Géssica Da Silva
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
Development Approach

Assessment of the similarity of the eu countries in the process of sustainable development in the context of agenda 2030 goals

2018 ◽  
Vol 6 (2(13)) ◽  
pp. 123-133
Author(s):  
Emília Huttmanová ◽  
Tomáš Valentiny ◽  
Roman Novotný
Keyword(s):  
Sustainable Development ◽  
Social Life ◽  
Sustainable Development Goals ◽  
The Sustainable Development ◽  
Eu Countries ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
Development Goals ◽  
Almost All ◽  
The Eu

Sustainability ideas are implemented in almost all areas of life, not only into the economic and social life. However, the ways to sustainable development quantifying are still relatively complicated and incomplete. One of the possibilities of assessment and achievement of sustainable development and sustainability can be considered assessment using the Sustainable Development Goals (SDGs) presented in Agenda 2030. The aim of the paper is to assess the similarity of the EU countries in achieving the Sustainable Development Goals according to 2030 Agenda.

scholarly journals The Role and Importance of Talloires Declaration in Establishing Sustainable Higher Education Institutions

2021 ◽  
Vol 11 (2) ◽  
pp. 417-424
Author(s):  
muhammed yunus bilgili
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Natural Resources ◽  
Higher Education Institutions ◽  
Future Generations ◽  
The Sustainable Development ◽  
Human Needs ◽  
Development Approach ◽  
The Right ◽  
The Relationship

The intensive use of environmental and natural resources to satisfy human needs has risked the potential of renewable ecosystems and caused environmental problems. In order to respond to the problems faced, the current economic system has been interrogated. In the response emphasizing that future generations have the right to benefit from natural resources, the sustainable development approach has come to prominence. It has been observed that the issues of sustainable development and sustainability have been intensely discussed by higher education institutions since the 1980s. Until the Talloires Declaration (1990), the relationship between sustainability and higher education has been focalized to environmental education, with this declaration, the sustainability of higher education institutions has been brought to the agenda. The aim of this study is to examine Talloires Declaration on behalf of role, importance and transformations in establishing sustainable higher education institutions

scholarly journals Older-Age Exclusion and the 2030 Agenda for Sustainable Development

2021 ◽  
pp. 359-372
Author(s):  
Patricia Conboy
Keyword(s):  
Sustainable Development ◽  
Older People ◽  
Policy Design ◽  
Older Age ◽  
Political Commitment ◽  
Middle Income ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
Major Shift

AbstractThis chapter explores how far the potential of the 2030 Agenda, a global framework for the Sustainable Development Goals (SDGs), is being utilised to address multidimensional older age exclusion. The available evidence shows that, without a major shift in the coming decade, the pledge that the 2030 Agenda should be met for “all nations, peoples … and segments of society” will not be achieved in the case of older people, and the risks of failure are highest for older people in low- and middle-income countries. Across dimensions of framing, implementation, monitoring and reporting, recognition of ageing and older people is limited in the SDGs. Where recognition is explicit, it relates to the framing of older people as a vulnerable group rather than as rights holders on an equal footing with people of other ages. The major shift required in this context is the recognition of older people as rights holders, of States as duty bearers and the extension of a rights-based approach to policy design and implementation to counteract multidimensional social exclusion. Failure is not inevitable. Political commitment from key stakeholders, coupled with support from bilateral and multilateral donors, could result in better outcomes from Agenda 2030 on older-age exclusion.

scholarly journals Μελέτη και ανάλυση διδακτικών προτύπων για εφαρμογή στην διδακτική πολύπλοκων συστημάτων

2020 ◽  
Author(s):  
Σταματία Αρτέμη
Keyword(s):  
Sustainable Development ◽  
Management System ◽  
Sustainable Development Goals ◽  
Learning Management System ◽  
Project Based Learning ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
E Learning ◽  
Development Goals

Η παρούσα διδακτορική διατριβή έχει στόχο την παραγωγή και διακίνηση εκπαιδευτικού υλικού και μεθόδων που ενισχύουν την συνεργασία βαθμίδων εκπαίδευσης και την Εκπαίδευση για την Αειφόρο Ανάπτυξη (ΕΑΑ). Η επιλογή διδασκαλίας από απόσταση σύγχρονων θεμάτων Φυσικής στο πλαίσιο της ΕΑΑ και η έρευνα του κατάλληλου πλαισίου από το οποίο μπορεί να επιτευχθεί αυτό είναι ένα από τα αντικείμενα έρευνας. Η εκπαίδευση από απόσταση είναι ένα από τα αντικείμενα μελέτης για πολλούς λόγους που θα αναφερθούν παρακάτω, αλλά ένας από τους κυριότερους είναι ότι καθίσταται ο μοναδικός τρόπος να πετύχουμε δίαυλο επικοινωνίας και άμεση συνεργασία με τις υπόλοιπες βαθμίδες εκπαίδευσης (μαθητές, εκπαιδευτικούς) σε διάφορα γεωγραφικά μέρη. Η παρούσα διατριβή σχεδιάζει και υλοποιεί εκπαιδευτικά πρότυπα που ασχολούνται με διαφορετικά σύγχρονα θέματα επιστήμης και μελετά - αναλύει την αποτελεσματικότητα συνδυασμού συγκεκριμένων μαθησιακών εργαλείων που εξυπηρετούν το κάθε πρότυπο, τα εργαλεία επικοινωνίας και την αλληλεπίδραση των μαθητών και εκπαιδευτικών στα άτυπα αυτά εκπαιδευτικά περιβάλλοντα. Η διατριβή βασίζεται σε τέσσερις βασικούς πυλώνες και αναλύονται με την ακόλουθη σειρά: ένταξη σύγχρονων θεμάτων επιστήμης, σε τυπική και μη μορφή, στο σχολικό πλαίσιο, δημιουργία δράσεων που συμβάλλουν στην Εκπαίδευση για την Αειφόρο Ανάπτυξη και υπηρετούν τους στόχους της Agenda 2030 (agenda of the Sustainable Development Goals - SDGs), χρήση εξ αποστάσεως εργαλείων και πρακτικών, ένταξη Problem Oriented Project Based Learning μεθόδου υπό το κατάλληλο πλαίσιο στα παραγώμενα διδακτικά πρότυπα Βασιζόμενοι στους πυλώνες αυτούς διερευνάται το κατάλληλο blended e- learning διδακτικό πρότυπο που πρέπει να δημιουργηθεί ώστε να αποσκοπεί στην ΕΑΑ, επιλέγοντας την προβληματοκεντρική διερεύνηση ενός σύγχρονου θέματος για την αειφορία και την βιωσιμότητα και συνδυάζοντας αριθμό συγκεκριμένων εξ αποστάσεως μαθησιακών και επικοινωνιακών εργαλείων. Το πρότυπο αυτό καλείται να είναι αποτέλεσμα ζυμώσεων της συνεργασίας των βαθμίδων εκπαίδευσης και να μπορεί να είναι διαθέσιμο προς όλους και επαναχρησιμοποιήσιμο. Η έρευνά μας καταλήγει στο ότι μπορεί να στηθεί κατάλληλο blended e- learning περιβάλλον με θεματική που να ενισχύει την Εκπαίδευση για την Αειφόρο Ανάπτυξη. Παρουσιάζονται τα κριτήρια επιλογής θεματολογίας που μπορεί να δημιουργήσει και ενιαίο πλαίσιο, μια κοινή δράση, για όλες τις βαθμίδες εκπαίδευσης σε συνεργασία με το πανεπιστήμιο. Η προβληματοκεντρική προσέγγιση στο παραπάνω πλαίσιο και η χρήση της μεθόδου των μαθησιακών αντικείμενων στον σχεδιασμό του e-learning προτύπου, χρησιμοποιώντας συγκεκριμένα προτεινόμενα μαθησιακά εργαλεία , όπως την φιλοξενία όλου του υλικού σε πλατφόρμα τηλεκπαίδευσης (Learning Management System) και η χρήση συγκεκριμένων προσομοιώσεων, εξ αποστάσεως πραγματικών πειραμάτων και πολυμέσων, είχε θετική ανατροφοδότηση από του χρήστες, δίνοντας κίνητρο σε αυτούς .να συμμετέχουν ενεργά καθόλη την διάρκεια της δράσης. Οι εκπαιδευτικοί έκριναν χρήσιμο το πρότυπο και κάποιοι χρησιμοποιούν μέρη του ακόμη και σήμερα.

scholarly journals Energy sustainability in teaching and outreach initiatives and the contribution to the 2030 Agenda

2020 ◽  
Vol 21 (7) ◽  
pp. 1607-1624
Author(s):  
Amanda Lange Salvia ◽  
Luciana Londero Brandli ◽  
Walter Leal Filho ◽  
Bianca Gasparetto Rebelatto ◽  
Giovana Reginatto
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Global Analysis ◽  
Energy Sustainability ◽  
Content Type ◽  
The Sustainable Development ◽  
2030 Agenda ◽  
Challenges And Opportunities

Purpose Considering the different roles universities can perform to contribute to sustainable development, it is through teaching and outreach that they might be able to connect to the academic and local communities the most. The purpose of this study is to investigate the extent to which energy sustainability is being considered in campus teaching and outreach activities of different higher education institutions worldwide. In this context, this exploratory study was developed. Design/methodology/approach Through an online survey, a group of 36 universities from all continents was inquired about the level of sustainability in energy aspects of teaching and outreach activities, including curriculum change, training courses for staff and the regularity of outreach projects. Findings The results allowed global analysis concerning challenges and opportunities of these educational activities. This study also touches upon the interconnection between these practices and the contribution of universities towards the 2030 Agenda, and how universities can expand their activities and contribute practically to society. In terms of practical contributions, this study provides recommendations for higher education institutions to develop further in the area of energy sustainability through teaching and outreach. Originality/value Energy is a sustainability aspect relatively well covered by actions on campus operations, but there is a paucity of studies connecting this topic to teaching and outreach activities. This study is an approach to not only fill this gap but also reinforce the university role and contribution to the Sustainable Development Goals.

scholarly journals La sostenibilidad del concepto de Desarrollo Sostenible. ¿Cómo hacerlo operativo?

UDA AKADEM ◽  
2020 ◽  
pp. 184-202
Author(s):  
Juan Diego Tapia-Sisalim
Keyword(s):  
Sustainable Development ◽  
Water Resources ◽  
Sustainable Development Goals ◽  
Integrated Management ◽  
Social Changes ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
Management Indicators ◽  
Development Goals

Los desafíos del Antropoceno generan presiones por la planificación, fomento y aplicación de innovadores cambios económicos, éticos, políticos y sociales. La propuesta del Desarrollo Sostenible, a pesar de insistir en un crecimiento económico ilimitado con fundamento en la teoría capitalista, y, de su enfoque antropocéntrico, a través de la Agenda 2030 y sus Objetivos de Desarrollo Sostenible (ODS) se ha establecido como el punto de referencia para el desarrollo global futuro. No obstante, las críticas al concepto y su operatividad son varias. El presente ensayo ofrece una reflexión crítica de este concepto y de su propia sostenibilidad y, a partir de ella, con relación a los ODS y su interconexión con la gestión integrada de recursos hídricos (GIRH), se discute de manera descriptiva la forma de hacerlo operativo a través del análisis con indicadores de gestión. Enfoques holísticos y complejos son comunes entre Desarrollo Sostenible y GIRH, por lo que sus dinámicas y abordajes hacia la operatividad en el ámbito de la sostenibilidad, también podrían serlo.Palabras Clave: Antropoceno, Desarrollo Sostenible, Economía Política, Naturaleza, Recursos Hídricos. AbstractThe challenges of the Anthropocene generate pressures for the planning, promotion and application of pioneering economic, ethical, political and social changes. The Sustainable Development proposal, despite persist on unlimited economic growth based on capitalist theory, and, of its anthropocentric viewpoint, through the 2030 Agenda and its Sustainable Development Goals (SDGs) has been established as the point of reference for future global development. Nevertheless, there are several criticisms of the concept and its operability. This essay offers a critical reflection of this concept and of its own sustainability, and based on it, in relation to the SDGs and their interconnection with the integrated management of water resources (IWRM), the way to make it operational is discussed in a descriptive way through the analysis with management indicators. Holistic and complex outlooks are common between Sustainable Development and IWRM, so their dynamics and approaches to operability in the field of sustainability could also be. Keywords: Anthropocene, Sustainable Development, Political Economy, Nature, Water Resources  

scholarly journals Sustainable Development Goals, climate crisis and sustained injustices

2020 ◽  
Author(s):  
Paola Villavicencio Calzadilla ◽  
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
The Status ◽  
Development Goals ◽  
Climate Crisis ◽  
Development Paradigm

In 2015, the UN adopted the 2030 Agenda and the Sustainable Development Goals (SDGs), a set of universal goals in key areas of action linked to sustainable development. The SDGs address not only highly relevant socioeconomic issues, but also pressing environmental challenges associated with the Anthropocene, such as climate change. The integration of a specific climate goal – SDG 13 – into the SDGs is paramount as climate change is a global and urgent threat compromising the realisation of all the SDGs. However, the SDGs’ focus on issues linked to the current economic growth pattern and development paradigm may prevent them from addressing the climate crisis and the inequalities and injustices associated with it. This paper attempts to establish the extent to which the SDGs promote progress towards achieving climate justice or if, on the contrary, they maintain the status-quo and continue to fuel the climate crisis while leaving millions behind. En 2015, las Naciones Unidas adoptaron la Agenda 2030 y los Objetivos de Desarrollo Sostenible (ODS), un conjunto de objetivos universales en áreas de acción esenciales vinculadas al desarrollo sostenible. Los ODS no sólo abordan cuestiones socioeconómicas de gran relevancia, sino también desafíos ambientales apremiantes asociados al Antropoceno, como el cambio climático. La integración de un objetivo climático específico –SDG 13– en los ODS es primordial ya que el cambio climático es una amenaza global y urgente que compromete la realización de todos los ODS. Sin embargo, el hecho de que los ODS se centren en cuestiones relacionadas con el actual patrón de crecimiento económico y el paradigma de desarrollo podría impedirles enfrentar la crisis climática y las desigualdades e injusticias asociadas con la misma. Este artículo intenta establecer hasta qué punto los ODS promueven el progreso hacia el logro de la justicia climática o si, por el contrario, mantienen el statu quo y siguen alimentando la crisis climática, al tiempo que dejan atrás a millones de personas.

scholarly journals Editorial – Global Politics, the 2030 Agenda and the Sustainable Development Goals (SDG)

2020 ◽  
Vol 21 ◽  
Author(s):  
Thiago Gehre Galvão ◽  
Henrique Zeferino de Menezes
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Global Politics ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
Development Goals

A publicação de uma edição especial do Meridiano 47 - Revista de Política Global sobre a Agenda 2030 e os Objetivos de Desenvolvimento Sustentável coloca o Brasil e o Sul Global no centro dos debates sobre um dos assuntos mais relevantes e que têm animado periódicos, artigos e conferências internacionais no mundo todo. De fato, esse dossiê é uma genuína contribuição intelectual para as discussões sobre os impactos da Agenda 2030, debatendo os desafios à política global em relação à Agenda 2030 e aos ODS, como territorialização e níveis de implementação, orquestração e prestação de contas, potencial transformador dos ODS, conciliação entre pesquisa e atividades de aprendizagem e extensão, bem como problematizando o tema dos indicadores. Além disso, busca fornecer recorte claro da perspectiva brasileira sobre a política global dos ODS.

scholarly journals REFLEXÕES SOBRE A INTELIGÊNCIA ARTIFICIAL NA AGENDA 2030 PARA O DESENVOLVIMENTO SUSTENTÁVEL

2021 ◽  
Vol 16 (1) ◽  
pp. 30-64
Author(s):  
Sthéfano Bruno Santos Divino
Keyword(s):  
Artificial Intelligence ◽  
Sustainable Development ◽  
Research Methods ◽  
Sustainable Development Goals ◽  
Research Problem ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
Integrated Research ◽  
Development Goals

RESUMOO presente artigo tem como problema de pesquisa o seguinte questionamento: como a Inteligência Artificial (IA) pode contribuir para o cumprimento das metas da Agenda 2030 para o Desenvolvimento sustentável? A primeira seção se incumbe da demonstração das possíveis utilizações da IA para o efetivo atingimento dos Objetivos de Desenvolvimento Sustentável (ODS). Neste momento, destacam-se os aspectos positivos e os aspectos negativos na utilização da IA. Na segunda seção, realiza-se um estudo sobre os atos normativos de alguns países sobre as possíveis implicações negativas e regulamentais da IA para com a sociedade. Para tanto, utiliza-se os métodos dedutivo e de pesquisa integrada. Ao final, demonstra-se que a IA apresenta-se como importante fator da equação posta pela Agenda 2030, desde que devidamente observada e regulada.PALAVRAS-CHAVE: Agenda 2030; Inteligência Artificial; Desenvolvimento Sustentável. ABSTRACTThis article has as a research problem the following question: how can Artificial Intelligence (AI) contribute to meeting the goals of the 2030 Agenda for Sustainable Development? The first section is responsible for demonstrating the possible uses of AI for the effective achievement of the Sustainable Development Goals (SDGs). At this moment, the positive and negative aspects in the use of AI are highlighted. In the second section, a study is carried out on the normative acts of some countries on the possible negative and regulatory implications of AI for society. For this, the deductive and integrated research methods are used. In the end, it is shown that AI presents itself as an important factor in the equation posed by Agenda 2030, as long as it is properly observed and regulated.Keywords: Agenda 2030; Artificial intelligence; Sustainable development.

scholarly journals Institutionalization of higher education and science in the strategy of sustainable social development: global and European levels

2020 ◽  
pp. 32-61
Author(s):  
Viktor Zinchenko
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Development ◽  
Lifelong Learning ◽  
Education System ◽  
Global Strategy ◽  
Quality Education ◽  
Knowledge And Skills ◽  
Agenda 2030 ◽  
2030 Agenda

The current education system is still «teaching» society the tasks and goals of sustainable development on a small and insufficient scale. However, the official program document (Resolution) of the UN General Assembly formulates an appropriate global strategy «Transforming our world: the 2030 Agenda for Sustainable Development». Sustainable Development Goals (SDGs) are the key areas for implementing this global integrated multi-level strategy for social, governmental and institutional sustainable development. Education is one of the crucial prerequisites for the implementation of the UN global strategy «Agenda 2030». Therefore, education has a key role to play in seeing a just, peaceful and sustainable society (both global, continental, regional and national). International and European integrated strategy for sustainable social development «Transforming our world: the 2030 Agenda for Sustainable Development» – at the global level of education and science offers a mechanism for achieving and providing inclusive, equitable and quality education and training, promoting all opportunities for education and lifelong learning. The strategy envisages providing and allowing everyone to receive and complete free, fair and quality primary, secondary and higher education, which will lead to appropriate and effective results of sustainable social development of both individual states and the global system. It is also necessary to create preconditions for ensuring access of all, regardless of social, sexual, racial, ethnic origin to quality education at all levels, and to create appropriate conditions for this by 2030, which will allow them to successfully move to the next educational levels and carry out lifelong learning. To do this, all levels, models and systems of education (through the model of «education for sustainable development») must be transformed - to acquire the knowledge and skills necessary for sustainable development: sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, through global civic education and the recognition of cultural diversity and the contribution of culture to sustainable development.  Thus, Agenda 2030 sets practical challenges for governments to ensure, through the transformation of the education system («education for sustainable development»), the maximum conditions for all people to participate (through the acquisition of quality knowledge and skills through education) in society, state and economic and political development.

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