scholarly journals Nigeria’s demographic transition and implications on the attainment of sustainable development goals

2021 ◽  
Vol 20 (1) ◽  
pp. 1-10
Author(s):  
Abubakar Yakubu Abbani
Keyword(s):  
Growth Rate ◽  
Sustainable Development ◽  
Population Growth ◽  
Population Growth Rate ◽  
Sustainable Development Goals ◽  
Environmental Indicators ◽  
Quality Education ◽  
Demographic And Health Surveys ◽  
Demographic Trends ◽  
Development Goals

The Sustainable Development Goals (SDGs) is a time-bound global development agenda with 17 goals which targets 169 social, economic, and environmental indicators agreed upon in 2015 by UN member states to be achieved by year 2030. The SDGs includes many targets and references to eradicating extreme poverty and hunger, improved health for women and children, enhance universal access to quality education, and gender equality, among others. This study utilised the reports of Nigeria Demographic and Health Surveys from 1990 to 2018 and the 2006 national population census results to understand and analyse Nigeria’s demographic trends (age structure, fertility and mortality rates) with the intention to understand how they may affect the country’s efforts towards realising the set targets of the SDGs relating to eradication of poverty and hunger, ensuring health of the people, providing quality education and empowering women and girls. Findings showed that Nigeria’s demographic trends is characterised by slowly declining mortality and fertility rates with high population growth rate, and a dismal performance in the SDGs targets relating to poverty, hunger, health, education and women empowerment. The country will have to slow down its population growth rate and invest heavily in education, healthcare and job creation to be able to achieve the targets of the SDGs by 2030.

scholarly journals Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora

2021 ◽  
Vol 13 (4) ◽  
pp. 1828
Author(s):  
Elisa Chaleta ◽  
Margarida Saraiva ◽  
Fátima Leal ◽  
Isabel Fialho ◽  
António Borralho
Keyword(s):  
Social Sciences ◽  
Economic Growth ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
The Other ◽  
Potential Contribution ◽  
Decent Work ◽  
Development Goals ◽  
The University

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

Trade and Investment Accords for Sustainable Development Goals 1–5

2021 ◽  
pp. 267-276
Author(s):  
Marie-Claire Cordonier Segger
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Economic Recovery ◽  
The Sustainable Development ◽  
Health And Wellbeing ◽  
Development Goals ◽  
Investment Agreements ◽  
Trade And Investment

The Sustainable Development Goals (SDGs) set aspirational objectives for governments, international organizations and other stakeholders seeking to support sustainable development to achieve by 2030 or before, as well as indicators to facilitate measurement of attainment levels. Chapter 19 is the first of three chapters exploring provisions from over 110 innovative bilateral and regional economic treaties that could facilitate achievement of certain SDGs and their associated targets, to enable countries to maximize opportunities for their economic accords to assist in effectively contributing towards achievement of the SDG targets, particularly in a time of post-pandemic economic recovery. This chapter addresses trade and investment agreements provisions relevant to a first set of SDGs which target ‘basic needs’ challenges: eradicating poverty (SDG 1); ending hunger (SDG 2); promoting health and wellbeing (SDG 3); ensuring quality education (SDG 4) and achieving gender equality (SDG 5). The chapter canvasses the requirements of each goal and provides examples of treaty provisions that address each SDG.

scholarly journals Review of Indicators for Localizing Environmental Goals at Sub National and Local Level in Nepal

2020 ◽  
Vol 15 (3) ◽  
pp. 304-307
Author(s):  
Ek Raj Sigdel ◽  
Martina Maria Keitsch
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Local Level ◽  
Scientific Basis ◽  
Environmental Indicators ◽  
Middle Income ◽  
Stakeholder Consultation ◽  
Development Goals ◽  
The Government ◽  
Environmental Goals

Nepal, as a member of the United Nations, is committed to achieve the global initiatives of Sustainable Development Agenda by 2030. Toward translating the commitment into action, Nepal has produced preliminary SDGs Report in 2015, even before the formal adoption of the 2030. Moreover, Voluntary National Review Report, Sustainable Development Goals, Status and Roadmap: 2016-2030, and Sustainable Development Goals 2016-2030 National (Preliminary) Report were developed. Further, Nepal has initiated mainstreaming the 2030 Agenda into national policies and plans. The 14th periodic plan, the national budget, and other sectoral plans have been closely aligned with the SDGs and the approach paper for 15th five-year plan is intended to achieve the SDG. The upcoming 15th periodic plan will basically aim to support the government in achieving all the SDGs by 2030 and help Nepal emerge as a middle-income country by 2030. The indicators comprise of renewable energy for electricity and vehicles, injuries due to disaster (number), greenhouse gases, adaptation plans, trained man power, climate change educations, and climate smart villages and farming are identified as indicators under climate and energy goals. Similarly, under forest goals proportion of forest land, forest under community-based management (% of total dense forest areas), protected area (including forest, in % of total land area), handover of forests to leasehold forest groups (000 hectare), wild tigers (number), rhino (number) etc are included. Likewise, conservation of lakes, wetlands, and ponds (number) and potentially dangerous lakes (%) are included under fresh water goals. However, there was no scientific basis how the indicators were derived for the environmental goals. In this backdrop, a study in identifying site specific, measurable, time bound, relevant and attainable indicators was paramount. Based on the secondary literature review, stakeholder consultation at sub national and local level, the indicators were verified and suggested strategies that help localizing the environmental indicators at sub-national and local level in Nepal. The study was therefore centered on reviewing the environmental indicators and suggest appropriate strategies so that it helps expediting localization of SDG in Nepal.

scholarly journals The Contribution of UNESCO Chairs toward Achieving the UN Sustainable Development Goals

2018 ◽  
Vol 10 (12) ◽  
pp. 4471 ◽  
Author(s):  
Zinette Bergman ◽  
Manfred Bergman ◽  
Kiran Fernandes ◽  
Daphne Grossrieder ◽  
Lea Schneider
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Negative Consequences ◽  
Cultural Organization ◽  
The United Kingdom ◽  
Research And Teaching ◽  
2030 Agenda ◽  
Development Goals ◽  
The Chairs

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) aims to enhance peace, security, and sustainable development by fostering international collaboration. Based on this aim, it stands to reason that the organization ought to contribute to the UN 2030 Agenda for Sustainable Development. In this research, we examined how an important program of UNESCO, the UNESCO Chairs, contributes to the achievement of the UN Sustainable Development Goals (UN SDGs). Specifically, we studied the activities of 34 UNESCO Chairs from seven countries of the Northern Hemisphere (Germany, Iceland, Portugal, Slovenia, South Korea, Switzerland, and the United Kingdom) to assess the contribution of the chairs toward the UN SDGs. The data for this study are based on in-depth narrative interviews, and we used Hermeneutic Content Analysis, a mixed methods framework, for analysis. Our results show that, unsurprisingly, all chairs contribute to UN SDG 4 (Quality Education) and 17 (Partnerships for the Goals) based on their extensive research and teaching activities. Interestingly, their academic focal areas contribute to specific UN SDG clusters. Using Multidimensional Scaling, we analyzed the UN SDG clusters across different focal areas to reveal the implicit models of sustainability among the chairs. Our findings have implications on the limits of how UNESCO Chairs conceptualize sustainability and show how this has positive and negative consequences on their contribution toward achieving the UN SDGs.

scholarly journals Synergies and Trade-offs among Sustainable Development Goals: The Case of Spain

2020 ◽  
Vol 12 (24) ◽  
pp. 10506
Author(s):  
Carlos de Miguel Ramos ◽  
Rafael Laurenti
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Clean Energy ◽  
Quality Education ◽  
Positive Interactions ◽  
Clean Water ◽  
Water And Sanitation ◽  
Agenda 2030 ◽  
Trade Offs ◽  
Development Goals

The United Nations plans have marked global sustainable development for more than two decades. Most of the developed and developing countries have adopted these plans to achieve the Agenda 2030, currently formed by the 17 Sustainable Development Goals (SDGs). The analysis of the interactions between the SDGs is a growing area in research and of interest for governments. However, studies on how positive correlations can improve deteriorated goals are scarce for countries to date. This study aims at filling this gap by finding and quantifying the synergies and trade-offs among the SDGs of Spain. During the years 2000–2019, almost 80% of the SDG targets had significant interactions, either positive (synergy) or negative (trade-off). SDG 4 (quality education), SDG 5 (gender Equality) and SDG 7 (affordable and clean energy) contained the largest number of positive interactions, more than 60% in all of them. SDG 3 (good health and wellbeing) was strongly linked with indicators from SDG 4 (quality education) and also SDG 6 (clean water and sanitation). Furthermore, indicators from SDG 7 (affordable and clean energy) shared a high correlation with the ones from SGD 12 (responsible consumption and production) and SDG 15 (life on land). SDG 1 (no poverty), 2 (zero hunger), 6 (clean water and sanitation), 8 (decent work and economic growth) and 11 (sustainable cities and communities) had the slowest evolution during the years 2000–2019, showing contractions in some instances. We developed a regression model to assess the influence that selected targets have had on a less evolved target (target 8.6—proportion of youth not in education, employment or training). We managed to clarify high influence from target 1.3 (unemployment compensations), target 8.4 (domestic material consumption) and target 10.5 (non-performing loans) on the dependent variable. Identifying numerical dependencies between the SDGs may help nations to develop a roadmap where targets work as cogwheel towards achieving the Agenda 2030.

scholarly journals Meeting the Sustainable Development Goals leads to lower world population growth

2016 ◽  
Vol 113 (50) ◽  
pp. 14294-14299 ◽  
Author(s):  
Guy J. Abel ◽  
Bilal Barakat ◽  
Samir KC ◽  
Wolfgang Lutz
Keyword(s):  
Sustainable Development ◽  
Reproductive Health ◽  
Population Growth ◽  
Sustainable Development Goals ◽  
Population Projections ◽  
Sensitivity Analyses ◽  
World Population ◽  
World Population Growth ◽  
Mortality Differentials ◽  
Development Goals

Here we show the extent to which the expected world population growth could be lowered by successfully implementing the recently agreed-upon Sustainable Development Goals (SDGs). The SDGs include specific quantitative targets on mortality, reproductive health, and education for all girls by 2030, measures that will directly and indirectly affect future demographic trends. Based on a multidimensional model of population dynamics that stratifies national populations by age, sex, and level of education with educational fertility and mortality differentials, we translate these goals into SDG population scenarios, resulting in population sizes between 8.2 and 8.7 billion in 2100. Because these results lie outside the 95% prediction range given by the 2015 United Nations probabilistic population projections, we complement the study with sensitivity analyses of these projections that suggest that those prediction intervals are too narrow because of uncertainty in baseline data, conservative assumptions on correlations, and the possibility of new policies influencing these trends. Although the analysis presented here rests on several assumptions about the implementation of the SDGs and the persistence of educational, fertility, and mortality differentials, it quantitatively illustrates the view that demography is not destiny and that policies can make a decisive difference. In particular, advances in female education and reproductive health can contribute greatly to reducing world population growth.

scholarly journals TECHNOLOGICAL ADVANCEMENT AND CHILD-FRIENDLY EDUCATION IN NIGERIA: A POST-COVID REVIEW

2021 ◽  
Author(s):  
Esther Ololade Adekunle ◽  
◽  
Olawale Yinusa Olonade ◽  
Olaniyi Trust Ayodele ◽  
Tayo Ola George
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Easy Access ◽  
Technology In Education ◽  
Technological Advancement ◽  
Development Goals ◽  
Child Friendly ◽  
The United Nations

Over the years, education has been a source of sustainable development in many countries in the world. Unfortunately, even though it is a potent weapon for measuring a country's development, it has suffered setbacks resulting in poor quality education. Quality Education is a significant prerequisite for developing every country's one of the United Nations' sustainable development goals. According to the United Nations, every child is entitled to quality and accessible education equipped with skills useful for their future development. For a child to enjoy quality education regarding the United Nations Sustainable Development Goals, technology is necessary. Technology in education has helped solve many problems, making life-learning processes enjoyable and exciting for every child to learn. The adoption of technology in education comes with many advantages embedded in improving communication and research. However, some challenges have affected easy access to learning, which has led to low participation in educational activities. This study embraces the Modernization theory, which talks about the description and explanation of transformation processes from a simple traditional society to a more complex modern society in all spheres of life. Hence, this paper seeks to examine the challenges and impacts of technological advancement in education in Nigeria. Keywords: Technology, Education, Child friendly, Sustainable Development, UNESCO, UNICEF

scholarly journals Analisis Program PT. JICT Rumah Belajar dalam Mendukung Indonesian Sustainable Development Goals 2018

2020 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Hafidzah Dinda Alimuary
Keyword(s):  
Sustainable Development ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Sustainable Development Goals ◽  
Container Terminal ◽  
Quality Education ◽  
Development Goals ◽  
Corporate Social

Penelitian ini bertujuan untuk menganalisis pelaksanaan nyata program CSR Rumah Belajar di bidang pendidikan yang sebenarnya dilakukan oleh PT. Jakarta International Container Terminal (JICT) for support for Sustainable Development Goals (SDGs) 4, Quality Education. Salah satu faktor yang menentukan keberhasilan bisnis tersebut adalah kepedulian perusahaan dan rasa hormat terhadap lingkungan sekitar. Area tersebut dinamakan Corporate Social Responsibility (CSR). Penelitian ini mengambil studi kasus pada PT. JICT. Penelitian ini dilakukan melalui pendekatan kualitatif. Hasilnya, PT JICT lebih memperhatikan program Corporate Social Responsibility (CSR), JICT membangun sekolah informal dan berskala besar Rumah Belajar (RumBel). Jumlah siswa dan guru Rumah Belajar JICT sebanyak 300 orang, sehingga lulusannya dapat diandalkan, dituntut oleh sinergi aktif dan kreatif dari guru dan tim pendamping. JICT telah mengembangkan sekolah Rumah Belajar (RumBel).

scholarly journals Good Health, Quality Education, Sustainable Communities, Human Rights

2019 ◽  
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Sustainable Development Goals ◽  
Good Health ◽  
Quality Education ◽  
Peace And Justice ◽  
Development Goals ◽  
University Of Florence ◽  
The University ◽  
International Experts

The publication collects the contributions presented during the International Symposium of the Italian UNESCO Chairs (CONIUS) entitled Human Rights and Sustainable Development Goals 2030, which took place on 16 November 2018 at the University of Florence. The contributions of national and international experts address the Global Aims for Sustainable Development of the UNESCO including Sustainable Development Goals (SDGs) n. 3 Improvement of the ‘Global Health’, n. 4 ‘Quality Education’, n. 11 ‘Cities and Inclusive Human Sett lements’ and n. 16 ‘Peace and Justice’, using transdisciplinary and transnational perspectives and implemented through theoretical studies and good practices.

TOWARDS ACHIEVING SDG 3 AND 4: THE ROLE OF UNIVERSITY RESEARCH THROUGH IMPLEMENTATION OF QUALITY ASSURANCE IN EAST AFRICA

2020 ◽  
pp. 113-119
Author(s):  
Mustapha Masud ◽  
Abdul-Rahman Olagunju ◽  
Salum Salum
Keyword(s):  
Sustainable Development ◽  
Quality Assurance ◽  
East Africa ◽  
Sustainable Development Goals ◽  
Well Being ◽  
Good Health ◽  
University Research ◽  
Quality Education ◽  
Development Goals ◽  
Health And Well Being

Abstract Education has been acknowledged to be a human right, a public good and a public responsibility. Without inclusive and equitable quality education and lifelong opportunities for all, nations will not succeed in achieving gender equality and breaking the cycle of poverty that is leaving millions of children, youth and adults behind (UNESCO, 2020). In the labour of attaining the sustainable development goals, quality education, good health and well-being - Goals 3 and 4 respectively - have been placed as the central dogma in achieving the global goals. The aim of this paper is to demonstrate the role of university research through the implementation of quality assurance in attaining quality education, good health and well-being for sustainable development in East Africa. The paper examines the heart of the sustainable development goals (SDGs) - Quality Education & Good health and well-being - in the context of how university researchers can get it delivered. This paper perceives promoting interdisciplinary and collaborative research, linking research outputs into teaching as well as commercialization of science as the leeway in assuring and achieving quality education, good health and well-being through higher institutions (universities) in East Africa. The paper concludes that achieving the ambitiously adopted sustainable development goals by United Nations in quality education, good health and well-being can be achieved by adopting, implementing and practically applying quality research outputs from universities done under quality assurance measures. The paper recommends amongst other measures that implementation of research-tutored system by designing curriculum that emphasizes learning focused on students writing and discussing research papers or essays. Key words: Sustainable Development Goal (SDG), Education, Health, Well-being, University research, Quality Assurance

Sign in / Sign up

Export Citation Format

Share Document