scholarly journals Sustaining a Democratic Culture through Collaborative Engagements for Citizens with Disabilities: Part 2

2021 ◽  
Author(s):  
Duma Mhlongo ◽  
Gregory Alexander
Keyword(s):  
Inclusive Education ◽  
Classroom Environment ◽  
Basic Education ◽  
Monitoring And Evaluation ◽  
Collaborative Culture ◽  
Decent Work ◽  
Democratic Culture ◽  
Agenda 2030 ◽  
Development Goals ◽  
Democratic Principles

The United Nations (UN) has since the year 2015 challenged countries to develop structures of collaboration between governments, businesses, and citizens to enhance the monitoring and evaluation of their social justice challenges, advocacy initiatives and the progress thereof. To achieve the UN’s Agenda 2030 for Sustainable Development Goals, this chapter proposes for educational and workplace institutions to collaborate as sub-systems. Historically, citizens with disabilities have been hit the hardest regarding decent work opportunities and inaccessible basic education classroom amenities. The existence of a democratic culture in an ideal classroom setting should be where all learners are mentored to display the democratic principles of unity, uniformity, diversity and homogeneity. This chapter aims to contribute towards the imaging of teachers who succeed in creating and sustaining a democratic classroom environment, guided by the ethos of inclusive education, wherein both classrooms and workplaces of the year 2030 and beyond, iconise a democratic aura and praxis by adopting an institutional collaborative culture. As an ideal, all learners and employees will entrench the ethos of democratic co-existence by embracing diverse contexts of disability, when empathising with citizens with a disability. In this way a genuine democratic culture could possibly become spontaneously sustainable.

scholarly journals Creating a Democratic Culture in Managing Classroom Contexts of Disability – PART 1

2021 ◽  
Author(s):  
Gregg Alexander ◽  
Duma Mhlongo
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
Lesson Plan ◽  
White Paper ◽  
Training System ◽  
Inclusive Classroom ◽  
Classroom Context ◽  
Democratic Culture ◽  
Democratic Classroom ◽  
Assessment Activity

The Department of Basic Education (DBE) in South Africa ratified Education White Paper 6: Building an Inclusive Education and Training System- a policy document which made an explicit declaration to create inclusive classroom contexts within a targeted period of 20 years. Succinctly, this declaration has cast the year 2021, as a major social justice milestone for citizens with disabilities. The chapter strongly believes that this milestone deserves to attract both critical dialogue and empirical engagements as to determine the impact of the Education White Paper 6. Internationally, there are various policy guidelines available, in the quest to create a democratic classroom context with the objective of accommodating diversity, more specifically to address oppressive and non-inclusive disability contexts. The reader audience will be taken across various discourses on disability rights and literature readings responding to redress within the realm of the World Health Organisation and the International Labour Organisation, among others. Before the chapter concludes, a reflective activity is provided; together with a practical assessment activity where the authors create a democratic culture-centric lesson plan meant to support teachers in their inclusive education quest to create ideal democratic classroom contexts.

scholarly journals Trabajos (in)decentes en la explotación de la caña de azúcar en el área geográfica del río Cauca, Colombia

2020 ◽  
Vol 4 (1) ◽  
pp. 74-90
Author(s):  
Cristian Bedoya Dorado
Keyword(s):  
Sustainable Development Goals ◽  
Design Research ◽  
Geographic Area ◽  
Decent Work ◽  
Structured Interviews ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
Development Goals ◽  
Del Rio

En este artículo se analizan las condiciones de trabajo en la fase agrícola de la caña de azúcar en el área geográfica del río Cauca. La discusión se plantea desde la noción de “Trabajo decente y crecimiento económico” de la Agenda 2030 y los Objetivos de Desarrollo Sostenible (ODS). Desde un enfoque cualitativo, se desarrolló una investigación de diseño etnográfico multilocal, se realizaron entrevistas semiestructuradas y diarios de campo. Abstract This article analyses the working conditions in the agricultural phase of sugar cane in the geographic area of the Cauca River. The discussion arises from the notion of “Decent work and economic growth” of the 2030 Agenda and the Sustainable Development Goals (SDG). From a qualitative approach, multilocal ethnographic design research was developed, semi-structured interviews and field diaries were conducted.

scholarly journals Las nuevas necesidades formativas en el marco de la digitalización y demás avatares 4.0 (la agenda 2030 y los Objetivos del Desarrollo Sostenible como herramientas docentes)

2017 ◽  
pp. 128-149
Author(s):  
M.ªGema Quintero Lima
Keyword(s):  
Sustainable Development ◽  
Legal Status ◽  
Social Protection ◽  
Decent Work ◽  
Negative Effects ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Social Law ◽  
Development Goals ◽  
The Impact

En apariencia, los primeros análisis de la digitalización y la robotización de la economía parecen coincidir en que tendrá efectos negativos para el empleo: en la medida en que ciertas actividades puedan ser sustituidas totalmente por procesos digitales o por sujetos robotizados, se hace prescindible ya la presencia total o parcial de trabajadores en las empresas. Solo indirectamente se hace referencia a la incidencia de esos nuevos procesos en el estatuto jurídico del trabajador, en las relaciones laborales colectivas y en la revisión de los sistemas de protección social.Desde septiembre 2015 se han activado desde las Naciones Unidas los Objetivos de Desarrollo Sostenible (ODS), que pueden ser las nuevas directrices de inspiración para nuevas herramientas de gestionar el cambio, o para nuevos contenidos de herramientas clásicas. La legislación y la negociación colectiva son destinatarias de algunos mandatos (referidos a regulaciones de salarios y demás condiciones decentes, son los ejemplos más inmediatos), de ahí que sea preciso insertar nuevas vías de reflexión en la docencia del Derecho Social 4.0. Al mismo tiempo, los ODS son susceptibles de actuar como acelerantes del aprendizaje, por lo que de estimulantes tienen en el ámbito material del Trabajo Decente y del Desarrollo Sostenible.The first analysis of digitalisation and the robotization of the economy seem to converge in the idea that Revolution 4.o will have negative effects on employment: if certain activities can be completely replaced by digital processes or by robotic subjects, then it is possible that workers in companies are totally o partially replaced. There are just only indirect references to the impact of these new processes on the legal status of the worker, on collective labor relations and on the revision of social protection systems.Since September 2016 the Sustainable Development Goals (SDG) have been activated from the United Nations, which may be new inspiration guidelines for new tools to manage change, or for new contents of classic tools. Legislation and collective bargaining are the recipients of some mandates (referring to salary regulations and other decent conditions, are the most immediate examples) hence it is necessary to insert new ways of rethinking the teaching of Social Law 4.0. At the same time, the SDG are likely to act as accelerators at learning processes, so that they are stimulating frameworks in the material scope of Decent Work and Sustainable Development

scholarly journals A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge

2019 ◽  
Vol 11 (10) ◽  
pp. 2832 ◽  
Author(s):  
Naresh Giangrande ◽  
Rehema M. White ◽  
May East ◽  
Ross Jackson ◽  
Tim Clarke ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Monitoring And Evaluation ◽  
Education For Sustainable Development ◽  
Evaluation Framework ◽  
Competency Framework ◽  
Assessment Process ◽  
Education For Sustainability ◽  
Agenda 2030 ◽  
Development Goals

The UN Transforming our World: The 2030 Agenda for Sustainable Development (herein, Agenda 30) and the Sustainable Development Goals (SDGs) offer both a set of aspirations for the kind of future we would like to see for the world and a suite of targets and indicators to support goal implementation. Goal 4 promotes quality education and Target 4.7 specifically addresses Education for Sustainability. However, creating a monitoring and evaluation framework for Target 4.7 has been challenging. The aim of this research was to develop a meaningful assessment process. We used a dialogical intervention across complementary expertises and piloted concepts in a trainer workshop. We then developed a modified competency framework, drawing on previous competency models but innovating through the addition of intrapersonal competencies, a self-reflective validation scheme, a focus on non-formal learning, and specific alignment with SDG 4.7 requirements. Through exploration of how such learning could be activated, we proposed the use of multiple intelligences. Education plays a synergistic role in achieving the aspirations embedded within Agenda 2030 and the SDGs. We concluded that Education for Sustainable Development (ESD) will require individuals to acquire ‘key competencies’, aligning with notions of transformational learning, in addition to other generic and context specific competencies.

Role of micro-hydropower plants in socio-economic development of rural Afghanistan

2020 ◽  
pp. 1-7
Author(s):  
Mohammad Airaj Firdaws Sadiq ◽  
Najib Rahman Sabory ◽  
Mir Sayed Shah Danish ◽  
Tomonobu Senjyu
Keyword(s):  
Distribution System ◽  
Energy Demand ◽  
Economic Life ◽  
Hydropower Plant ◽  
Decent Work ◽  
Hydropower Plants ◽  
Development Goals ◽  
The Government ◽  
Decentralized Energy ◽  
Energy Options

Afghanistan hosts the Hindu Kush, an extension of the Himalaya mountains that act as water sources for five major rivers flowing through Afghanistan. Most of these rivers provide promise for the construction of water dams and installment of micro hydropower plants (MHP). Although civil war and political strife continue to threaten the country for more than four decades, the Afghan government introduced strategic plans for the development of the country. In 2016 Afghanistan introduced the Afghanistan National Peace and Development (ANPD) Framework at Brussels de-signed to support Afghanistan’s progress towards achieving the SDGs (Sustainable Development Goals). This study discussed the 7th Goal (ensuring access to affordable, reliable, and sustainable energy for all) and 8th Goal (promoting sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all) alignment in Afghanistan. The Afghan gov-ernment acknowledges its responsibility to provide electricity for all of its citizens, but this can only be achieved if the government can secure a reliable source of energy. Afghanistan’s mountainous terrain provides a challenge to build a central energy distribution system. Therefore this study looks for alternative solutions to the energy problems in Afghanistan and explores feasibility of micro-hydropower plant installations in remote areas. This study evaluated socio-economic im-pacts of micro-hydropower plants in the life of average residents. We focused on one example of a micro hydropower plant located in Parwan, conducted interviews with local residents, and gath-ered on-site data. The findings in this study can help policymakers to analyze the effects of devel-opment projects in the social and economic life of residents. It will encourage the government and hopefully the private sector to invest in decentralized energy options, while the country is facing an ever-growing energy demand.

The Health Rights of Children

2020 ◽  
pp. 366-385
Author(s):  
Ursula Kilkelly
Keyword(s):  
Health Care ◽  
Children's Rights ◽  
Children’S Rights ◽  
Agenda 2030 ◽  
Rights Of The Child ◽  
Development Agenda ◽  
Development Goals ◽  
Health Rights ◽  
Missed Opportunity ◽  
Specific Health

Article 24 of the UN Convention on the Rights of the Child (CRC) recognizes the child’s right to health and health care. Despite its importance, surprisingly little international advocacy focuses exclusively on child’s health. The Committee on the Rights of the Child has addressed health and health care issues in many of its General Comments, but it has been surprisingly slow to adopt a General Comment dedicated to Article 24. There has also been an apparent disconnect between children’s rights law and the global development agenda. While the UN Sustainable Development Goals address many of children’s specific health needs, they do not mention the CRC and are not framed in rights terms. Although progress continues in advancing Agenda 2030, it is not clear whether greater progress would have been possible were these goals expressed as a matter of children’s rights. Overall, this process appears to be a missed opportunity to advance the child’s rights to health.

scholarly journals Validity of the “Big Data Tendency in Education” Scale as a Tool Helping to Reach Inclusive Social Development

2020 ◽  
Vol 12 (13) ◽  
pp. 5470 ◽  
Author(s):  
Antonio Matas-Terrón ◽  
Juan José Leiva-Olivencia ◽  
Pablo Daniel Franco-Caballero ◽  
Francisco José García-Aguilera
Keyword(s):  
Big Data ◽  
Inclusive Education ◽  
Sustainable Development Goals ◽  
Sustainable Society ◽  
Education Students ◽  
The Sustainable Development ◽  
Research Goal ◽  
Development Goals ◽  
Nonprobability Sample ◽  
Big Data Technology

Big Data technology can be a great resource for achieving the Sustainable Development Goals in a fair and inclusive manner; however, only recently have we begun to analyse its impact on education. This research goal was to analyse the psychometric characteristics of a scale to assess opinions that educators in training have about Big Data besides their related emotions. This is important, as it will be the educators of the future who will have to manage with Big Data at school. A nonprobability sample of 337 education students from Peru and Spain was counted. Internal consistency, as well as validity, were analysed through exploratory and confirmatory factorial analysis. The results show good psychometric values, highlighting as relevant a latent structure of six factors that includes emotional and cognitive dimensions. As a result, the profile defining the participants in relation to Big Data was identified. Finally, the implications of the Big Data for Inclusive Education in a sustainable society are discussed.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals Effects of Production of Woody Pellets in the Southeastern United States on the Sustainable Development Goals

2021 ◽  
Vol 13 (2) ◽  
pp. 821
Author(s):  
Keith L. Kline ◽  
Virginia H. Dale ◽  
Erin Rose ◽  
Bruce Tonn
Keyword(s):  
United States ◽  
Supply Chain ◽  
Rural Areas ◽  
Southeastern United States ◽  
Clean Energy ◽  
Low Carbon ◽  
Decent Work ◽  
Positive Effects ◽  
Responsible Consumption ◽  
Development Goals

Wood-based pellets are produced in the southeastern United States (SE US) and shipped to Europe for the generation of heat and power. Effects of pellet production on selected Sustainability Development Goals (SDGs) are evaluated using industry information, available energy consumption data, and published research findings. Challenges associated with identifying relevant SDG goals and targets for this particular bioenergy supply chain and potential deleterious impacts are also discussed. We find that production of woody pellets in the SE US and shipments to displace coal for energy in Europe generate positive effects on affordable and clean energy (SDG 7), decent work and economic growth (SDG 8), industry innovation and infrastructure (SDG 9), responsible consumption and production (SDG 12), and life on land (SDG 15). Primary strengths of the pellet supply chain in the SE US are the provisioning of employment in depressed rural areas and the displacement of fossil fuels. Weaknesses are associated with potential impacts on air, water, and biodiversity that arise if the resource base and harvest activities are improperly managed. The SE US pellet supply chain provides an opportunity for transition to low-carbon industries and innovations while incentivizing better resource management.

scholarly journals Ordering Artificial Intelligence Based Recommendations to Tackle the SDGs with a Decision-Making Model Based on Surveys

2021 ◽  
Vol 13 (11) ◽  
pp. 6038
Author(s):  
Sergio Alonso ◽  
Rosana Montes ◽  
Daniel Molina ◽  
Iván Palomares ◽  
Eugenio Martínez-Cámara ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Decision Making ◽  
Sustainable Development Goals ◽  
Modern Society ◽  
Agenda 2030 ◽  
Model Based ◽  
Development Goals ◽  
Sustainability Challenges ◽  
New Research ◽  
Decision Making Model

The United Nations Agenda 2030 established 17 Sustainable Development Goals (SDGs) as a guideline to guarantee a sustainable worldwide development. Recent advances in artificial intelligence and other digital technologies have already changed several areas of modern society, and they could be very useful to reach these sustainable goals. In this paper we propose a novel decision making model based on surveys that ranks recommendations on the use of different artificial intelligence and related technologies to achieve the SDGs. According to the surveys, our decision making method is able to determine which of these technologies are worth investing in to lead new research to successfully tackle with sustainability challenges.

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