Contributing to goals 4 and 13, this article offers academics and teachers a renewed view for climate change pedagogy.
Elsevier,
Development Engineering, Volume 3, 2018, Pages 166-174, ISSN 2352-7285, https://doi.org/10.1016/j.deveng.2018.06.001.
A course was launched almost a decade ago under the auspices of the MIT D-Lab by a group of graduate students who worked on advanced prosthesis research and sought to teach MIT undergraduates the fundamentals of creating low-cost prostheses for resource-constrained settings. A human-centered design thinking approach has been applied to this course on creating low-cost prosthetic and assistive devices for the developing world. Teams of students with diverse backgrounds are paired with international stakeholders and industry partners to tackle real-world prosthetic technology needs, learn the design process through interactive lectures and workshops in the classroom, and are given the opportunity to conduct testing of the prototypes generated during the semester at field sites around the globe. This study addresses various SDGs 3, 4, 9 and 10.
Contributing to SDG 10 (reduced inequalities), SDG 3 (good health and well-being) and SDG 4 (quality education), this research suggests an inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+.
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.
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.
West Africa has the highest proportion of married adolescents, and the highest adolescent childbearing rate and maternal death rate in sub-Saharan Africa. Using data from 19 211 women across 13 west African countries, this survey-based study reports that while many adolescents use some antenatal care for their first birth, they seek care later, make fewer visits during pregnancy, and receive less comprehensive care than older first-time mothers.
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.
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.
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.
