Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Elsevier,

World Development: Volume 101, January 2018, Pages 250-267

A paper by the World Bank Data for Goals Group showing that, after conditioning on other individual and household characteristics, having fewer than three children, having greater educational attainment, and living in an urban area are strongly and positively associated with welfare. The latest World Bank estimate is that 770 million people lived in extreme poverty in 2013. The paper examines the factors involved in striving to meet the requirements of SDG 1 and 4.
This comprehensive study examines the links between SDG 2 zero hunger and SDG 4 quality education by examining the impacts of parental education on child nutrition. It covers more than 350,000 preschool children from 56 developing countries and shows that impacts are larger for mothers and for secondary education than primary. It speculates that education might have more impact on the nutritional status of the next generation if school curricula focused on directly improving health and nutritional knowledge of future parents.
Elsevier,

Neuron, Volume 96, Issue 4, 15 November 2017, Pages 721-729

In the past 50 years, significant progress in women’s equality has been made worldwide. Western countries, particularly European countries, have implemented initiatives to attain a more gender-balanced workforce with the introduction of family friendly policies, by trying to narrow the gender pay gap and by promoting women’s career progression. This paper reports on the progress made in higher education, the shortcomings, and how new initiatives hold great promise for improving gender equality (SDG 5) in academia around the globe.
With over 700 million illiterate adults worldwide, governments in many developing countries have implemented adult literacy programs. This study reports the impact of a computer-based adult literacy program, Tara Akshar Plus, on the literacy and numeracy skills of previously illiterate adult women in the north Indian state of Uttar Pradesh. This article contributes to SDG 4 target 6 and 4B.
Elsevier,

The Lancet Planetary Health, Volume 1, Issue 2, May 2017, Pages e48-e49

This brief article presents a renewed and strengthened version of Kate Raworth’s well-known Doughnut model, which describes the social and ecological boundaries to human wellbeing. The model shows twelve dimensions and their illustrative indicators are derived from internationally agreed minimum standards for human wellbeing, and it relates to nearly all of the SDGs.
The decision-making process for sustainable development (SD) needs to consider 4 types of rationalities, namely instrumental rationality to engage people towards SD; substantive rationality to integrate values for SD in decision making; communicative rationality to promote cooperation and coordination for more SD; and bounded rationality to consider human cognitive properties and the presence of complexities intrinsic to SD. More sustainable decisions would require educating for sustainability-related values to influence individual decisions; making decision-makers accountable and promoting systemic changes in the current development model.
Giving the World Access to Water - Elsevier Atlas
Despite the increased attention the sixth Sustainable Development Goal (clean water and sanitation) has brought, access to water in Sub-Saharan Africa is worse than ever: there are more people without access to water now than there were in 1990. In order to fix the problem we need to understand what’s going wrong with our current approaches. That was the aim of an Atlas Award-winning study published in Water Resources and Rural Development, by researchers at Glasgow Caledonian University in Scotland, the University of Malawi in Malawi and the University of Lusaka in Zambia. Interestingly enough, since women and school aged girls are typically tasked with water fetching, by providing water access and sanitation authors feel there is an effect on others SDG like SDG 10 (reduced inequalities), SDG 4 (quality education) and SDG 5 (gender equality)
Children at Imperial College London
The Elsevier Foundation partners with Imperial College London to support a high-tech makerspace next to the college. The programme offers 14 to 18 year-olds from one of London's most disadvanataged communities the opportunity to enhance soft skills and engage with cutting-edge science, engineering and design through workshops, afterscool clubs, and mentoring. The maker challange programmes offer important enrichment to young people, who would not otherwise have this explosure, and further support both SDG 4 and SDG 17.
Elsevier,

Emotion, Space and Society: Volume 22, February 2017, Pages 25-35

An examination of the 'emotional regimes surrounding inequality' in Kenya, Mexico and the UK to understand the different types of responses that are 'appropriate' in different national and local contexts. The author argues that expected behaviours associated with justice and distribution can influence the levels of inequality. This article makes connections between SDG 4: Quality education; SDG 5 Gender Equality and SDG 10 Reduced inequalities.
This paper is about the importance educating midwives on malaria. Malaria complicates 80% of pregnancies in Uganda, therefore equipping midwives with the necessary information to deliver malaria-related in-service education to pregnant women could reduce infant and maternal mortality in Uganda. This relates to SDG 3 and in-particular the targets 3.1 concerned with maternal mortality and 3.3 concerned with ending the epidemic of malaria.

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