Transformations to achieve the Sustainable Development Goals Includes the SDG Index and Dashboards. Sustainable Development Report 2019

The Sustainable Development Report 2019 presents an updated SDG Index and Dashboards with a refined assessment of countries’ distance to SDG targets. The report has been successfully audited for the first time by the European Commission Joint Research Centre. New indicators have been included, primarily to refine the indicator selection on agriculture, diets, gender equality and freedom of speech. We have also added more metrics for international spillovers, including on fatal work accidents. A new website and data visualization tools are available (http://sustainabledevelopment.report). Once again, Nordic countries – Denmark, Sweden and Finland – top the SDG Index. Yet, even these countries face major challenges in implementing one or several SDGs. No country is on track for achieving all 17 goals with major performance gaps even in the top countries on SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), SDG 14 (Life Below Water) and SDG 15 (Life on Land). Income and wealth inequalities, as well as gaps in health and education outcomes by population groups also remain important policy challenges in developing and developed countries alike. The Sustainable Development Report 2019 generates seven major findings: 1. High-level political commitment to the SDGs is falling short of historic promises In September 2019, heads-of-states and governments will convene for the first time in person at the UN in New York to review progress on their promises made four years after the adoption of the 2030 Agenda. Yet, our in-depth analyses show that many have not taken the critical steps to implement the SDGs. Out of 43 countries surveyed on SDG implementation efforts, including all G20 countries and countries with a population greater than 100 million, 33 countries have endorsed the SDGs in official statements since January 1st, 2018. Yet in only 18 of them do central budget documents mention the SDGs. This gap between rhetoric and action must be closed. 2. The SDGs can be operationalized through six SDG Transformations SDG implementation can be organized along the following Transformations: 1. Education, Gender, and Inequality; 2. Health, Wellbeing, and Demography; 3. Energy Decarbonization and Sustainable Industry; 4. Sustainable Food, Land, Water, Oceans; 5. Sustainable Cities and Communities; and 6. Digital Revolution for Sustainable Development. The transformations respect strong interdependencies across the SDGs and can be operationalized by well-defined parts of governments in collaboration with civil society, business, and other stakeholders. They must be underpinned and guided by the principles of Leave No One Behind and Circularity and Decoupling of resource use from human wellbeing. 3. Trends on climate (SDG 13) and biodiversity (SDG 14 and SDG 15) are alarming On average, countries obtain their worst scores on SDG 13 (Climate Action), SDG 14 (Life Below Water) and SDG 15 (Life on Land). No country obtains a “green rating” (synonym of SDG achieved) on SDG 14 (Life Below Water). Trends on greenhouse gas emissions and, even more so, on threatened species are moving in the wrong direction. These findings are in line with the recent reports from the IPCC and IPBES on climate change mitigation and biodiversity protection, respectively. 4. Sustainable land-use and healthy diets require integrated agriculture, climate and health policy interventions Land use and food production are not meeting people’s needs. Agriculture destroys forests and biodiversity, squanders water and releases one-quarter of global greenhouse-gas emissions. In total, 78% of world nations for which data are available obtain a “red rating” (synonym of major SDG challenge) on sustainable nitrogen management; the highest number of “red” rating across all indicators included in the report. At the same time, one-third of food is wasted, 800 million people remain undernourished, 2 billion are deficient in micronutrients, and obesity is on the rise. New indicators on nations’ trophic level and yield gap closure highlight the depth of the challenge. Transformations towards sustainable landuse and food systems are required to balance efficient and resilient agriculture and forestry with biodiversity conservation and restoration as well as healthy diets

Delivering together for inclusive development : digital access to Information and knowledge for persons with disabilities

This report focuses on digital inclusion as it relates to four of the 17 Goals for the 2030 Sustainable Development Agenda: SDG 9 - Innovation, Industry, and Infrastructure, SDG 16 - Peace, Justice, and Strong Institutions, SDG 17 - Partnerships for the Goals, SDG 4 - Quality Education. For each of the goals, a number of major challenges and key recommendations are defined. Finally, general recommendations are given for improving global digital inclusion overall

Youth opportunity spaces in low-emission dairy development in Kenya: Research findings and policy recommendations

The dairy sector in Kenya produces over 4 billion liters of milk per year and supports 1.3 million producer households with a vital contribution to incomes and nutrition. However, total national production fails to meet demand. There is a need for increased efforts to support value chain development growth in the sector. In addition to the potential of dairy to support economic growth, the dairy sector is receiving substantial attention as a pathway to achieve Kenya’s Nationally Determined Contributions (NDCs), commitments to international agreements to reduce greenhouse gas (GHG) emission intensities. Intensification of production would reduce emission intensities by generating a higher volume of milk per unit of GHG emission. However, Kenya’s NDCs specify that the environmental target of GHG emissions reduction should be pursued in accordance with its broader sustainable development agenda. Low-emission development has significant implications for reaching International Sustainable Development Goals; specifically, Decent Work and Economic Growth (SDG #8) and Gender Equality (SDG #5)

Workshop report : Earth and Environmental Science for Sustainable Development (Nairobi, March 2017)

This report describes the outcomes of a two-day interactive workshop in Nairobi (Kenya), conducted in March 2017. We gathered 32 delegates from 22 organisations in Kenya to determine sustainable development priorities and consider the role of Earth and environmental science in addressing these. Delegates came from diverse disciplines (e.g., geology, agriculture, geography, hydrology, ecology) and sectors (e.g., academia, commercial, civil society, government). Using the UN Sustainable Development Goals (SDGs) as a reference tool, participants identified primary development challenges and their research and data needs to help address these. Key themes included the food-water-energy nexus, clean water, and natural resources (minerals). Participants co-designed a set of draft science-for-development projects relating to these themes. BGS are using this information, together with the results of additional workshop activities, to inform the development of collaborative science-for-development activities in eastern Africa as part of our commitment to Official Development Assistance (ODA) in the region. We will further develop specific project ideas, using information gathered at this workshop, with appropriate regional and international partners. Information from this workshop provides supporting evidence of expressed development need and stakeholder expertise in eastern Africa. This information will guide future project applications to the Global Challenges Research Fund, and other appropriate research and innovation funding sources. Key Results and Conclusions Small group discussions and group voting generated a collective ranking of SDG priorities. Participants also reflected on where they believe Earth and environmental science can make the greatest contribution to development impact. These rankings were: Overall SDG ranking (Eastern Africa) based on summing of small groups votes: 1. Clean Water and Sanitation (SDG 6) 2. No Poverty (SDG 1) 3. Zero Hunger (SDG 2) 4. Good Health and Wellbeing (SDG 3) 5. Quality Education (SDG 4) Role for Earth and environmental science rankings: 1. Clean Water and Sanitation (SDG 6) 2. Climate Action (SDG 13) 3. Life on Land (SDG 15) 4. Affordable and Clean Energy (SDG 7) 5. Zero Hunger (SDG 2) Group discussions suggested that interconnectedness of SDGs and basic (immediate) development needs were likely to influence the prioritisation process. For example, participants noted that ending poverty (SDG 1), ending hunger (SDG 2) and ensuring access to clean water and sanitation (SDG 6) would underpin progress in many of the other SDGs. We used these rankings to establish three thematic working groups, with each tasked to identify specific challenges, research priorities, information needs and potential projects. Groups were: Food-water-energy nexus. This group identified geographic areas of interest, and considered crosscutting issues (data, cultural and political barriers, partnerships, lessons learned, and capacity building). Clean water and sanitation. This group discussed water availability mapping, enhanced water policy/governance/management, improved catchment management, data gaps, and applied research and training activities. Natural resources (minerals). This group identified activities relating to a Mombasa to Kisumu resource corridor, and artisanal and small-scale mining activities. Developing these activities will require effective science-for-development partnerships. Partnership characteristics of greatest importance to Kenyan participants were (i) sharing of project outputs, (ii) sharing of data, (iii) being treated as equals by other members of the partnership, and (iv) access to training and capacity building

Workshop Report: Earth and Environmental Science for Sustainable Development (Lusaka, September 2017)

This report describes the outcomes of a two-day interactive workshop in Lusaka (Zambia), conducted in September 2017. We gathered 26 delegates from 14 organisations based in Zambia, Malawi and Zimbabwe to determine sustainable development priorities and consider the role of Earth and environmental science in addressing these. Delegates came from diverse disciplines (e.g., geology, agriculture, geography, hydrology) and sectors (e.g., academia, commercial, government). Using the UN Sustainable Development Goals (SDGs) as a reference tool, participants identified primary development challenges and their research and data needs to help address these. Key themes included food security and nutrition, clean water and sanitation, and energy and climate change. Participants co-designed a set of draft science-for-development projects relating to these themes. BGS are using this information, together with the results of additional workshop activities, to inform the development of collaborative science-for-development activities in eastern Africa as part of our commitment to Official Development Assistance (ODA) in the region. We will further develop specific project ideas, using information gathered at this workshop, with appropriate regional and international partners. Information from this workshop provides supporting evidence of expressed development need and stakeholder expertise in eastern Africa. This information will guide future project applications to the Global Challenges Research Fund, and other appropriate research and innovation funding sources. Key Results and Conclusions During the workshop, small group discussions and group voting generated a collective ranking of SDG priorities. Participants also reflected on where they believe Earth and environmental science can make the greatest contribution to development impact. These rankings were: Overall SDG ranking (Eastern Africa) based on summing of small groups votes: 1. Quality Education (SDG 4) 2. No Poverty (SDG 1) 3. Water and Sanitation (SDG 6) 4. Good Health and Wellbeing (SDG 3) 5. Zero Hunger (SDG 2) Role for Earth and environmental science rankings: 1. Climate Action (SDG 13) 2. Clean Water and Sanitation (SDG 6) 3. Zero Hunger (SDG 2) =4. Good Health and Well-Being (SDG 3) =4. Affordable and Clean Energy (SDG 7) =4. Life on Land (SDG 15) Group discussions suggested that interconnectedness of SDGs and basic (immediate) development needs were likely to influence the prioritisation process. For example, participants noted that improving access to education (SDG 4) would improve access to jobs and economic growth (SDG 8), which enables enhanced investment in water and sanitation (SDG 6) and health (SDG 3). We used these rankings to establish three thematic working groups, with each tasked to identify specific challenges, research priorities, information needs and potential projects. Groups were: Food security and nutrition. This group explored the environmental inputs required to improve nutrition in humans and animals. Clean water and sanitation. This group explored water pollution, emphasising the need for stronger and more informed management of activities causing pollution. Energy and climate change. This group explored ways to raise awareness of climate change and its impacts, and improve the understanding of future energy demand and locations. Developing these activities will require effective science-for-development partnerships. Partnership characteristics of greatest importance to participants attending this Lusaka workshop were (i) sharing of data, (ii) access to training and capacity building, (iii) sharing of project outputs, (iv) shared responsibility for project design, and (v) respectful dialogue

Open Education and the Sustainable Development Goals: Making Change Happen

Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4 as evidenced by the recent 2nd World Open Educational Resources Congress. The ambition for open education to contribute to the SDGs is clear from this and other gatherings but the means to make it happen are not as clear, and many have claimed that little has happened since the SDGs were launched in 2015. To help address this apparent gap, this paper (1) sets out the scale and scope of the SDGs; (2) reviews the potential contribution of open educational resources and practices to support the SDGs, and (3) uses a framing of power and systems thinking to review the way open education activities might be fostered within tertiary education in all local, national and regional contexts in order to support the SDGs, and not just SDG 4. It will also tentatively propose a theory of change that brings together power relationships, systems thinking and open education as key components and provide a case study of how this might work in practice through a newly funded project proposal. It is hoped that this theory of change and proposal will be a starting point for wider debate and discussion on how to make change happen in this important arena