DOCSLIB.ORG

A Guide for Teaching the Sustainable Development Goals by the Manitoba Council for International Cooperation Is Licensed Under CC BY-NC-SA 4.0

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Guide for Teaching the Sustainable Development Goals by the Manitoba Council for International Cooperation Is Licensed Under CC BY-NC-SA 4.0 Guidelines for Use: This guide is provided free for use and adaptation by educators, with citation to the Manitoba Council for International Cooperation. Users are free to download, copy, print and share this resource as needed, and adapt for their classroom or non-commercial use. If you adapt or build on our work, please let us know! We’re interested to hear how this guide is being used, please email us at [email protected]. Sustainable Foundations: A Guide for Teaching the Sustainable Development Goals by the Manitoba Council for International Cooperation is licensed under CC BY-NC-SA 4.0. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0. 2020 Guide Updates: This 2020 version of the guide includes updates to resource links, and clearer guidelines for use. While MCIC works to keep this document up to date, we rely on links to many external resources that may be updated or removed by the content owners. ACKNOWLEDGMENTS On behalf of the Manitoba Council for International Cooperation, we are thrilled to present Sustainable Foundations: A Guide for Teaching the Sustainable Development Goals. The development of this resource has truly been a team effort. Many people worked diligently to make it what it is today. We would not have been able to develop this resource without the financial support of the Government of Manitoba through Manitoba Education and Training and the Government of Canada provided through Global Affairs Canada. We are grateful for the continued support we receive from both levels of government. Many many thanks to the MCIC team: Keana Rellinger and Grace Van Mil who developed the structure, researched and provided content editing; Megan Redmond for her design and editing; Jane Mychasiw for proofing; and Monique Sereneo, our summer student, who assisted with design. We also want to express many thanks to: Robin McGeough who researched and wrote the first draft of Sustainable Foundations; Mitch Kruse who helped in the last stretch with design and copy editing; Derek Hogue of Amphibian Design for website development; and R. Hamilton Media for production of the promotional video for Sustainable Foundations. These resources were developed by people who share a passion for our world and making it equitable and sustainable, where no one is left behind. We’ve designed Sustainable Foundations to give professional educators innovative tools that fit elegantly into your curriculum. We hope your students are inspired to transform our world for peace, partnership and prosperity for all people living on the planet we share. We are in this together. Janice Hamilton Executive Director Manitoba Council for International Cooperation February 2018 CONTENTS INTRODUCTION ii WHAT ARE THE SUSTAINABLE DEVELOPMENT GOALS? iv HOW TO USE THIS GUIDE vii ABOUT MCIC GOAL 1: NO POVERTY GOAL 3: GOOD HEALTH AND WELL-BEING END POVERTY IN ALL ITS FORMS EVERYWHERE ENSURE HEALTHY LIVES AND PROMOTE 1.1 TARGETS WELL-BEING FOR ALL AT ALL AGES 1.2 LEARNING OBJECTIVES 3.1 TARGETS CURRICULUM CONNECTIONS 3.2 LEARNING OBJECTIVES 1.3 THE BIG QUESTIONS CURRICULUM CONNECTIONS 1.6 CONNECTION TO THE OTHER GOALS 3.3 THE BIG QUESTIONS 1.7 REFLECTION AND ACTION QUESTIONS 3.7 CONNECTION TO THE OTHER GOALS 1.8 RESOURCES 3.8 REFLECTION AND ACTION QUESTIONS 1.9 CASE STUDIES 3.9 RESOURCES 3.11 CASE STUDIES GOAL 2: ZERO HUNGER END HUNGER, ACHIEVE FOOD SECURITY AND IMPROVED GOAL 4: QUALITY EDUCATION NUTRITION AND PROMOTE SUSTAINABLE AGRICULTURE ENSURE INCLUSIVE AND EQUITABLE QUALITY 2.2 TARGETS EDUCATION AND PROMOTE LIFELONG LEARNING LEARNING OBJECTIVES OPPORTUNITIES FOR ALL 2.3 CURRICULUM CONNECTIONS 4.1 TARGETS 2.4 THE BIG QUESTIONS 4.2 LEARNING OBJECTIVES 2.8 CONNECTION TO THE OTHER GOALS CURRICULUM CONNECTIONS 2.9 REFLECTION AND ACTION QUESTIONS 4.3 THE BIG QUESTIONS 2.10 RESOURCES 4.6 CONNECTION TO THE OTHER GOALS 2.12 CASE STUDIES 4.7 REFLECTION AND ACTION QUESTIONS 4.8 RESOURCES 4.10 CASE STUDIES Manitoba Council for International Cooperation Sustainable Foundations CONTENTS GOAL 5: GENDER EQUALITY GOAL 8: DECENT WORK AND ECONOMIC ACHIEVE GENDER EQUALITY AND EMPOWER GROWTH ALL GIRLS AND WOMEN PROMOTE SUSTAINED, INCLUSIVE AND SUSTAINABLE 5.1 TARGETS ECONOMIC GROWTH, FULL AND PRODUCTIVE 5.2 LEARNING OBJECTIVES EMPLOYMENT AND DECENT WORK FOR ALL CURRICULUM CONNECTIONS 8.1 TARGETS 5.3 THE BIG QUESTIONS 8.2 LEARNING OBJECTIVES 5.6 CONNECTION TO THE OTHER GOALS CURRICULUM CONNECTIONS 5.7 REFLECTION AND ACTION QUESTIONS 8.3 THE BIG QUESTIONS 5.8 RESOURCES 8.6 CONNECTION TO THE OTHER GOALS 5.10 CASE STUDIES 8.7 REFLECTION AND ACTION QUESTIONS 8.8 RESOURCES 8.10 CASE STUDIES GOAL 6: CLEAN WATER AND SANITATION ENSURE ACCESS TO WATER AND SANITATION FOR ALL 6.1 TARGETS GOAL 9: INDUSTRY, INNOVATION AND 6.2 LEARNING OBJECTIVES INFRASTRUCTURE CURRICULUM CONNECTIONS BUILD RESILIENT INFRASTRUCTURE, PROMOTE 6.3 THE BIG QUESTIONS SUSTAINABLE INDUSTRIALIZATION AND 6.6 CONNECTION TO THE OTHER GOALS FOSTER INNOVATION 6.7 REFLECTION AND ACTION QUESTIONS 9.1 TARGETS 6.8 RESOURCES 9.2 LEARNING OBJECTIVES 6.10 CASE STUDIES CURRICULUM CONNECTIONS 9.3 THE BIG QUESTIONS 9.6 CONNECTION TO THE OTHER GOALS GOAL 7: AFFORDABLE AND CLEAN ENERGY 9.7 REFLECTION AND ACTION QUESTIONS ENSURE ACCESS TO AFFORDABLE, RELIABLE, 9.8 RESOURCES SUSTAINABLE AND MODERN ENERGY FOR ALL 9.10 CASE STUDIES 7.1 TARGETS 7.2 LEARNING OBJECTIVES GOAL 10: REDUCED INEQUALITIES CURRICULUM CONNECTIONS REDUCE INEQUALITY WITHIN AND 7.3 THE BIG QUESTIONS AMONG COUNTRIES 7.6 CONNECTION TO THE OTHER GOALS 10.1 TARGETS 7.7 REFLECTION AND ACTION QUESTIONS 10.2 LEARNING OBJECTIVES 7.8 RESOURCES CURRICULUM CONNECTIONS 7.10 CASE STUDIES 10.3 THE BIG QUESTIONS 10.6 CONNECTION TO THE OTHER GOALS 10.7 REFLECTION AND ACTION QUESTIONS 10.8 RESOURCES 10.10 CASE STUDIES Manitoba Council for International Cooperation Sustainable Foundations CONTENTS GOAL 11: SUSTAINABLE CITIES AND GOAL 14: LIFE BELOW WATER COMMUNITIES CONSERVE AND SUSTAINABLY USE OUR MAKE CITIES AND HUMAN SETTLEMENTS INCLUSIVE, OCEANS, SEAS AND MARINE RESOURCES SAFE, RESILIENT AND SUSTAINABLE 14.1 TARGETS 11.1 TARGETS 14.2 LEARNING OBJECTIVES 11.2 LEARNING OBJECTIVES CURRICULUM CONNECTIONS CURRICULUM CONNECTIONS 14.3 THE BIG QUESTIONS 11.3 THE BIG QUESTIONS 14.6 CONNECTION TO THE OTHER GOALS 11.7 CONNECTION TO THE OTHER GOALS 14.7 REFLECTION AND ACTION QUESTIONS 11.8 REFLECTION AND ACTION QUESTIONS 14.8 RESOURCES 11.9 RESOURCES 14.10 CASE STUDIES 11.11 CASE STUDIES GOAL 15: LIFE ON LAND GOAL 12: RESPONSIBLE CONSUMPTION SUSTAINABLY MANAGE FORESTS, COMBAT AND PRODUCTION DESERTIFICATION, HALT AND REVERSE LAND ENSURE SUSTAINABLE CONSUMPTION DEGRADATION AND HALT BIODIVERSITY LOSS AND PRODUCTION PATTERNS 15.1 TARGETS 12.1 TARGETS 15.2 LEARNING OBJECTIVES 12.2 LEARNING OBJECTIVES CURRICULUM CONNECTIONS CURRICULUM CONNECTIONS 15.3 THE BIG QUESTIONS 12.3 THE BIG QUESTIONS 15.7 CONNECTION TO THE OTHER GOALS 12.6 CONNECTION TO THE OTHER GOALS 15.8 REFLECTION AND ACTION QUESTIONS 12.7 REFLECTION AND ACTION QUESTIONS 15.9 RESOURCES 12.8 RESOURCES 15.11 CASE STUDIES 12.10 CASE STUDIES GOAL 16: PEACE, JUSTICE AND GOAL 13: CLIMATE ACTION STRONG INSTITUTIONS TAKE URGENT ACTION TO COMBAT PROMOTE JUST, PEACEFUL AND CLIMATE CHANGE AND ITS IMPACTS INCLUSIVE SOCIETIES 13.1 TARGETS 16.1 TARGETS 13.2 LEARNING OBJECTIVES 16.2 LEARNING OBJECTIVES CURRICULUM CONNECTIONS CURRICULUM CONNECTIONS 13.3 THE BIG QUESTIONS 16.3 THE BIG QUESTIONS 13.7 CONNECTION TO THE OTHER GOALS 16.7 CONNECTION TO THE OTHER GOALS 13.8 REFLECTION AND ACTION QUESTIONS 16.8 REFLECTION AND ACTION QUESTIONS 13.9 RESOURCES 16.9 RESOURCES 13.11 CASE STUDIES 16.11 CASE STUDIES Manitoba Council for International Cooperation Sustainable Foundations CONTENTS GOAL 17: PARTNERSHIPS FOR THE GOALS STRENGTHEN THE MEANS OF IMPLEMENTATION AND REVITALIZE THE GLOBAL PARTNERSHIP FOR SUSTAINABLE DEVELOPMENT 17.1 TARGETS 17.2 LEARNING OBJECTIVES CURRICULUM CONNECTIONS 17.3 THE BIG QUESTIONS 17.7 CONNECTION TO THE OTHER GOALS 17.8 REFLECTION AND ACTION QUESTIONS 17.9 RESOURCES 17.11 CASE STUDIES GLOSSARY G.1 A–B G.2 C G.3 C–D G.4 E–F G.5 F–G G.6 G–I G.7 I–L G.8 M G.9 N–P G.10 P–S G.11 S G.12 S–U G.13 W–X Manitoba Council for International Cooperation Sustainable Foundations INTRODUCTION Welcome to Sustainable Foundations: A Guide for Teaching the Sustainable Development Goals This guide is designed for educators or anyone who would like to teach young people about the United Nations Sustainable Development Goals. The Sustainable Development Goals — also known as the SDGs or the Global Goals —cover a wide range of sustainability issues; highlighting local, national and international priority areas to end poverty and hunger, improve health and education, make cities more sustainable and combat climate change. This guide will provide you with clear information, educational resources and other supports to help you in your efforts to educate and engage young people so that they support the Sustainable Development Goals and are inspired to turn their support into action. This guide will also explore how you can incorporate the different topics covered by each goal into your lessons across multiple subjects. You don’t need any prior knowledge or experience of the United Nations, international development, or the Sustainable Development Goals to use this guide. It can be referred to in whole or as individual parts to suit your curriculum. This guide will help you understand: Key targets and understandings of each Global Goal. Learning objectives associated with each Global Goal. Who and what are affected by the Global Goals. What actions can we take as individuals, communities and nations.
Load more

Recommended publications
  • Because None of Us Are Equal Until All of Us Are Equal 2018 Progress Update One.Org
    2018 PROGRESS UPDATE WE WILL NOT STOP UNTIL WE’RE DONE BECAUSE NONE OF US ARE EQUAL UNTIL ALL OF US ARE EQUAL 2018 PROGRESS UPDATE ONE.ORG 2018 PROGRESS UPDATE Our vision is a world without extreme poverty and preventable disease, where people can fulfill their full potential and actively participate in the decision-making that affects them. This is the world we want, and we fight for it alongside everyone who feels the same. It is our job to enable the power of the people to influence the people in power. We won’t stop until we’re done, BECAUSE NONE OF US ARE EQUAL UNTIL ALL OF US ARE EQUAL. 1 2018 PROGRESS UPDATE ONE.ORG CONTENTS 4 LETTER FROM THE PRESIDENT & CEO AND BOARD CHAIR Gayle Smith, President & CEO and Tom Freston, Board Chair 6 36 AFRICA POVERTY IS SEXIST Leveraging ONE’s 2017 Building a Movement Successes in Africa Roxane Philson Rudo Kwaramba-Kayombo 44 16 (RED) EUROPE (RED)efining the Many Ways ONE in Europe: United in Diversity People Can Join the Fight Kate Critchley to End AIDS Deb Dugan CONTENTS 26 NORTH AMERICA 52 Four Financing Victories APPENDIX 2018 PROGRESS UPDATE in North America Tom Hart 2 3 2018 PROGRESS UPDATE ONE.ORG LETTER FROM THE PRESIDENT & CEO AND BOARD CHAIR LETTER FROM THE PRESIDENT & CEO AND BOARD CHAIR its “Make Naija Stronger“ campaign its “Women of the World” moment when President Buhari signed off on a on tour, which included a huge visual GAYLE SMITH, PRESIDENT & CEO AND TOM FRESTON, BOARD CHAIR 2018 budget that included the increase shout-out to ONE and (RED) and moving in health spending that our Nigerian comments from Bono, which unfolded activists had fought for.
    [Show full text]
  • Remedy and Elimination of Tuberculosis” Akanksha Mishra [email protected]
    The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Master's Theses Theses, Dissertations, Capstones and Projects Winter 12-15-2017 A Novel Model of “Remedy and Elimination of Tuberculosis” Akanksha Mishra [email protected] Follow this and additional works at: https://repository.usfca.edu/thes Part of the Analytical, Diagnostic and Therapeutic Techniques and Equipment Commons, Diseases Commons, Epidemiology Commons, International Public Health Commons, and the Other Medicine and Health Sciences Commons Recommended Citation Mishra, Akanksha, "A Novel Model of “Remedy and Elimination of Tuberculosis”" (2017). Master's Theses. 1118. https://repository.usfca.edu/thes/1118 This Thesis is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Master's Theses by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. A Novel Model of “Remedy and Elimination of Tuberculosis” By: Akanksha Mishra University of San Francisco November 21, 2017 MASTER OF ARTS in INTERNATIONAL STUDIES 1 ABSTRACT OF THE DISSERTATION A Novel Model of “Remedy and Elimination of Tuberculosis” MASTER OF ARTS in INTERNATIONAL STUDIES By AKANKSHA MISHRA December 18, 2017 UNIVERSITY OF SAN FRANCISCO Under the guidance and approval of the committee, and approval by all the members, this thesis project has been accepted in partial fulfillment of the requirements for the degree. Adviser__________________________________ Date ________________________ Academic Director Date ________________________________________ ______________________ 2 ABSTRACT Tuberculosis (TB), is one of the top ten causes of death worldwide.
    [Show full text]
  • HOW EDUCATION BREAKS the CYCLE of POVERTY: an INTER-REGIONAL STUDY of INDONESIAN HOUSEHOLDS by MASNIARITTA POHAN Sarjana Ekonomi
    HOW EDUCATION BREAKS THE CYCLE OF POVERTY: AN INTER-REGIONAL STUDY OF INDONESIAN HOUSEHOLDS By MASNIARITTA POHAN Sarjana Ekonomi Universitas Katolik Parahyangan Bandung, Indonesia 2000 Magister Sains Perencanaan dan Kebijakan Publik Universitas Indonesia Depok, Indonesia 2003 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY May, 2013 HOW EDUCATION BREAKS THE CYCLE OF POVERTY: AN INTER-REGIONAL STUDY OF INDONESIAN HOUSEHOLDS Dissertation Approved: Dr. Jeffrey D. Vitale Dissertation Adviser Dr. Brian D. Adam Dr. Arthur L. Stoecker Dr. Keith D. Willett ii Name: MASNIARITTA POHAN Date of Degree: MAY, 2013 Title of Study: HOW EDUCATION BREAKS THE CYCLE OF POVERTY: AN INTER-REGIONAL STUDY OF INDONESIAN HOUSEHOLDS Major Field: AGRICULTURAL ECONOMICS Abstract: The positive contribution of human capital to income has long been studied and shown to be significant. This study shows the importance of public spending on education in order to accelerate growth and reduce poverty. Results suggest that government expenditure on education programs can help overcome negative family socioeconomic conditions, leading to intergenerational improvement of income. iii TABLE OF CONTENTS Chapter Page I. INTRODUCTION ......................................................................................................1 Background ..............................................................................................................1 The Global
    [Show full text]
  • Breaking the Cycle of Poverty in Young Families
    POLICY REPORT | APRIL 2015 Breaking the Cycle of Poverty in Young Families TwO-GEneration Policy RecommEnd ations The two-generation approach is a poverty reduction strategy meeting the unique needs of both parents and children simultaneously, which differs from other models that provide service provision to parents or their children separately. The focus of this two-generation research was specifically young families, which are defined as out-of-school, out-of-work youth 15–24 with dependent children under the age of 6. Families in poverty can best be served by addressing parental needs for education, workforce training, and parental skills, while also addressing child development essentials. The recent economic downturn has tremendously impacted communities and families in the United States, especially young families. Over 1.4 million youth ages 15–24 are out-of-school, out-of-work and raising dependent children. When youth are out of the education system, lack early work experience, and cannot find employment, it is unlikely that they will have the means to support themselves.1 Too often, this traps their families in a cycle of poverty for generations. With generous support from the Annie E. Casey Foundation and ASCEND at the Aspen Institute, the National Human Services Assembly (NHSA), an association of America’s leading human service nonprofit organizations, set out to identify policy and administrative barriers to two- generation strategies. The NHSA engaged its member organizations and local affiliates to better understand their two-generation programs, challenges to success, and strategies for overcoming. It also convened advo- cates, experts, and local providers together to determine the appropriate government strategies to break the cycle of poverty in young families.
    [Show full text]
  • Policy Brief 1 Breaking the Vicious Cycle of Mental Ill-Health and Poverty
    proving me Im nt al h e a l Policy brief 1 t h , R e d u c i Breaking the vicious cycle of n g p o mental ill-health and poverty v e r t y Mental Health and Poverty Project g pov ucin erty ed , R h lt a e h l a t n The purpose of the Mental Health and Poverty Project is to develop, implemente and evaluate mental m health policy in poor countries, in order to provide new knowledge regarding comprehensive multi- g n sectoral approaches to breaking the negative cycle of i poverty and mental ill-health. v o r p m I proving me Im nt al h e a l t h , R e Breaking the vicious cycle of mental ill-health and poverty d u c i n g p o v e r t The Mental Health and Poverty Project living in poverty, such as low socio-economic status, exposure y (MHaPP) to stressful life events (such as crime and violence), inadequate housing, unemployment and social conflict, are linked to mental There is growing recognition that mental health is a crucial ill-health. Poverty is also associated with exclusion, isolation, public health and development issue in South Africa. feelings of disempowerment, helplessness and hopelessness, Neuropsychiatric conditions rank 3rd in their contribution to the which can lead to chronic insecurity and social mistrust, burden of disease in SA1 and 16.5% of South Africans report affecting people’s mental well being. As the mental well being having suffered from mental disorders in the last year.2 The of individuals is eroded by poverty, the available energies within Mental Health and Poverty Project, a ground-breaking research communities to contribute to nation-building are reduced.
    [Show full text]
  • Working out of Poverty
    REPORT OF THE DIRECTOR-GENERAL WORKING OUT OF POVERTY INTERNATIONAL LABOUR CONFERENCE 91st Session 2003 INTERNATIONAL LABOUR OFFICE GENEVA This Report may also be consulted on the ILO Internet site (http://www.ilo.org/public/english/standards/relm/ilc/ilc91/pdf/rep-i-a.pdf). ISBN 92-2-112870-9 ISSN 0074-6681 First published 2003 The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers. Reference to names of firms and commercial products and processes does not imply their endorsement by the International Labour Office, and any failure to mention a particular firm, commercial product or process is not a sign of disapproval. ILO publications can be obtained through major booksellers or ILO local offices in many countries, or direct from ILO Publications, International Labour Office, CH-1211 Geneva 22, Switzerland. Catalogues or lists of new publications are available free of charge from the above address. Photocomposed by the International Labour Office, Geneva, Switzerland DTP Printed in Switzerland SRO Preface This is my third opportunity to offer the Director-General’s Report to the International Labour Conference. The first, Decent work, 1 revisited our mandate, interpreted it and defined our mission for the world of today, based on ILO values. You subscribed to the agenda we set out, which af- firmed that the ILO had to be concerned with all workers, including those beyond the formal labour market.
    [Show full text]
  • 1 Why Research Infectious Diseases of Poverty?
    1 Why research infectious diseases of poverty? 11 in chapteR 1: • Poverty and infectious disease – a problematic relationship • infectious disease – the true burden on communities • the value of research: new ways to end old diseases • moving beyond the Millennium Development Goals • the cost of inaction – social and economic consequences • tackling disease – a need for investment • ten reasons to research infectious diseases of poverty AUTHORS Research is the key to making things Professor SiAn GRiffiths happen for poor populations. This Director, School of Public Health introductory chapter of the Global and Primary Care, The ChineSe Report examines the need for research univerSity of Hong Kong, Hong into the infectious diseases that Kong SPecial AdminiStrative region, China disproportionately affect poor and marginalized communities – the so- Professor Xiao-NonG Zhou Director, National InStitute called “infectious diseases of poverty”. of ParaSitic DiSeaSeS, ChineSe It examines the link between poverty center for DiSeaSe Control anD and disease and outlines ten reasons Prevention, Shanghai, China to support research for such diseases. Such research represents unfinished Report fellOw Allison Thorpe business of global relevance, work that the world can no longer afford to neglect. 11 According to the latest published data in 2012, infectious (including parasitic) diseases were together responsible for the death of more than 8.7 million people worldwide in 2008 (1). The majority of these deaths were of poor people living in low and middle- income countries, with many of the deaths Infectious diseases have occurring in children under five years of age. shaped societies, driven Given the sketchy data, misdiagnosis and conflict and spawned the under-detection that are typical of health marginalization of infected systems in impoverished areas, these num- individuals and communities bers are almost certainly underestimated.
    [Show full text]
  • Open for Development Achieving Greater Post-2015 Results Through an Open Design Process, Monitoring System and Data Portals Executive Summary
    Open For Development Achieving Greater Post-2015 Results through an Open Design Process, Monitoring System and Data Portals Executive Summary The Millennium Development Goals (MDGs) have contributed to unprecedented progress in the fight against global poverty. To further accelerate progress in the run-up to the MDG deadline in 2015, and to ensure sustained progress beyond this date, there is an urgent need for greater transparency about investments made in tackling development challenges and about the specific outcomes achieved. Openness – especially transparency, accountability and public participation – must be at the heart of the post-2015 development framework. ONE – along with Center for Transparency and Accountability in Liberia (CENTAL), Development Initiatives, Fundar (Mexico), Global Witness, Global Movement for Budget Transparency, Accountability and Participation, Integrity Action, International Budget Partnership, Luta Hamutuk Institute (Timor Leste), Publish What You Fund, Publish What You Pay, Revenue Watch Institute, Transparency International, W3C (Brasil) – is calling on the High-level Panel of Eminent Persons (HLP), the UN Secretary-General and UN Member States to put transparency and accountability at the centre of the new framework by establishing an open design process, a clear monitoring framework and open accountability portals. Specifically, we urge the HLP to consider the following concrete recommendations: • Recommendation 1: The HLP should capacity, and collect and report on recommend that the UN Secretary- achieved outcomes related to the agreed General’s report to Member States includes development goals and targets. This a quantitative overview of survey-based reporting should be executed on a regular consultations, with concrete proposals and timely basis (e.g. an annual or quarterly for ensuring that input from citizens in cycle with minimal time lags).
    [Show full text]
  • Poverty Alleviation in China: a Lesson for the Developing World?
    Poverty Alleviation in China: A Lesson for the Developing World? Gerhard K. Heilig(1) / Zhang, Ming(2) / Long, Hualou(2) Li, Xiubin(3) / Wu, Xiuqin(4) December 27, 2005 Part of this paper was presented at the International Conference on the West Development and Sustainable Development August 2-4, 2005 Urumqi, China 1 The title photo depicts the “traditional muslim market” in Urumqi - complete with a huge Carrefour market, KFC fastfood restaurant, and open food court. In the background the recently renovated mosque. The photo was taken in August 2005 by Gerhard K. Heilig. (1) Senior Research Scholar, International Institute for Applied Systems Analysis (IIASA), Leader of the Research Activity on Sustainable Rural Development (SRD) and Professor for China Studies, Vienna University. (2) Research Scholar, IIASA, SRD-Research; (3) Deputy Head, Institute of Geographic Sciences and Natural Resources Research (IGSNRR), Chinese Academy of Sciences. (4) Associate Professor, College of Soil and Water Conservation, Beijing Forestry University. Correspondence to: Gerhard K. Heilig, Neulinggasse 16, A-1030 Vienna, Austria; e-mail: [email protected] This document can be downloaded from: www.gerhard-k-heilig.com 2 Introduction - China’s Rural Development With Deng Xiaoping’s economic reforms in the late 1970s China started its spectacular transi- tion from a state-run economy, based on centralized command and control, to a modern eco- nomic system based on market principles and international cooperation. The first phase in these reforms was the introduction of the “household responsibility system” in the early 1980s, which essentially abandonded the system of communal farming and re-established the autonomy of the individual farm household.
    [Show full text]
  • Good Things on the Rise: the One-Sided Worldview of Hans Rosling
    Good Things on the Rise: The One-Sided Worldview of Hans Rosling By Christian Berggren, Prof. emer. Industrial Management, Linköping University, Sweden, October 12, 2018 Charisma and positive messages about world development made Hans Rosling (1948– 2017), a former professor of international health at the Karolinska Institute in Sweden, an international star. His posthumous gospel, Factfulness (1), which contains a collection of illustrative statistics and imaginative insights, has reached a global audience. In the United States, Bill Gates recently announced that he will hand out the book to all graduating university students, and 32 more translations are in the pipeline. An article in the science journal Nature praised the book in glowing terms: “This magnificent book ends with a plea for a factual world view. …Like his famous presentations, it throws down a gauntlet to doom-and-gloomers in global health by challenging preconceptions and misconceptions.” (2) However, Factfulness actually employs a biased selection of variables, avoids analysis of negative trends, and does not discuss any of the serious challenges related to continual population growth. A policy based on the simplistic worldview presented in Factfulness could have serious consequences. Who will dare stand up to media sensation Hans Rosling? This question asked by four writers in a leading Swedish daily in October 2015. Their criticism of his cavalier attitude toward the rapid rise in Africa’s population went unanswered. Perhaps the famous lecturer was leery of entering into a dialogue that might reveal the weaknesses of his analysis. Despite his position as a professor at the Karolinska Institute, Rosling’s research production was meager.
    [Show full text]
  • Global and Local Health – Legacy of Hans Rosling
    Seminar Global and Local Health – Legacy of Hans Rosling When: 26th October, 2017. 9.00 – 13.00. Where: Jacob Berzelius, Berzelius väg 3 Please register for the event here: https://sv.surveymonkey.com/r/PC3JR9Z In 2006, Hans Rosling presented his TED talk, which made him known internationally and changed the way we look at the world. However, long before that Hans Rosling had discovered a disease related to Cassava toxicity. It is an interesting story of a researcher who went to Mozambique to work as a health worker. Hans Rosling and his wife had traveled from Sweden to Mozambique. He had studied medicine and public health. In mid-1981, a disease appeared in the province of Nampula, north of Mozambique causing paralysis, with blurred vision and difficulty speaking. Soon over 1,000 cases were reported. The condition was called Konzo, which, in the Yaka language (spoken in a village of southeastern Democratic Republic of the Congo) means “tied legs.” Cassava is the third most important food crop in the tropics, after rice and maize. Esteemed by smallholder farmers for its tolerance to drought and infertile soils, the crop is inherently eco-efficient, offering a reliable source of food and income. Half a billion people in Africa eat cassava every day, and this high-starch root is also an important staple in Latin America and the Caribbean. The seminar “Global and Local Health – Legacy of Hans Rosling will discuss the disease Konzo in the context of research carried out by Hans Rosling. The seminar is a collaboration between Swedish Agriculture University, Uppsala (SLU – Global) and Centre for global health, Karolinska Institutet.
    [Show full text]
  • Responding to the Ebola Epidemic in West Africa: What Role Does Religion Play? Case Study
    WFDD CASE STUDY RESPONDING TO THE EBOLA EPIDEMIC IN WEST AFRICA: WHAT ROLE DOES RELIGION PLAY? By Katherine Marshall THE 2014 EBOLA EPIDEMIC was a human and a medical drama that killed more than 11,000 people and, still more, devastated the communities concerned and set back the development of health systems. Its impact was concentrated on three poor, fragile West African countries, Guinea, Liberia, and Sierra Leone, but the tremors reverberated throughout the world, gen- erating reactions of compassion and fear, spurring mobilization of vast hu- man and financial resources, and inspiring many reflections on the lessons that should be learned by the many actors concerned. Among the actors were many with religious affiliations, who played distinctive roles at various points and across different sectors. This case study is one of a series produced by the Berkley Center for Religion, Peace, and World Affairs at Georgetown University and the World Faiths De- velopment Dialogue (WFDD), an NGO established in the World Bank and based today at Georgetown University. The goal is to generate relevant and demanding teaching materials that highlight ethical, cultural, and religious dimensions of contemporary international development topics. This case study highlights the complex institutional roles of religious actors and posi- tive and less positive aspects of their involvement, and, notably, how poorly prepared international organizations proved in engaging them in a systematic fashion. An earlier case study on Female Genital Cutting (FGC or FGM) focuses on the complex questions of how culture and religious beliefs influ- ence behaviors. This case was prepared under the leadership of Katherine Marshall and Crys- tal Corman.
    [Show full text]