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

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

Background and methodological note for the Spatial Education Inequalities

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How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy

As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students

STEM education and outcomes in Vietnam: Views from the social gap and gender issues

United Nations’ Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens’ lives. However, the extant scientific literature about STEM education still lacks focus on developing countries, even more so in the rural area. Using a dataset of 4967 observations of junior high school students from a rural area in a transition economy, the article employs the Bayesian approach to identify the interaction between gender, socioeconomic status, and students’ STEM academic achievements. The results report gender has little association with STEM academic achievements; however, female students (αa_Sex[2] = 2.83) appear to have achieved better results than their male counterparts (αa_Sex[1] = 2.68). Families with better economic status, parents with a high level of education (βb(EduMot) = 0.07), or non-manual jobs (αa_SexPJ[4] = 3.25) are found to be correlated with better study results. On the contrary, students with zero (βb(OnlyChi) = -0.14) or more than two siblings (βb(NumberofChi) = -0.01) are correlated with lower study results compared to those with only one sibling. These results imply the importance of providing women with opportunities for better education. Policymakers should also consider maintaining family size so the parents can provide their resources to each child equally

Open Educational Resources and Libraries: A Briefing

Open Educational Resources are teaching, learning and research materials made available for free, and with no or only limited restrictions, to support access to knowledge. Their value has been recognised by many institutions, including international organisations such as UNESCO and the OECD. [www.ifla.org

Virtual Reality: An Integral Part of SDG4 (Sustainable Development Goal 4)

This paper explains the role of Virtual Reality in ensuring inclusive and equitable quality education and importance of ‘immersive technology’ to the teacher, the student and also how it aids inclusive teaching and learning. Virtual Reality (VR) sometimes called Virtual Environments (VE) is a new tool in education which helps students see and experience the outside world while in their class rooms. With the developments in web, mobile and Virtual Reality technologies as well as mass adoption of smart and mobile devices by the society, significant opportunities have emerged for e-learning applications. While helping them grasp what is being taught they also have the pleasure of being in two worlds or places at the same time. Apart from being an interesting educational experience, it also saves the educational institution the logistics involved of embarking on an excursion. While what is read in a textbook can be easily forgotten, the same cannot be said for Virtual Reality – it’s hard to forget what is experienced in the virtual world. While a picture is worth a thousand words, in the virtual world you will not only be seeing and hearing, but will also be ‘feeling’ as if you are actually present there. Such an experience can be hard to forget. Many teachers understand how effective Virtual Reality as an educational tool can be, and are supporting its increased use from elementary schools thru institutions of higher learning

Open Education and OER - A guide and call to action for policy makers

Executive Summary ALT has produced this call to action to highlight to education policy makers and professionals how Open Education and OER can expand inclusive and equitable access to education and lifelong learning, widen participation, and create new opportunities for the next generation of teachers and learners, preparing them to become fully engaged digital citizens. Open Education can also promote knowledge transfer while enhancing quality and sustainability, supporting social inclusion and creating a culture of inter-institutional collaboration and sharing. One of ALT’s three strategic aims is to increase the impact of Learning Technology for the wider community and we are issuing this call to action for policy makers to mandate that publicly funded educational resources are released under open licence to ensure that they reside in the public domain and are freely and openly available to all. This will be of wide benefit, but in particular will enable education providers and learning technology professionals to: Keep up to date with the rapid pace of technological innovation Develop critical, informed approaches to the implementation of Learning Technology and the impact on learners Scale up knowledge sharing and its benefits across sectors