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.

Objectives: Health inequities exist for racial groups as a result of political, societal, historical and economic injustices, such as colonisation and racism. To address this, health professions have applied various health education pedagogies to equip learners to contribute better to cultural safety. The aim of this realist review was to provide an overview of cultural safety programs that evaluate transition of learning to practice to generate program theory as to what strategies best translate cultural safety theory to practice for nurses and midwives.

Objectives: To synthesize literature about teaching social justice to nursing students and identify approaches for effective teaching of social justice issues in nursing education. Design: An integrative review. Data sources: Literature was searched in CINAHL, PubMed, Scopus, Science Direct, and OVID databases. In total, 32 articles were assessed for full-text eligibility, and 18 articles published from January 2011 until August 2021 were critically appraised and reviewed. Review methods: Articles were appraised using Mixed Methods Appraisal Tool.

 The relationship between healthy lifestyles and wellbeing, especially focused on women and pregnancy, continues to grow to understand and determine factors connected to chronic disease and to decrease them. Supports SDG target: 3.2 By 2030, end preventable deaths of newborns and children under 5 years of age, with all countries aiming to reduce neonatal mortality to at least as low as 12 per 1,000 live births and under‑5 mortality to at least as low as 25 per 1,000 live births

Problem: Within maternity care policies and practice, pregnant migrant women are regarded as a vulnerable population. Background: Women's experiential knowledge is a key element of woman-centred care but is insufficiently addressed in midwifery practice and research that involves migrant women. Aim: To examine if pregnant migrant women's experiential knowledge of vulnerability corresponds with sets of criteria of vulnerability, and to explore how migrant women make sense of vulnerability during pregnancy.

Research4Life has been providing free and low-cost access to scientific research in the developing world for 20 years. Read this insightful story about the history of Research4Life, and its new strategy for the future with the aim to help researchers in the developing world fully participate in the global research community. This relates to SDG 4, 10 & 17.
The London Book Fair is the global marketplace for story creators. As a leading event organiser we bring whole industries together which can advance sustainability – playing a role in educating and influencing behaviour with a large number of stakeholders. The London Book Fair advances SDG 4 - Quality Education.
Elsevier, Women's Studies International Forum, Volume 90, 1 January 2022
Featuring original data, this article examines an elaborate network of gendered patterns in the faculty labor pool for the twenty-two English doctoral programs in Canada. Although the gendered distributions seem to approach numerical parity, the more nuanced the analyses, the less equitable these distributions appear. When juxtaposed with Statistics Canada data on English doctoral recipients, such patterns betray unsettling structural inequities for women scholars.
How school children's lifestyle and mental health may have been affected by the COVID-19 pandemic.
This article advances goals 4, 5, and 10 by examining disparities in minority participation in surgical oncology clinical trials.
Climate change's particular ‘perfect storm’ problem-nature requires educators and communicators to acknowledge that a single ‘silver bullet’ intervention that eliminates ignorance and denial regarding global warming may never emerge. However, diverse kinds of information-hunks and educational initiatives do incrementally increase acceptance (and alarm) regarding climate change, thus decreasing ignorance/denial.

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