Education for advancing the implementation of the Sustainable Development Goals: A systematic approach

Avelar, Aline Bento Ambrósio; Silva-Oliveira, Keilla Dayane da; Pereira, Raquel da Silva

doi:10.1016/j.ijme.2019.100322

Cited by 117 publications

(93 citation statements)

References 32 publications

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“…This examination demonstrated that only a few universities have been successful in implementing it holistically, that is, integrating all the triple bottom line dimensions in balance. Correlatively, the strategies for defining indicators, monitoring and measuring effectiveness have been oriented towards education for sustainable development (EfSD) [17,18]. Therefore, there is a widespread agreement on the findings of Leal Filho et al [19].…”

Section: Call For Action By Universities and An Opportunity For Universitiesmentioning

confidence: 99%

A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021

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Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

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Section: Call For Action By Universities and An Opportunity For Universitiesmentioning

confidence: 99%

A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021

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“…This cluster includes papers that address the Sustainable Development Goals in a general way. In particular, the articles address this subject from the point of view of education [72], the policies and measures that lead to them [73], and those related to human rights [74].…”

Section: Analysis Of Cluster 1: Sustainable Development Goals In Generalmentioning

confidence: 99%

Sustainable Development Goals and Education: A Bibliometric Mapping Analysis

Jiménez

López-Catalán²,

López‐Catalán

et al. 2021

Sustainability

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The 2030 Sustainable Development Agenda sets out 17 Sustainable Development Goals (SDGs) aimed at improving life in all its dimensions, covering all sectors, with a particular emphasis on education. The study presented here focuses on universities as priority organisations and agents of change within the sphere of their social commitment. We thus conducted an analysis of the related scientific production as well as a bibliometric mapping, identifying the main publications indexed in the Web of Science, within its main collection. Focusing on scientific production, we examine the types of documents published, the evolution of the number of publications, the countries of origin of the publications, the most cited sources and articles, together with the most productive authors and a co-citation analysis. Regarding the bibliometric mapping analysis, the five core clusters included in the study were: SDGs in general; SDG 4 on Quality Education; Education for Sustainable Development; Higher Education; and Education Management. Among the main conclusions reached, we would emphasise the need for a change in role and function of university education to tackle sustainable development.

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“…This approach would also allow for multiple indicators of quality of life to be considered along the quality of life spectrum. In principle, these could span all or any of the SDG indicators, for instance from securing access to decent nutrition (e.g., Veldhuizen et al 2020 ), health care (Hone et al 2018 ), education (Avelar et al 2019 ), to decent work conditions (Parkes et al 2017 ), in organizations (Rosati and Faria 2019 ), social security (Morton et al 2019 ), sustainable production/consumption (Gunawan et al 2020 ) and protection for the environment (Quinlivan et al 2020 ). Measured along diverse but interconnected and potentially aligned PPP$ income spectrum, these and others are all aspects of the United Nations (UN) Sustainable Development Goals (SDGs).…”

Section: Discussionmentioning

confidence: 99%

Setting ‘poverty thresholds’: whose experience counts?

Carr

2020

Sustain Sci

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According to the UN Sustainable Development Goals (SDGs), poverty eradication in the 21st century means everyday access to decent health care, education and livelihoods, political participation, social inclusion, a clean and safe environment, and more. These are aspirational goals that together support a decent quality of life. Crossing monetary, 'poverty thresholds' may enable such goals. Most estimates of 'where' the monetary threshold lies derive the estimates circularly from monetary costs of living. The link to quality of living is thereby made by fiat, untested empirically in everyday human experience. We already know we can measure income independently of middle class quality of life, and probe for relationships between the two. Why not for poverty too? A quantity of money where quality of life changed would mark a genuine threshold required for example to escape from poverty traps. Using this approach, studies in quality of work-life, using multiple indicators, have identified at least three thresholds where quality of life ticked markedly upwards, including inter-threshold ranges where gradients went from zero to positive. The concept of work-life balance suggests that this approach may be usefully extended to include quality health care, education, and other SDGs in sustainability science. Keywords SDG1 • Eradicating poverty • Measuring poverty • Evaluation A problem statement Policy makers around the world rely on poverty thresholds to make, evaluate and improve their anti-poverty initiatives. These thresholds are important because they yield higher or lower estimates of poverty levels, levels of intervention and their evaluation (Bullock 2019). The thresholds themselves are normally calculated from periodically updated costs-ofliving surveys, and associated indexes. They are circularly econometric. Drawing various poverty thresholds at $1.90 or $3.20 a day, monthly wage, or 60% of median national income, and so on, then takes a complete leap of faith into people's actual, everyday quality of life:

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Education for advancing the implementation of the Sustainable Development Goals: A systematic approach

Cited by 117 publications

References 32 publications

A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

Sustainable Development Goals and Education: A Bibliometric Mapping Analysis

Setting ‘poverty thresholds’: whose experience counts?

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