Designing Quality Programs that Promote Hope, Purpose and Future Readiness Among High Need, High Risk Youth: Recommendations for Shifting Perspective and Practice

2020 ◽  
pp. 106907272093864 ◽  
Author(s):  
V. Scott H. Solberg ◽  
Chong Myung Park ◽  
Gloria Marsay
Keyword(s):  
Sustainable Development ◽  
High Risk ◽  
Workforce Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Decent Work ◽  
Design Strategies ◽  
Quality Programs ◽  
Development Goals ◽  
High Risk Youth

This paper uses a social justice perspective to recommend a number of program design strategies for improving high need, high opportunity youth access to quality education, career and workforce development. Globally, high need, high opportunity youth refer to the estimated 500 million youth who live on less than $2 per day, the estimated 600 million youth who are not in school, not employed, and not in training (i.e., NEET or Opportunity Youth). The recommendations are framed using a number of U.N. Sustainable Development Goals with the central aim being to increase access to decent work.

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.

scholarly journals Role of Zakat in Sustainable Development Goals

2017 ◽  
Vol 2 (2) ◽  
pp. 1-9 ◽  
Author(s):  
Salman Ahmed Shaikh ◽  
Abdul Ghafar Ismail
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Empirical Studies ◽  
Well Being ◽  
Quality Education ◽  
Decent Work ◽  
Classification Code ◽  
Development Goals ◽  
Health And Well Being

In this paper, we explore the potential of the institution of Zakāt to meet the development challenges, especially in the Muslim world. We discuss the interlinkages between the institution of Zakāt and Maqasid-al-Shari’ah. We also discuss the economic potential and effects of Zakāt by reviewing theoretical and empirical studies. Finally, we also provide our analysis which suggests that Zakāt can play an important role in meeting sustainable development goals related to poverty, hunger, global health and well-being, quality education, decent work and economic growth and income inequality. Keywords: Zakāt, Sustainable Development Goals, Poverty, InequalityJEL Classification Code: E6, H2, H3

scholarly journals Penguatan Peran Ziswaf dalam Menyongsong Era SDGs: Kajian Filantropi BMT Tamzis Wonosobo

2018 ◽  
Vol 13 (2) ◽  
pp. 149-168
Author(s):  
Nurma Khusna Khanifa
Keyword(s):  
Economic Growth ◽  
Sustainable Development ◽  
Daily Living ◽  
Sustainable Development Goals ◽  
Control Function ◽  
Quality Education ◽  
Decent Work ◽  
Community Assets ◽  
Development Goals ◽  
Real Practice

The way to alleviate the poverty in the community, family, and individuals to prosperous condition and to alleviate the burden of daily living needs is a real practice of philanthropy. This is the relevance between the objectives of zakat, infaq, shadaqah, and waqf (ziswaf) and Sustainable Development Goals (SDGs) towards the achievement of development goals. The movement focuses on 6 issues including: without poverty, without hunger, quality education, decent work and economic growth, reduced inequality, and environmental cleanliness. It means that ziswaf is a pressure on the existence of community assets. As an effort to fund to distribute (social function), as well as control function. In order to have a practical and valuable impact, Islamic philanthropy must have a relationship between the purpose and essence of the Shari'a in the form of maqashid syarîah to encourage social welfare and the economy. As the inherent institution of Baitul Mal Tamzis, the concept of a creative philanthropy approach is used to increase the scope and sustainability of institutional impacts and provide institutional specific roles with specific institutions and target communities both consumptive and productive

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 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 Contribution of Biomass Supply Chains for Bioenergy to Sustainable Development Goals

Land ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 181
Author(s):  
M. Jean Blair ◽  
Bruno Gagnon ◽  
Andrew Klain ◽  
Biljana Kulišić
Keyword(s):  
Sustainable Development ◽  
Supply Chains ◽  
Case Studies ◽  
Sustainable Development Goals ◽  
Expert Knowledge ◽  
Clean Energy ◽  
Indigenous Communities ◽  
Decent Work ◽  
Biomass Supply ◽  
Development Goals

This work evaluates the relationships between bioenergy and related biomass supply chains and the United Nations Sustainable Development Goals (SDGs). Using Nilsson et al. (2016) seven-point scoring framework, the relationships between biomass supply for bioenergy and the SDGs were evaluated based on existing synthesis papers, modeling studies and empirical analyses, and expert knowledge. To complement this, contributions to SDG targets of 37 best practice case studies from around the world were documented. In reviewing these case studies, it was found that when supply chains are implemented appropriately and integrated with existing systems, they can have overwhelmingly positive contributions. Beyond directly contributing to SDG 7 (Affordable and Clean Energy), at least half of all case studies supported progress toward SDGs 8 (Decent Work and Economic Growth), 9 (Industry, Innovation, and Infrastructure), and 12 (Responsible Production and Consumption); however, the ways in which supply chains contributed often differed. Agricultural biomass supply chains (energy crops and residues) were most likely to contribute to SDGs 2 (Zero Hunger) and 6 (Clean Water and Sanitation), while waste and forest supply chains were most likely to contribute to SDG 15 (Life on Land). The development of bioenergy systems in rural and indigenous communities also indirectly supports societal SDGs such as SDGs 1 (No Poverty), 4 (Quality Education), 5 (Gender Inequality), and 10 (Reduced Inequalities). This work informs how SDGs can be used as a normative framework to guide the implementation of sustainable biomass supply chains, whether it is used for bioenergy or the broader bioeconomy. Recommendations for key stakeholders and topics for future work are also proposed.

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 The SDGs and the Empowerment of Bangladeshi Women

2020 ◽  
pp. 453-474
Author(s):  
Naomi Hossain
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Millennium Development Goals ◽  
Sustainable Development Goals ◽  
Development Process ◽  
Early Marriage ◽  
Decent Work ◽  
The Sustainable Development ◽  
Development Goals ◽  
New Challenges

AbstractThis chapter describes Bangladesh’s successes with advancing gender equality in the period of the Millennium Development Goals (MDGs), locating their origins in elite commitment to including women in the development process, and in the partnerships and aid that built the state and NGO capacity to reach them. The chapter reflects on the lessons of Bangladesh’s innovative and unexpected advances in the light of the new challenges posed by the Sustainable Development Goals (SDGs), notably those of early marriage and the achievement of decent work. The chapter asks whether contemporary conditions suggest that the elite commitment and state capacity that drove progress on the MDGs are up to meeting the more contentious and complex goals of the SDGs.

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).

Sign in / Sign up

Export Citation Format

Share Document