Diminishing benefits of urban living for children and adolescents’ growth and development

Optimal growth and development in childhood and adolescence is crucial for lifelong health and well-being1–6. Here we used data from 2,325 population-based studies, with measurements of height and weight from 71 million participants, to report the height and body-mass index (BMI) of children and adolescents aged 5–19 years on the basis of rural and urban place of residence in 200 countries and territories from 1990 to 2020. In 1990, children and adolescents residing in cities were taller than their rural counterparts in all but a few high-income countries. By 2020, the urban height advantage became smaller in most countries, and in many high-income western countries it reversed into a small urban-based disadvantage. The exception was for boys in most countries in sub-Saharan Africa and in some countries in Oceania, south Asia and the region of central Asia, Middle East and north Africa. In these countries, successive cohorts of boys from rural places either did not gain height or possibly became shorter, and hence fell further behind their urban peers. The difference between the age-standardized mean BMI of children in urban and rural areas was <1.1 kg m–2 in the vast majority of countries. Within this small range, BMI increased slightly more in cities than in rural areas, except in south Asia, sub-Saharan Africa and some countries in central and eastern Europe. Our results show that in much of the world, the growth and developmental advantages of living in cities have diminished in the twenty-first century, whereas in much of sub-Saharan Africa they have amplified

Enculturing sustainable development concept through chemistry curriculum for education for sustainable development

The enculturation of sustainable development concept through education system, especially via STEM subjects, is vital in developing citizens who are able to adopt sustainability as a life principle. Although STEM agenda has been emphasized in the national education blueprint, attention is needed on the role of STEM education especially chemistry subject toward education for sustainable development. In this chapter, a framework that encompassing six main areas, namely education policy, awareness, resources, curriculum orientation, pedagogical approach and stakeholder’s engagement is proposed in guiding the enculturation of sustainable development concept through chemistry curriculum. The government and institutional policies play an important role to create awareness in understanding the concept and relevance of the sustainable development concept in chemistry subject. Training, finance and time have been identified as resources that need to be considered while integrating sustainable development concept in syllabus and contextualizing chemistry content that should be considered in the curriculum. In addition, the learning outcomes need to be revised based on the pedagogical types, learning approaches and pedagogical techniques used. Lastly, the framework will be instrumental for administrators and teachers to develop a sustainable chemistry teaching toward achieving education for sustainable development with the participation of stakeholders, including government, experts in the field of ESD, administrators and chemistry teachers, in enculturing sustainable development concepts through chemistry subject