scholarly journals Awareness of Sustainable Development Goals among Students from a Chinese Senior High School

2021 ◽  
Vol 11 (9) ◽  
pp. 458
Author(s):  
Xinqun Yuan ◽  
Le Yu ◽  
Hao Wu
Keyword(s):  
High School ◽  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Formal Education ◽  
Career Planning ◽  
Senior High School ◽  
Quality Education ◽  
Personal Life ◽  
Development Goals

Education is an essential component of the Sustainable Development Goals (SDGs). Through a questionnaire survey among students from a Chinese senior high school, this study measured the self-reported knowledge, sources of information, learning situations, priorities, the impact of personal life and career planning with respect to the SDGs to understand their cognition, learning motivation and social readiness. The results show that students’ knowledge and information sources in relation to the SDGs are limited, and there is no significant difference between boys and girls in relation to their knowledge of the SDGs, the source of information, the learning level of the SDGs, impact of personal life on the SDGs and career planning related to the SDGs. It is also shown that students have a better understanding of the number of the SDGs and the countries to which the SDGs are addressed and students receive information about the SDGs via formal education and traditional media. Regarding the penetration of the SDGs in course subjects, Chinese and native culture, foreign language, biology and geography have included all the SDGs. Through an analysis of responses and popularity rates, gender equality, quality education, reduced inequalities, no poverty, zero hunger, good health and well-being are shown to be the students’ priorities with higher attention rates. Gender equality, quality education, clean water and sanitation are the top three goals in relation to which students consider that their personal life can have a greater impact. Students prefer to adopt the SDGs (decent work and economic growth, quality education, industry, innovation and infrastructure, sustainable cities and communities) as their personal career choice in the future. Suggestions for improving the implementation of Education for Sustainable Development (ESD) include comprehensive formal and non-formal education, publicity and curriculum integration to promote learning about the SDGs. A model of ESD in the school surveyed is presented for practical application. Based on this research, guidance and suggestions are provided to enhance students’ awareness, knowledge and competencies in relation to sustainability and to encourage student engagement in global sustainable development.

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 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 GENDER HARMONIZATION IN AL MU’ĀSHARAH

2020 ◽  
Vol 8 (3) ◽  
pp. 1112-1120
Author(s):  
Yulfira Riza ◽  
Titin Nurhayati Mamun ◽  
I Syarief Hidayat ◽  
Ikhwan
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Gender Relations ◽  
Sustainable Development Goals ◽  
Analytic Method ◽  
The People ◽  
Ancient Manuscripts ◽  
Development Goals ◽  
Women And Girls

Purpose: This study aims to describe gender harmonization in al Mu'āsharah's manuscript by Sheikh Abdul Laṭīf Syakūr. This concept is considered as Syakūr's understanding of gender equality, as one of the 17 goals in Sustainable Development Goals (SDGs), from an Islamic perspective. Methodology: The analysis of this manuscript uses a descriptive-analytic method to bring up the facts in the manuscript which are then analyzed according to the targets and indicators contained in SDGs 5 formulation on gender equality. Main Findings: This research presents the concept of gender relations in al Mu’āsharah leading to Islamic gender equality as an elaboration of rights and obligations between husband and wife. The existence of women in career and the sustainability of education is fairness according to Shakūr. Likewise, in sexual relations, Syakūr stressed the importance of women getting the same thing as men. Through this research, it is found that there is gender harmonization presented by Shakūr in al mu’āsharah with the concept of fastabiqulkhairat as a form of gender relations in an Islamic family towards real gender equality. Implications/Applications: This research provides an overview of the role of gender harmonization in SDG. Novelty/Originality of this study: Gender equality, which is the goal of the SDGs 5 to achieve gender equality and empower all women and girls, has relevance to ancient manuscripts of the archipelago. This study highlights that gender equality can be enjoyed by the people of the archipelago following the evolving culture and customs. Just like the actual gender equality goals of the SDGs, women should be honored and respected, to create a gender equality discourse.

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