Education

Education holds a paramount relationship with the Sustainable Development Goals (SDGs) as delineated by the United Nations in 2015. It is not only recognized in its standalone form in SDG 4, which strives to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, but also serves as an enabler of other SDGs, highlighting its cross-cutting impact across multiple facets of development. It acts as the foundation stone of knowledge, fostering an understanding of complex socio-economic dynamics that are critical for the attainment of other goals.

Consider, for instance, how education impacts SDG 1 - No Poverty. The increased earning potential offered by quality education is a powerful tool in breaking the poverty cycle. Similarly, in relation to SDG 3 - Good Health and Well-being, education is instrumental in driving better health outcomes by fostering understanding of healthy lifestyles, disease prevention, and the benefits of timely medical intervention.

Addressing the climate crisis (SDG 13) also necessitates education, as it prepares individuals to understand the intricate relationships between human activities and their environmental impact, and to seek sustainable solutions. Moreover, achieving gender equality (SDG 5) is intrinsically tied to education, as access to quality learning opportunities for girls and women empowers them, promotes their participation in decision-making processes, and helps in overturning deeply entrenched societal biases.

Quality education also fosters innovation and infrastructure development (SDG 9), as it equips individuals with the technical and creative skills necessary to devise advanced technologies and infrastructures. Moreover, education fosters peace and justice (SDG 16) by promoting a culture of peace, non-violence, global citizenship, and appreciation of cultural diversity.

In this multifaceted role, education serves as a catalyst in the process of sustainable development. However, these interconnections necessitate that education systems themselves are made more inclusive, resilient, and sustainable. The challenges of the 21st century, such as the digital divide and the increasing need for lifelong learning, require urgent attention to ensure education continues to play its role effectively. Education is the key that unlocks the potential of all other SDGs, making its universal attainment not just a goal, but a pre-requisite for a sustainable future.

Girl doing schoolwork at home
Amid the coronavirus pandemic, a new school year has started, and it’s one unlike any we have ever seen before. Many working parents must grapple with the challenges of hybrid or 100% remote learning for their children, while employers must look for creative solutions to support employees who are balancing in-person or remote work with childcare needs. Topics covered support SDG 8 (decent work and economic growth).
Insects have a significant role towards achieving sustainable development, but the decline of insect knowledge outreach efforts is dampening their impact. Revisiting the perspective and approach to entomological literacy is required to respond to the evolving human needs for sustainable living in light of the decline of insect biomass and biodiversity, and entomology. This is also an opportunity to reflect on the interests about insects in the age of video games.
Objectives: ‘Dementia Friends’ is a programme used to raise awareness of dementia, developed by the Alzheimer's Society, which has been delivered across the UK to diverse populations, including adolescents. However, there is little evidence available with regards to adolescents' perceptions of the programme and its impact. This study aims to explore this in a group of adolescents from the south of England. Study design: Focus group discussions. Methods: Thirty adolescents aged between 11 and 16 years were recruited from two schools in East Sussex, England.

The new 2030 sustainable development agenda is likely to dominate policy and academic debates at both national and international levels over next 15 years and beyond. It is, therefore, a crucial time to critically reflect how the SDGs are likely to shape - and be shaped by - the wider research community. Each peer-reviewed paper will address the common question of: “how is the SDG agenda influencing scholarly debates in different research areas, and vice-versa?”.

Background: Early marriage and fertility are major social determinants of health and wellbeing. Rapid shifts in the past three decades, including a rise in sexual activity in unmarried adolescents, a large population of young migrant workers, and a high proportion of males relative to females, have the potential to alter patterns of reproductive health in Chinese adolescents and young women. We aimed to establish long-term trends of marriage and fertility for girls and women aged 15–24 years in China.
The SDG Impact of COVID-19 podcast series gathers expert opinion exploring the impact of COVID-19 on the Sustainable Development Goals. In this segment, we get the view of Monika Froehler, CEO of the Ban Ki-moon Centre for Global Citizens.
Elsevier, The Lancet Child and Adolescent Health, Volume 4, March 2020
Background: Sexual harassment of women in academic medicine may impede advancement and productivity. This study analyzes the longitudinal effects of sexual harassment on academic advancement and productivity among women. Methods: We undertook a longitudinal analysis to predict effects of sexual harassment reported in 1995 on career outcomes measured in 2012–13, among a sample of women in academic medicine (N = 1273) recruited from 24 U.S. medical schools.
Advancing SDGs 4 and 5, this article discusses how stereotypical assumptions about boys’ reading skills affect students’ reading outcomes.
Elsevier,

Teenagers, Sexual Health Information and the Digital Age, 2020, Pages 123-133

Teenagers were recruited from five schools in the North East of England; teenagers were approached by their teacher and asked if they would like to take part in the research. Participants were categorized as low SES based on parental educational background and parental income. The goal of SDG Goal 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

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