SlideShare a Scribd company logo
ACCEI Institute &
ACCE (I) Bangalore Center
Sustainable Engineering Series (SES)
ROLE OF ACADEMIA IN ACHIEVING THE
SUSTAINABLE DEVELOPMENT GOALS
&
PROVISIONS IN NEW NEP 2020
TOWARDS SDG4
Talk 9 Dr. Aswath M.U
President, ACCE(I)
Principal, BIT,Bengaluru-560004
aswathmu@gmail.com
Saturday, 21-11-2020
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
• Universities, colleges, and other higher education
institutions (HEIs) play a critical role in the
achievement of the 2030 Sustainable Development
Goal Agenda.
• HEIs are mentioned specifically under SDG 4 on
quality and inclusive education, but in fact their
influence extends across all the goals through
, , and
.
• HEIs facilitate social, environmental, and economic
development.
• They are one of the most significant
and , and
their central position amongst networks of
government, civil society and industry partners mean
that they
Since the international
community of Member
States came together to
agree upon the 2030
Agenda, some HEIs have
established campus greening
initiatives to improve their
internal sustainability, while
others have implemented
community outreach
programmes, student groups,
and research and innovation
hubs.
International
Association of
Universities
(IAU) lists
some actions
undertaken by
universities
related to the
SDGS.
Incorporate the SDGs in university curricula,
as well as to encourage PhD candidates to
write their thesis and do research on themes
related to SDGs.
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
Support of universities to achieve SDG’s
How universities can contribute to the SDG’s?
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
The 2030 Agenda for Sustainable Development covers a wide range of interrelated
goals, including poverty eradication and economic growth, social inclusion,
environmental sustainability and peace for all people by 2030.
Policy decisions to meet the Sustainable Development Goals (SDGs) need to be
informed by policy-relevant evidence co-designed and co-produced with the pertinent
stakeholders, taking into consideration local and political contexts.
Universities are uniquely placed to lead the cross-sectoral implementation of the SDGs
and advance the 2030 agenda.
This commentary provides the case for building, strengthening and institutionalising
university partnerships with governments and communities to achieve the SDGs.
The authors call for a change in mindsets and culture in both academia and
government, and invite both parties to start the dialogue if we are to rise up to the
global challenge.
Changing roles of universities in the era of SDGs: Rising up to the global challenge
through institutionalising partnerships with governments and communities
-Fadi El-Jardali, Nour Ataya & Racha Fadlallah
https://rdcu.be/caQjM
Changing roles
of universities in
the era of SDGs:
rising up to the
global challenge
through
institutionalising
partnerships
with
governments and
communities
Benefits of
university
partnerships
with
governments
and
communities
What is needed are
long-term and
sustainable
strategic
partnerships to
bring universities,
governments and
the communities
they serve together
in addressing
pressing challenges
and transforming
societies
Institutionalised partnerships within universities can facilitate engagement with
governments and communities at different levels to achieve the SDGs
Play a lead role in strengthening the science–policy interface
• Universities have the capacity to generate, translate and disseminate knowledge
relevant to achieving the SDGs.
• They can work with policy-makers and other stakeholders to identify policy
priorities/problems, assess policy options, implement solutions and evaluate policies.
• Importantly, they can help translate the SDGs into measurable and country-specific
targets by actively matching academic capital with public policy priorities and making
knowledge and resources readily available to the government and community.
• Universities can engage in collaborative knowledge generation alongside other
stakeholders leading to knowledge co-production or co-creation, which has the
potential to increase societal impact of research through dynamic, locally
adaptive partnerships, power sharing and ongoing conflict resolution
• They can also engage in reciprocal rotations, secondments, policy fellowships and
internships with the government and community to encourage experiential learning and
translational research.
• Universities can initiate and facilitate dialogue across
multiple actors, including;
 government,
 private sector,
 academic and scientific community,
 civil societies and
 the public.
• Dialogue can help ensure commitment to and
strengthen implementation of the SDGs, as well as
promote the political accountability needed to attain
them.
Universities Provide neutral platforms for cross-sectoral dialogue
Support integrated and coherent policies and actions for SDGs
While there is a general consensus on the importance of policy coherence, efforts to
achieve this tend to stall at the implementation phase. The interconnectedness of the
SDGs provides an opportunity for universities to deepen understanding of implementation
considerations for effective and coherent policies .
Universities can catalyse actions in this area by conducting analyses to identify policy
coherence issues, enhancing understanding of connections and trade-offs for successful
SDG implementation, and developing new metrics to facilitate integrated monitoring.
Universities can also contribute to advancing the fields of systems thinking and planetary
health through conducting integrated, transdisciplinary and context-specific research to
strengthen understanding of managing interactions between environmental and human
health.
This is especially pertinent to LMICs, where weak regulation for sustainable consumption
and production may have critical health consequences
Importantly, universities can actively champion new governance mechanisms that
promote cross-sectoral collaborations and policy coherence.
Universities can organise, synergise and coordinate
lobbying and advocacy activities to influence and shape
public policy, particularly with regards to the SDGs. At
the same time, governments and other key players
should ensure that universities are central in
discussions on SDGs.
Get involved in the political process
Strengthen transdisciplinary learning and educational interactions
Universities are responsible for training and shaping the future leaders of sustainable
development.
By integrating the SDGs into curricula, they can provide students with the knowledge and
skills needed to address them [5].
Moreover, they can establish educational programmes that emphasise interdisciplinary
learning and promote multidisciplinary, systems approaches to solving the increasingly
complex challenges facing societies today.
For instance, achieving health-related SDGs in LMICs requires professionals proficient in
designing and evaluating cross-cutting interventions within resource-constrained
settings, developing innovative solutions and advocating for partnerships [19].
Demonstrate commitment to effective engagement and impact
Universities have the capacity and capability to map, track and systematically document
efforts to link research to policy and practice.
They can establish meaningful frameworks and metrics for identifying, measuring and
reporting on the right indicators in a valid way.
Evaluating the impact of these efforts enables demonstration of commitment and progress,
which are critical for learning and improvement, promoting transparency and sustaining
partnerships.
Conclusions
Three years into the SDG discussions, the pace of progress has not been adequate. There is
still a clear disconnect between governments, academic institutions and other key actors.
The risk of an SDG ‘fatigue’ may ultimately manifest in reverting to silo approaches to
development.
To avoid this, a necessary starting point would be to steer the debate away from whether
universities could transcend institutional boundaries and be part of the transformation of
societies, to discussing how they should lead the latter. This would also require a shift in
focus from data collection and monitoring of SDG progress to actively shaping better policies
and actions in support of the SDGs. Universities need to embrace their changing roles and
their unique position of influence. In parallel, governments and other partners need to
acknowledge the role of research, data and knowledge in informing the SDGs, and the
potential of academia to integrate different evidence ecosystems and disciplines for
successful implementation of the SDGs.
A change in mindsets and culture is needed in both academia and government if we are to
rise up to the global challenge. This is a call to initiate the dialogue. Let us start the
conversation today so that we can achieve the SDGs by 2030.
The Role of Universities in Achieving the Sustainable Development Goals
Paola VillafuerteJune 30, 2020
The Sustainable Development Solutions Network (SDSN) released two guides for
universities that are on the path of implementing the UN Sustainable Development Goals Gs).
Five years after the definition of the Objectives and Goals of Sustainable Development, educational institutions
continue to detail the steps to be taken for their implementation in university communities. These 17 objectives,
adopted by the United Nations in September 2015, are part of the 2030 Agenda and extend the Millennium
Declaration.
Each one contains specific goals to attain over the next 15 years and addresses the themes for optimal human
development for the international actors who are involved.
The areas suggested for development include gender equality, the reduction of inequalities, actions to address climate
change, and quality of education, among others.
Universities are the primary institutions for the dissemination of knowledge, a key player in the attainment of these
goals.
Since its incorporation, Academia has had to come up with new educational measures that couple the formation of
citizens with human awareness and learning communities.
The Spanish Network for Sustainable Development produced two documents distinctly crucial on this issue during the
webinar, "Universities as Agents of Change," namely, the guide, "How to Assess the Contribution of the Universities to
the SDGs," and the dossier, "Case studies in Education for the SDGs." Both publications (in Spanish) reflect on the
transformation that the educational institutions must undergo to play a leading role in the items of the 2030 Agenda.
https://observatory.tec.mx/edu-news/2030-agenda-and-the-role-of-universities
The role of universities in implementing the SDGs
Higher education unquestionably potentializes innovation and develops citizens with a
humanistic sense.
The role of higher education is usually highlighted in the fourth SDG, which calls for
inclusive, equitable, and quality education. Moreover, for this to take place, it is
expected that these objectives are addressed transversally in all the various areas of
university life, including training, research, and extension, and all those who make up
educational institutions must be involved directly and indirectly.
"The need to act and accelerate the
processes underway to achieve the
transformation of our societies has been put
into evidence, for which the universities are
fundamental pieces."
The University of Alcalá explains that academia plays a fundamental role in the formation
of global citizenship and designs strategies to develop socially responsible competencies in
students, who will be the agents of change in the future.
A large part of the direct education that should address transcendental problems occurs in
the area of teaching and research, which generates active feedback in the society where
the university develops.
Along these lines, the universities should incorporate the vision of the SDGs and the
development of appropriate competencies in the various professional disciplines.
Through teaching and searching for information aimed at social improvement, academia
can manage to respond to the problems set out by the 2030 Agenda to address.
Using these objectives as benchmarks for educational administration not only makes timely
implementation possible but also gives an advantage to those universities that want to
build alliances with other involved stakeholders and have access to various sources of
funding.
 The guide, "Getting Started with the SDGs in the Universities," published in 2017 by
SDNS Australia/Pacific, was the first of its kind.
 It provided information on the tools needed for the 2030 Agenda to be adopted by
educational institutions.
 Here the question was answered, "What can the universities do to achieve the
Sustainable Development Goals?"
*The Sustainable Development Solutions Network (SDSN)
What can the universities do to achieve the SDGs?
1. Bestow the student bodies with the knowledge, skills,
and motivation to understand and address the SDGs.
2. Create more opportunities for student training and building
professional skills in developing countries to meet challenges
related to the SDGs.
3. Support the full spectrum of research work needed to address
the SDGs, including interdisciplinary and transdisciplinary
research.
4. Foster innovative solutions for sustainable development.
5. Align university governance structures and operational policies
with the SDGs.
The experiences with the implementation of the SDGs in the area of
teaching were highlighted in the document.
The most significant of these experiences serve as inspiration for
other universities on the path to implement the 2030 Agenda in
their educational communities.
The guide suggests that a correct initiative revolves around
"providing students and university staff with the knowledge,
skills, and attitudes necessary to address the complex
challenges of sustainable development through any career or
life trajectory that they take."
It proposes "implementing the SDGs appropriately within the local academic framework,
considering the university strategy and culture, the particularities of each center, its
degrees and subjects, and the interests and capabilities of the university community."
Thus, each institution designs its development plans and procedures based on the
information they have but always in function of its capabilities.
Latin American Universities
• Since 2017, the National Strategy for the Implementation of the 2030 Agenda and the National
2030 Agenda Council have been implemented in Mexico.
• The Mexican universities saw these organizations as a concrete step toward the vision of the 2030
Agenda.
• A year later, the National Association of Universities and Higher Education Institutions published
the document "Vision and Action 2030".
• It suggests and creates a clear outline of the process that Mexican academia must go through to
become an active change agent.
"Work on projects must be collaborative among
the different faculties on the university campuses,
with integrated disciplines, and dynamic leaders
who cheerlead the processes of change."
Can the current crisis accelerate the movement toward the 2030 Agenda?
• The SNSD argues that the COVID-19 pandemic has provided the ideal scenario for
understanding the importance of implementing the Sustainable Development
Goals.
• It is essential to identify and strengthen the tools that will be of great use to fulfill
them, especially in this panorama.
• "The need to act and accelerate the processes underway to achieve the
transformation of our societies has become evident; the universities are
fundamental pieces of these processes."
Abstract: India has made significant progress towards
implementing the scheme of Education for All. Several key
programmes and policies have been initiated to provide free and
compulsory education to all children in the age group of six to
fourteen years as a Fundamental Right.
Initiatives such as Sarva Siksha Abhiyan (SSA) and Right to
Education (RTE) have given the desired impetus to education
system in India. Though it has significantly improved the
enrolment rates across the country in primary education,
challenges remain to be addressed.
The broad focus of the paper is on the current approaches
adopted by India to contextualise Goal 4 on education of the
Sustainable Development Goals (SDGs) in the Indian context by
integrating them into the formulation of New Education Policy
and its positive impact on achieving quality education, as
emphasised in SDG 4.
It examines the trends in education attainments at primary,
secondary and tertiary levels in India and explores some major
challenges facing the quality education and accessibility issues in
education sector. Keywords: India/SDGs/ Quality Education/
Access/Equity/ Inclusion
If ‘learning for all’ is not given top most priority, if clear and achievable goals are not set, if
teachers and parents are not supported in their efforts to help children learn, India will lose
all the potential benefits of bringing every child to school. For a bright and hopeful future,
whether as individuals, as families or even as a country, we must aim for “every child in school
and learning well.” (Rukmani Banerji, ASER, 2016)
Asian countries have made the most
progress towards the SDGs since the
adoption of the goals in 2015. Asian
countries have also responded most
effectively to the Covid-19 outbreak.
While the world as a whole has
made progress on the SDGs,
countries in East and South Asia in
particular have progressed the most
in terms of their
SDG Index score. Countries in this
region have also managed the
Covid-19 outbreak more effectively
than in other parts of the world.
While the situation is still evolving,
the shift of the geopolitical and
economic global center of gravity
from the North Atlantic region to
the Asia-Pacific region is likely to be
accelerated by the crisis.
NITI Aayog has constructed the SDG India Index
spanning across 13 out of 17 SDGs (leaving out Goals
12, 13, 14 and 17). The Index tracks the progress of all
the States and Union Territories (UTs) on a set of 62
National Indicators, measuring their progress on the
outcomes of the interventions and schemes of the
Government of India. The SDG India Index is intended
to provide a holistic view on the social, economic and
environmental status of the country and its States
and UTs.
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
http://www.niepa.ac.in/download/NIEPA%20Perspective%20Plan%202020-30_web_1.6.20.pdf
development
Six Signature Solutions
Signature Solutions are integrated
responses to development against
which we align our resources and
expertise, to make real impact.
United Nations Development
Programme
INDIA
Provisions in New “NEP 2020” Towards SDG 4
NEP 2020-1
Provisions in New “NEP 2020” Towards SDG 4
nep2020
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
https://www.aicte-india.org/schemes
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f

More Related Content

What's hot

Sustainable development
Sustainable  developmentSustainable  development
Sustainable development
Andrews.V
 
Sustainable development goals
Sustainable development goalsSustainable development goals
Sustainable development goals
Ashok Chandana
 
Sustainable Development Goals: The Role of Technology and Innovation
Sustainable Development Goals: The Role of Technology and InnovationSustainable Development Goals: The Role of Technology and Innovation
Sustainable Development Goals: The Role of Technology and Innovation
SDGsPlus
 
Sustainable Development Goals
Sustainable Development GoalsSustainable Development Goals
Sustainable Development Goals
Niranjan Chavan
 
Policy Monitoring and Evaluation
Policy Monitoring and EvaluationPolicy Monitoring and Evaluation
Policy Monitoring and Evaluation
OECD Governance
 
Environmental Governance
Environmental GovernanceEnvironmental Governance
Environmental Governance
Mir Shoboocktagin Mahamud
 
Social Impact Assessment
Social Impact AssessmentSocial Impact Assessment
Social Impact Assessment
ESD UNU-IAS
 
WORLD SUMMIT ON SUSTAINABLE DEVELOPMENT 2002
WORLD SUMMIT ON SUSTAINABLE DEVELOPMENT 2002WORLD SUMMIT ON SUSTAINABLE DEVELOPMENT 2002
WORLD SUMMIT ON SUSTAINABLE DEVELOPMENT 2002
LeninVinod
 
1.3 revised sustainable development
1.3 revised sustainable development1.3 revised sustainable development
1.3 revised sustainable development
Rajeev Kumar
 
Brundtland commission
Brundtland commissionBrundtland commission
Brundtland commission
Roma Adhikari
 
Brundtland report
Brundtland reportBrundtland report
Brundtland report
ManfredNolte
 
Education for Sustainable Development
Education for Sustainable DevelopmentEducation for Sustainable Development
Education for Sustainable Development
ECO-UNESCO
 
Green Economy and Sustainable Development
Green Economy and Sustainable DevelopmentGreen Economy and Sustainable Development
Green Economy and Sustainable Development
Akshita Jain
 
Sustainable Development from an Economic Perspective
Sustainable Development from an Economic PerspectiveSustainable Development from an Economic Perspective
Sustainable Development from an Economic Perspective
UNDP Eurasia
 
Sustainable development
Sustainable developmentSustainable development
Sustainable development
Peyman Baghershahi
 
ICT and sustainability presentation
ICT and sustainability presentationICT and sustainability presentation
ICT and sustainability presentation
Intergen
 
Public Private partnership
Public Private partnershipPublic Private partnership
Public Private partnership
Rayhan Mia
 
Sustainable development goals...ak 07.07.16
Sustainable development goals...ak  07.07.16Sustainable development goals...ak  07.07.16
Sustainable development goals...ak 07.07.16
arijitkundu88
 
Social sustainability and future communities
Social sustainability and future communitiesSocial sustainability and future communities
Social sustainability and future communities
social_life_presentations
 
Understanding Life Cycle Assessment (LCA) in Qatar
Understanding Life Cycle Assessment (LCA) in QatarUnderstanding Life Cycle Assessment (LCA) in Qatar
Understanding Life Cycle Assessment (LCA) in Qatar
waeyqatar
 

What's hot (20)

Sustainable development
Sustainable  developmentSustainable  development
Sustainable development
 
Sustainable development goals
Sustainable development goalsSustainable development goals
Sustainable development goals
 
Sustainable Development Goals: The Role of Technology and Innovation
Sustainable Development Goals: The Role of Technology and InnovationSustainable Development Goals: The Role of Technology and Innovation
Sustainable Development Goals: The Role of Technology and Innovation
 
Sustainable Development Goals
Sustainable Development GoalsSustainable Development Goals
Sustainable Development Goals
 
Policy Monitoring and Evaluation
Policy Monitoring and EvaluationPolicy Monitoring and Evaluation
Policy Monitoring and Evaluation
 
Environmental Governance
Environmental GovernanceEnvironmental Governance
Environmental Governance
 
Social Impact Assessment
Social Impact AssessmentSocial Impact Assessment
Social Impact Assessment
 
WORLD SUMMIT ON SUSTAINABLE DEVELOPMENT 2002
WORLD SUMMIT ON SUSTAINABLE DEVELOPMENT 2002WORLD SUMMIT ON SUSTAINABLE DEVELOPMENT 2002
WORLD SUMMIT ON SUSTAINABLE DEVELOPMENT 2002
 
1.3 revised sustainable development
1.3 revised sustainable development1.3 revised sustainable development
1.3 revised sustainable development
 
Brundtland commission
Brundtland commissionBrundtland commission
Brundtland commission
 
Brundtland report
Brundtland reportBrundtland report
Brundtland report
 
Education for Sustainable Development
Education for Sustainable DevelopmentEducation for Sustainable Development
Education for Sustainable Development
 
Green Economy and Sustainable Development
Green Economy and Sustainable DevelopmentGreen Economy and Sustainable Development
Green Economy and Sustainable Development
 
Sustainable Development from an Economic Perspective
Sustainable Development from an Economic PerspectiveSustainable Development from an Economic Perspective
Sustainable Development from an Economic Perspective
 
Sustainable development
Sustainable developmentSustainable development
Sustainable development
 
ICT and sustainability presentation
ICT and sustainability presentationICT and sustainability presentation
ICT and sustainability presentation
 
Public Private partnership
Public Private partnershipPublic Private partnership
Public Private partnership
 
Sustainable development goals...ak 07.07.16
Sustainable development goals...ak  07.07.16Sustainable development goals...ak  07.07.16
Sustainable development goals...ak 07.07.16
 
Social sustainability and future communities
Social sustainability and future communitiesSocial sustainability and future communities
Social sustainability and future communities
 
Understanding Life Cycle Assessment (LCA) in Qatar
Understanding Life Cycle Assessment (LCA) in QatarUnderstanding Life Cycle Assessment (LCA) in Qatar
Understanding Life Cycle Assessment (LCA) in Qatar
 

Similar to ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f

How can universities contribute to the achievement of the Sustainable Develop...
How can universities contribute to the achievement of the Sustainable Develop...How can universities contribute to the achievement of the Sustainable Develop...
How can universities contribute to the achievement of the Sustainable Develop...
Sustainability Knowledge Group
 
The Reciprocal Relationship of Higher Education Institutions and Their Commun...
The Reciprocal Relationship of Higher Education Institutions and Their Commun...The Reciprocal Relationship of Higher Education Institutions and Their Commun...
The Reciprocal Relationship of Higher Education Institutions and Their Commun...
Innovations2Solutions
 
The Role and Performance of Universities According to the SDGs
The Role and Performance of Universities According to the SDGsThe Role and Performance of Universities According to the SDGs
The Role and Performance of Universities According to the SDGs
Sustainability Knowledge Group
 
Conference Final Action January 13, 2016
Conference Final Action January 13, 2016Conference Final Action January 13, 2016
Conference Final Action January 13, 2016
Beran Rai
 
Quality Assurance in ODeL, 22 August 2023, Philippines.pptx
Quality Assurance in ODeL, 22 August 2023, Philippines.pptxQuality Assurance in ODeL, 22 August 2023, Philippines.pptx
Quality Assurance in ODeL, 22 August 2023, Philippines.pptx
Ebba Ossiannilsson
 
What are Sustainable Development Goals (SDGs) and their economic implications...
What are Sustainable Development Goals (SDGs) and their economic implications...What are Sustainable Development Goals (SDGs) and their economic implications...
What are Sustainable Development Goals (SDGs) and their economic implications...
Do My Assignment
 
What are Sustainable Development Goals (SDGs) and their economic implications...
What are Sustainable Development Goals (SDGs) and their economic implications...What are Sustainable Development Goals (SDGs) and their economic implications...
What are Sustainable Development Goals (SDGs) and their economic implications...
Do My Assignment
 
Utr. plans proposed for the future
Utr. plans proposed for the futureUtr. plans proposed for the future
Utr. plans proposed for the future
IAU_Past_Conferences
 
Governance as an SDG Accelerator: Country Experiences and Tools
Governance as an SDG Accelerator: Country Experiences and ToolsGovernance as an SDG Accelerator: Country Experiences and Tools
Governance as an SDG Accelerator: Country Experiences and Tools
OECD Governance
 
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...
eraser Juan José Calderón
 
TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...
TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...
TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...
Manuel Castro
 
Commonwealth foundation civil society engagement strategy 0
 Commonwealth foundation civil society engagement strategy 0 Commonwealth foundation civil society engagement strategy 0
Commonwealth foundation civil society engagement strategy 0
Dr Lendy Spires
 
Strategic Planning for Higher Education
Strategic Planning for Higher EducationStrategic Planning for Higher Education
Strategic Planning for Higher Education
ijtsrd
 
Goal_13_-_Recommendations.PDF
Goal_13_-_Recommendations.PDFGoal_13_-_Recommendations.PDF
Goal_13_-_Recommendations.PDF
Beran Rai
 
BILTEVT2023_Ossiannilsson.pdf
BILTEVT2023_Ossiannilsson.pdfBILTEVT2023_Ossiannilsson.pdf
BILTEVT2023_Ossiannilsson.pdf
Ebba Ossiannilsson
 
Ankur Pandey_F8_Central Campus.pptx
Ankur Pandey_F8_Central Campus.pptxAnkur Pandey_F8_Central Campus.pptx
Ankur Pandey_F8_Central Campus.pptx
AcademicBunny
 
Decentralized cooperation and the SDGs a guide
Decentralized cooperation and the SDGs a guideDecentralized cooperation and the SDGs a guide
Decentralized cooperation and the SDGs a guide
PatrickTanz
 
Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...
Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...
Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...
ESD UNU-IAS
 
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptx
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptx1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptx
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptx
beriniaedeno
 
Group 4 presentation, collaborative leadership
Group 4 presentation, collaborative leadershipGroup 4 presentation, collaborative leadership
Group 4 presentation, collaborative leadership
Raymond Bondo-ou
 

Similar to ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f (20)

How can universities contribute to the achievement of the Sustainable Develop...
How can universities contribute to the achievement of the Sustainable Develop...How can universities contribute to the achievement of the Sustainable Develop...
How can universities contribute to the achievement of the Sustainable Develop...
 
The Reciprocal Relationship of Higher Education Institutions and Their Commun...
The Reciprocal Relationship of Higher Education Institutions and Their Commun...The Reciprocal Relationship of Higher Education Institutions and Their Commun...
The Reciprocal Relationship of Higher Education Institutions and Their Commun...
 
The Role and Performance of Universities According to the SDGs
The Role and Performance of Universities According to the SDGsThe Role and Performance of Universities According to the SDGs
The Role and Performance of Universities According to the SDGs
 
Conference Final Action January 13, 2016
Conference Final Action January 13, 2016Conference Final Action January 13, 2016
Conference Final Action January 13, 2016
 
Quality Assurance in ODeL, 22 August 2023, Philippines.pptx
Quality Assurance in ODeL, 22 August 2023, Philippines.pptxQuality Assurance in ODeL, 22 August 2023, Philippines.pptx
Quality Assurance in ODeL, 22 August 2023, Philippines.pptx
 
What are Sustainable Development Goals (SDGs) and their economic implications...
What are Sustainable Development Goals (SDGs) and their economic implications...What are Sustainable Development Goals (SDGs) and their economic implications...
What are Sustainable Development Goals (SDGs) and their economic implications...
 
What are Sustainable Development Goals (SDGs) and their economic implications...
What are Sustainable Development Goals (SDGs) and their economic implications...What are Sustainable Development Goals (SDGs) and their economic implications...
What are Sustainable Development Goals (SDGs) and their economic implications...
 
Utr. plans proposed for the future
Utr. plans proposed for the futureUtr. plans proposed for the future
Utr. plans proposed for the future
 
Governance as an SDG Accelerator: Country Experiences and Tools
Governance as an SDG Accelerator: Country Experiences and ToolsGovernance as an SDG Accelerator: Country Experiences and Tools
Governance as an SDG Accelerator: Country Experiences and Tools
 
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...
 
TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...
TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...
TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...
 
Commonwealth foundation civil society engagement strategy 0
 Commonwealth foundation civil society engagement strategy 0 Commonwealth foundation civil society engagement strategy 0
Commonwealth foundation civil society engagement strategy 0
 
Strategic Planning for Higher Education
Strategic Planning for Higher EducationStrategic Planning for Higher Education
Strategic Planning for Higher Education
 
Goal_13_-_Recommendations.PDF
Goal_13_-_Recommendations.PDFGoal_13_-_Recommendations.PDF
Goal_13_-_Recommendations.PDF
 
BILTEVT2023_Ossiannilsson.pdf
BILTEVT2023_Ossiannilsson.pdfBILTEVT2023_Ossiannilsson.pdf
BILTEVT2023_Ossiannilsson.pdf
 
Ankur Pandey_F8_Central Campus.pptx
Ankur Pandey_F8_Central Campus.pptxAnkur Pandey_F8_Central Campus.pptx
Ankur Pandey_F8_Central Campus.pptx
 
Decentralized cooperation and the SDGs a guide
Decentralized cooperation and the SDGs a guideDecentralized cooperation and the SDGs a guide
Decentralized cooperation and the SDGs a guide
 
Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...
Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...
Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...
 
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptx
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptx1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptx
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptx
 
Group 4 presentation, collaborative leadership
Group 4 presentation, collaborative leadershipGroup 4 presentation, collaborative leadership
Group 4 presentation, collaborative leadership
 

More from Ajit Sabnis

Session 11- Comparative study of design software tools acce(i) ses session 11...
Session 11- Comparative study of design software tools acce(i) ses session 11...Session 11- Comparative study of design software tools acce(i) ses session 11...
Session 11- Comparative study of design software tools acce(i) ses session 11...
Ajit Sabnis
 
Alternative Structural System - Session 10
Alternative Structural System - Session 10Alternative Structural System - Session 10
Alternative Structural System - Session 10
Ajit Sabnis
 
PLANNING AND DESIGNING OF PRECAST STRUCTURES
PLANNING AND DESIGNING OF PRECAST STRUCTURESPLANNING AND DESIGNING OF PRECAST STRUCTURES
PLANNING AND DESIGNING OF PRECAST STRUCTURES
Ajit Sabnis
 
Composite construction by Er. SURESH RAO
Composite construction by Er. SURESH RAOComposite construction by Er. SURESH RAO
Composite construction by Er. SURESH RAO
Ajit Sabnis
 
Session 5 design of rcc structural elements PROF YADUNANDAN
Session 5 design of rcc structural elements  PROF YADUNANDANSession 5 design of rcc structural elements  PROF YADUNANDAN
Session 5 design of rcc structural elements PROF YADUNANDAN
Ajit Sabnis
 
DESIGNING STEEL STRUCTURES AND PEBs
DESIGNING STEEL STRUCTURES AND PEBsDESIGNING STEEL STRUCTURES AND PEBs
DESIGNING STEEL STRUCTURES AND PEBs
Ajit Sabnis
 
Software Application for Analysis Design-Drawing with Case Studies- vadalkar
Software Application for Analysis Design-Drawing with Case Studies- vadalkarSoftware Application for Analysis Design-Drawing with Case Studies- vadalkar
Software Application for Analysis Design-Drawing with Case Studies- vadalkar
Ajit Sabnis
 
DESIGN OF RCC ELEMENTS SESSION 5 PROF. YADUNANDAN
DESIGN OF RCC ELEMENTS SESSION 5 PROF. YADUNANDANDESIGN OF RCC ELEMENTS SESSION 5 PROF. YADUNANDAN
DESIGN OF RCC ELEMENTS SESSION 5 PROF. YADUNANDAN
Ajit Sabnis
 
Foundation Types
Foundation TypesFoundation Types
Foundation Types
Ajit Sabnis
 
How to begin and complete a good structural design of a Project
How to begin and complete a good structural design of a ProjectHow to begin and complete a good structural design of a Project
How to begin and complete a good structural design of a Project
Ajit Sabnis
 
Computation of Loads on Buildings of Different Typologies
Computation of Loads on Buildings of Different Typologies Computation of Loads on Buildings of Different Typologies
Computation of Loads on Buildings of Different Typologies
Ajit Sabnis
 
How to begin and complete a good structural design of a Project
How to begin and complete a good structural design of a ProjectHow to begin and complete a good structural design of a Project
How to begin and complete a good structural design of a Project
Ajit Sabnis
 
Structural engineering a responsible career 27.02.2021
Structural engineering a responsible career 27.02.2021Structural engineering a responsible career 27.02.2021
Structural engineering a responsible career 27.02.2021
Ajit Sabnis
 
Green Approach to meet energy demands of Smart Cities
Green Approach to meet energy demands of Smart CitiesGreen Approach to meet energy demands of Smart Cities
Green Approach to meet energy demands of Smart Cities
Ajit Sabnis
 
Approach to Sustainability: NBC 2016 Provisions
Approach to Sustainability:  NBC 2016 ProvisionsApproach to Sustainability:  NBC 2016 Provisions
Approach to Sustainability: NBC 2016 Provisions
Ajit Sabnis
 
SUSTAINABLE DEVELOPMENT WITH CONCRETE
SUSTAINABLE DEVELOPMENT WITH CONCRETESUSTAINABLE DEVELOPMENT WITH CONCRETE
SUSTAINABLE DEVELOPMENT WITH CONCRETE
Ajit Sabnis
 
Role of Alternative Materials in Reducing the Carbon Footprint of Buildings
Role of Alternative Materials in Reducing the Carbon Footprint of BuildingsRole of Alternative Materials in Reducing the Carbon Footprint of Buildings
Role of Alternative Materials in Reducing the Carbon Footprint of Buildings
Ajit Sabnis
 
Sustainability Computation of Buildings using Real Time Data: Pre-Constructio...
Sustainability Computation of Buildings using Real Time Data: Pre-Constructio...Sustainability Computation of Buildings using Real Time Data: Pre-Constructio...
Sustainability Computation of Buildings using Real Time Data: Pre-Constructio...
Ajit Sabnis
 
Optimizing and Saving WATER in achieving Green Construction
Optimizing and Saving WATER in achieving Green ConstructionOptimizing and Saving WATER in achieving Green Construction
Optimizing and Saving WATER in achieving Green Construction
Ajit Sabnis
 
Embedded Energies, SDIs and Sustainability Quantification
Embedded Energies, SDIs  and Sustainability Quantification Embedded Energies, SDIs  and Sustainability Quantification
Embedded Energies, SDIs and Sustainability Quantification
Ajit Sabnis
 

More from Ajit Sabnis (20)

Session 11- Comparative study of design software tools acce(i) ses session 11...
Session 11- Comparative study of design software tools acce(i) ses session 11...Session 11- Comparative study of design software tools acce(i) ses session 11...
Session 11- Comparative study of design software tools acce(i) ses session 11...
 
Alternative Structural System - Session 10
Alternative Structural System - Session 10Alternative Structural System - Session 10
Alternative Structural System - Session 10
 
PLANNING AND DESIGNING OF PRECAST STRUCTURES
PLANNING AND DESIGNING OF PRECAST STRUCTURESPLANNING AND DESIGNING OF PRECAST STRUCTURES
PLANNING AND DESIGNING OF PRECAST STRUCTURES
 
Composite construction by Er. SURESH RAO
Composite construction by Er. SURESH RAOComposite construction by Er. SURESH RAO
Composite construction by Er. SURESH RAO
 
Session 5 design of rcc structural elements PROF YADUNANDAN
Session 5 design of rcc structural elements  PROF YADUNANDANSession 5 design of rcc structural elements  PROF YADUNANDAN
Session 5 design of rcc structural elements PROF YADUNANDAN
 
DESIGNING STEEL STRUCTURES AND PEBs
DESIGNING STEEL STRUCTURES AND PEBsDESIGNING STEEL STRUCTURES AND PEBs
DESIGNING STEEL STRUCTURES AND PEBs
 
Software Application for Analysis Design-Drawing with Case Studies- vadalkar
Software Application for Analysis Design-Drawing with Case Studies- vadalkarSoftware Application for Analysis Design-Drawing with Case Studies- vadalkar
Software Application for Analysis Design-Drawing with Case Studies- vadalkar
 
DESIGN OF RCC ELEMENTS SESSION 5 PROF. YADUNANDAN
DESIGN OF RCC ELEMENTS SESSION 5 PROF. YADUNANDANDESIGN OF RCC ELEMENTS SESSION 5 PROF. YADUNANDAN
DESIGN OF RCC ELEMENTS SESSION 5 PROF. YADUNANDAN
 
Foundation Types
Foundation TypesFoundation Types
Foundation Types
 
How to begin and complete a good structural design of a Project
How to begin and complete a good structural design of a ProjectHow to begin and complete a good structural design of a Project
How to begin and complete a good structural design of a Project
 
Computation of Loads on Buildings of Different Typologies
Computation of Loads on Buildings of Different Typologies Computation of Loads on Buildings of Different Typologies
Computation of Loads on Buildings of Different Typologies
 
How to begin and complete a good structural design of a Project
How to begin and complete a good structural design of a ProjectHow to begin and complete a good structural design of a Project
How to begin and complete a good structural design of a Project
 
Structural engineering a responsible career 27.02.2021
Structural engineering a responsible career 27.02.2021Structural engineering a responsible career 27.02.2021
Structural engineering a responsible career 27.02.2021
 
Green Approach to meet energy demands of Smart Cities
Green Approach to meet energy demands of Smart CitiesGreen Approach to meet energy demands of Smart Cities
Green Approach to meet energy demands of Smart Cities
 
Approach to Sustainability: NBC 2016 Provisions
Approach to Sustainability:  NBC 2016 ProvisionsApproach to Sustainability:  NBC 2016 Provisions
Approach to Sustainability: NBC 2016 Provisions
 
SUSTAINABLE DEVELOPMENT WITH CONCRETE
SUSTAINABLE DEVELOPMENT WITH CONCRETESUSTAINABLE DEVELOPMENT WITH CONCRETE
SUSTAINABLE DEVELOPMENT WITH CONCRETE
 
Role of Alternative Materials in Reducing the Carbon Footprint of Buildings
Role of Alternative Materials in Reducing the Carbon Footprint of BuildingsRole of Alternative Materials in Reducing the Carbon Footprint of Buildings
Role of Alternative Materials in Reducing the Carbon Footprint of Buildings
 
Sustainability Computation of Buildings using Real Time Data: Pre-Constructio...
Sustainability Computation of Buildings using Real Time Data: Pre-Constructio...Sustainability Computation of Buildings using Real Time Data: Pre-Constructio...
Sustainability Computation of Buildings using Real Time Data: Pre-Constructio...
 
Optimizing and Saving WATER in achieving Green Construction
Optimizing and Saving WATER in achieving Green ConstructionOptimizing and Saving WATER in achieving Green Construction
Optimizing and Saving WATER in achieving Green Construction
 
Embedded Energies, SDIs and Sustainability Quantification
Embedded Energies, SDIs  and Sustainability Quantification Embedded Energies, SDIs  and Sustainability Quantification
Embedded Energies, SDIs and Sustainability Quantification
 

Recently uploaded

Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptxKesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
artenzmartenkai
 
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cátedra Banco Santander
 
How to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POSHow to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POS
Celine George
 
How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17
Celine George
 
Imagination in Computer Science Research
Imagination in Computer Science ResearchImagination in Computer Science Research
Imagination in Computer Science Research
Abhik Roychoudhury
 
Howe Writing Center - Orientation Summer 2024
Howe Writing Center - Orientation Summer 2024Howe Writing Center - Orientation Summer 2024
Howe Writing Center - Orientation Summer 2024
Elizabeth Walsh
 
How to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 WebsiteHow to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 Website
Celine George
 
formative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.Vformative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.V
DrRavindrakshirsagar1
 
C Interview Questions PDF By Scholarhat.pdf
C Interview Questions PDF By Scholarhat.pdfC Interview Questions PDF By Scholarhat.pdf
C Interview Questions PDF By Scholarhat.pdf
Scholarhat
 
matatag curriculum education for Kindergarten
matatag curriculum education for Kindergartenmatatag curriculum education for Kindergarten
matatag curriculum education for Kindergarten
SarahAlie1
 
C# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdfC# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdf
Scholarhat
 
2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference
KlettWorldLanguages
 
Individual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docxIndividual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docx
monicaaringo1
 
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfThe Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
JackieSparrow3
 
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUMENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
HappieMontevirgenCas
 
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.docBài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
PhngThLmHnh
 
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
MysoreMuleSoftMeetup
 
Principles of Roods Approach!!!!!!!.pptx
Principles of Roods Approach!!!!!!!.pptxPrinciples of Roods Approach!!!!!!!.pptx
Principles of Roods Approach!!!!!!!.pptx
ibtesaam huma
 
Edukasyong Pantahanan at Pangkabuhayan 1: Personal Hygiene
Edukasyong Pantahanan at  Pangkabuhayan 1: Personal HygieneEdukasyong Pantahanan at  Pangkabuhayan 1: Personal Hygiene
Edukasyong Pantahanan at Pangkabuhayan 1: Personal Hygiene
MJDuyan
 
How to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POSHow to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POS
Celine George
 

Recently uploaded (20)

Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptxKesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
 
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
 
How to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POSHow to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POS
 
How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17
 
Imagination in Computer Science Research
Imagination in Computer Science ResearchImagination in Computer Science Research
Imagination in Computer Science Research
 
Howe Writing Center - Orientation Summer 2024
Howe Writing Center - Orientation Summer 2024Howe Writing Center - Orientation Summer 2024
Howe Writing Center - Orientation Summer 2024
 
How to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 WebsiteHow to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 Website
 
formative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.Vformative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.V
 
C Interview Questions PDF By Scholarhat.pdf
C Interview Questions PDF By Scholarhat.pdfC Interview Questions PDF By Scholarhat.pdf
C Interview Questions PDF By Scholarhat.pdf
 
matatag curriculum education for Kindergarten
matatag curriculum education for Kindergartenmatatag curriculum education for Kindergarten
matatag curriculum education for Kindergarten
 
C# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdfC# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdf
 
2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference
 
Individual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docxIndividual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docx
 
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfThe Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
 
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUMENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
 
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.docBài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
 
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
 
Principles of Roods Approach!!!!!!!.pptx
Principles of Roods Approach!!!!!!!.pptxPrinciples of Roods Approach!!!!!!!.pptx
Principles of Roods Approach!!!!!!!.pptx
 
Edukasyong Pantahanan at Pangkabuhayan 1: Personal Hygiene
Edukasyong Pantahanan at  Pangkabuhayan 1: Personal HygieneEdukasyong Pantahanan at  Pangkabuhayan 1: Personal Hygiene
Edukasyong Pantahanan at Pangkabuhayan 1: Personal Hygiene
 
How to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POSHow to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POS
 

ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f

  • 1. ACCEI Institute & ACCE (I) Bangalore Center Sustainable Engineering Series (SES) ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS & PROVISIONS IN NEW NEP 2020 TOWARDS SDG4 Talk 9 Dr. Aswath M.U President, ACCE(I) Principal, BIT,Bengaluru-560004 aswathmu@gmail.com Saturday, 21-11-2020
  • 4. • Universities, colleges, and other higher education institutions (HEIs) play a critical role in the achievement of the 2030 Sustainable Development Goal Agenda. • HEIs are mentioned specifically under SDG 4 on quality and inclusive education, but in fact their influence extends across all the goals through , , and . • HEIs facilitate social, environmental, and economic development. • They are one of the most significant and , and their central position amongst networks of government, civil society and industry partners mean that they
  • 5. Since the international community of Member States came together to agree upon the 2030 Agenda, some HEIs have established campus greening initiatives to improve their internal sustainability, while others have implemented community outreach programmes, student groups, and research and innovation hubs. International Association of Universities (IAU) lists some actions undertaken by universities related to the SDGS. Incorporate the SDGs in university curricula, as well as to encourage PhD candidates to write their thesis and do research on themes related to SDGs.
  • 9. Support of universities to achieve SDG’s
  • 10. How universities can contribute to the SDG’s?
  • 15. The 2030 Agenda for Sustainable Development covers a wide range of interrelated goals, including poverty eradication and economic growth, social inclusion, environmental sustainability and peace for all people by 2030. Policy decisions to meet the Sustainable Development Goals (SDGs) need to be informed by policy-relevant evidence co-designed and co-produced with the pertinent stakeholders, taking into consideration local and political contexts. Universities are uniquely placed to lead the cross-sectoral implementation of the SDGs and advance the 2030 agenda. This commentary provides the case for building, strengthening and institutionalising university partnerships with governments and communities to achieve the SDGs. The authors call for a change in mindsets and culture in both academia and government, and invite both parties to start the dialogue if we are to rise up to the global challenge. Changing roles of universities in the era of SDGs: Rising up to the global challenge through institutionalising partnerships with governments and communities -Fadi El-Jardali, Nour Ataya & Racha Fadlallah https://rdcu.be/caQjM
  • 16. Changing roles of universities in the era of SDGs: rising up to the global challenge through institutionalising partnerships with governments and communities Benefits of university partnerships with governments and communities What is needed are long-term and sustainable strategic partnerships to bring universities, governments and the communities they serve together in addressing pressing challenges and transforming societies
  • 17. Institutionalised partnerships within universities can facilitate engagement with governments and communities at different levels to achieve the SDGs Play a lead role in strengthening the science–policy interface • Universities have the capacity to generate, translate and disseminate knowledge relevant to achieving the SDGs. • They can work with policy-makers and other stakeholders to identify policy priorities/problems, assess policy options, implement solutions and evaluate policies. • Importantly, they can help translate the SDGs into measurable and country-specific targets by actively matching academic capital with public policy priorities and making knowledge and resources readily available to the government and community. • Universities can engage in collaborative knowledge generation alongside other stakeholders leading to knowledge co-production or co-creation, which has the potential to increase societal impact of research through dynamic, locally adaptive partnerships, power sharing and ongoing conflict resolution • They can also engage in reciprocal rotations, secondments, policy fellowships and internships with the government and community to encourage experiential learning and translational research.
  • 18. • Universities can initiate and facilitate dialogue across multiple actors, including;  government,  private sector,  academic and scientific community,  civil societies and  the public. • Dialogue can help ensure commitment to and strengthen implementation of the SDGs, as well as promote the political accountability needed to attain them. Universities Provide neutral platforms for cross-sectoral dialogue
  • 19. Support integrated and coherent policies and actions for SDGs While there is a general consensus on the importance of policy coherence, efforts to achieve this tend to stall at the implementation phase. The interconnectedness of the SDGs provides an opportunity for universities to deepen understanding of implementation considerations for effective and coherent policies . Universities can catalyse actions in this area by conducting analyses to identify policy coherence issues, enhancing understanding of connections and trade-offs for successful SDG implementation, and developing new metrics to facilitate integrated monitoring. Universities can also contribute to advancing the fields of systems thinking and planetary health through conducting integrated, transdisciplinary and context-specific research to strengthen understanding of managing interactions between environmental and human health. This is especially pertinent to LMICs, where weak regulation for sustainable consumption and production may have critical health consequences Importantly, universities can actively champion new governance mechanisms that promote cross-sectoral collaborations and policy coherence.
  • 20. Universities can organise, synergise and coordinate lobbying and advocacy activities to influence and shape public policy, particularly with regards to the SDGs. At the same time, governments and other key players should ensure that universities are central in discussions on SDGs. Get involved in the political process
  • 21. Strengthen transdisciplinary learning and educational interactions Universities are responsible for training and shaping the future leaders of sustainable development. By integrating the SDGs into curricula, they can provide students with the knowledge and skills needed to address them [5]. Moreover, they can establish educational programmes that emphasise interdisciplinary learning and promote multidisciplinary, systems approaches to solving the increasingly complex challenges facing societies today. For instance, achieving health-related SDGs in LMICs requires professionals proficient in designing and evaluating cross-cutting interventions within resource-constrained settings, developing innovative solutions and advocating for partnerships [19].
  • 22. Demonstrate commitment to effective engagement and impact Universities have the capacity and capability to map, track and systematically document efforts to link research to policy and practice. They can establish meaningful frameworks and metrics for identifying, measuring and reporting on the right indicators in a valid way. Evaluating the impact of these efforts enables demonstration of commitment and progress, which are critical for learning and improvement, promoting transparency and sustaining partnerships.
  • 23. Conclusions Three years into the SDG discussions, the pace of progress has not been adequate. There is still a clear disconnect between governments, academic institutions and other key actors. The risk of an SDG ‘fatigue’ may ultimately manifest in reverting to silo approaches to development. To avoid this, a necessary starting point would be to steer the debate away from whether universities could transcend institutional boundaries and be part of the transformation of societies, to discussing how they should lead the latter. This would also require a shift in focus from data collection and monitoring of SDG progress to actively shaping better policies and actions in support of the SDGs. Universities need to embrace their changing roles and their unique position of influence. In parallel, governments and other partners need to acknowledge the role of research, data and knowledge in informing the SDGs, and the potential of academia to integrate different evidence ecosystems and disciplines for successful implementation of the SDGs. A change in mindsets and culture is needed in both academia and government if we are to rise up to the global challenge. This is a call to initiate the dialogue. Let us start the conversation today so that we can achieve the SDGs by 2030.
  • 24. The Role of Universities in Achieving the Sustainable Development Goals Paola VillafuerteJune 30, 2020 The Sustainable Development Solutions Network (SDSN) released two guides for universities that are on the path of implementing the UN Sustainable Development Goals Gs). Five years after the definition of the Objectives and Goals of Sustainable Development, educational institutions continue to detail the steps to be taken for their implementation in university communities. These 17 objectives, adopted by the United Nations in September 2015, are part of the 2030 Agenda and extend the Millennium Declaration. Each one contains specific goals to attain over the next 15 years and addresses the themes for optimal human development for the international actors who are involved. The areas suggested for development include gender equality, the reduction of inequalities, actions to address climate change, and quality of education, among others. Universities are the primary institutions for the dissemination of knowledge, a key player in the attainment of these goals. Since its incorporation, Academia has had to come up with new educational measures that couple the formation of citizens with human awareness and learning communities. The Spanish Network for Sustainable Development produced two documents distinctly crucial on this issue during the webinar, "Universities as Agents of Change," namely, the guide, "How to Assess the Contribution of the Universities to the SDGs," and the dossier, "Case studies in Education for the SDGs." Both publications (in Spanish) reflect on the transformation that the educational institutions must undergo to play a leading role in the items of the 2030 Agenda. https://observatory.tec.mx/edu-news/2030-agenda-and-the-role-of-universities
  • 25. The role of universities in implementing the SDGs Higher education unquestionably potentializes innovation and develops citizens with a humanistic sense. The role of higher education is usually highlighted in the fourth SDG, which calls for inclusive, equitable, and quality education. Moreover, for this to take place, it is expected that these objectives are addressed transversally in all the various areas of university life, including training, research, and extension, and all those who make up educational institutions must be involved directly and indirectly. "The need to act and accelerate the processes underway to achieve the transformation of our societies has been put into evidence, for which the universities are fundamental pieces."
  • 26. The University of Alcalá explains that academia plays a fundamental role in the formation of global citizenship and designs strategies to develop socially responsible competencies in students, who will be the agents of change in the future. A large part of the direct education that should address transcendental problems occurs in the area of teaching and research, which generates active feedback in the society where the university develops. Along these lines, the universities should incorporate the vision of the SDGs and the development of appropriate competencies in the various professional disciplines. Through teaching and searching for information aimed at social improvement, academia can manage to respond to the problems set out by the 2030 Agenda to address. Using these objectives as benchmarks for educational administration not only makes timely implementation possible but also gives an advantage to those universities that want to build alliances with other involved stakeholders and have access to various sources of funding.
  • 27.  The guide, "Getting Started with the SDGs in the Universities," published in 2017 by SDNS Australia/Pacific, was the first of its kind.  It provided information on the tools needed for the 2030 Agenda to be adopted by educational institutions.  Here the question was answered, "What can the universities do to achieve the Sustainable Development Goals?" *The Sustainable Development Solutions Network (SDSN)
  • 28. What can the universities do to achieve the SDGs? 1. Bestow the student bodies with the knowledge, skills, and motivation to understand and address the SDGs. 2. Create more opportunities for student training and building professional skills in developing countries to meet challenges related to the SDGs. 3. Support the full spectrum of research work needed to address the SDGs, including interdisciplinary and transdisciplinary research. 4. Foster innovative solutions for sustainable development. 5. Align university governance structures and operational policies with the SDGs.
  • 29. The experiences with the implementation of the SDGs in the area of teaching were highlighted in the document. The most significant of these experiences serve as inspiration for other universities on the path to implement the 2030 Agenda in their educational communities. The guide suggests that a correct initiative revolves around "providing students and university staff with the knowledge, skills, and attitudes necessary to address the complex challenges of sustainable development through any career or life trajectory that they take." It proposes "implementing the SDGs appropriately within the local academic framework, considering the university strategy and culture, the particularities of each center, its degrees and subjects, and the interests and capabilities of the university community." Thus, each institution designs its development plans and procedures based on the information they have but always in function of its capabilities.
  • 30. Latin American Universities • Since 2017, the National Strategy for the Implementation of the 2030 Agenda and the National 2030 Agenda Council have been implemented in Mexico. • The Mexican universities saw these organizations as a concrete step toward the vision of the 2030 Agenda. • A year later, the National Association of Universities and Higher Education Institutions published the document "Vision and Action 2030". • It suggests and creates a clear outline of the process that Mexican academia must go through to become an active change agent. "Work on projects must be collaborative among the different faculties on the university campuses, with integrated disciplines, and dynamic leaders who cheerlead the processes of change."
  • 31. Can the current crisis accelerate the movement toward the 2030 Agenda? • The SNSD argues that the COVID-19 pandemic has provided the ideal scenario for understanding the importance of implementing the Sustainable Development Goals. • It is essential to identify and strengthen the tools that will be of great use to fulfill them, especially in this panorama. • "The need to act and accelerate the processes underway to achieve the transformation of our societies has become evident; the universities are fundamental pieces of these processes."
  • 32. Abstract: India has made significant progress towards implementing the scheme of Education for All. Several key programmes and policies have been initiated to provide free and compulsory education to all children in the age group of six to fourteen years as a Fundamental Right. Initiatives such as Sarva Siksha Abhiyan (SSA) and Right to Education (RTE) have given the desired impetus to education system in India. Though it has significantly improved the enrolment rates across the country in primary education, challenges remain to be addressed. The broad focus of the paper is on the current approaches adopted by India to contextualise Goal 4 on education of the Sustainable Development Goals (SDGs) in the Indian context by integrating them into the formulation of New Education Policy and its positive impact on achieving quality education, as emphasised in SDG 4. It examines the trends in education attainments at primary, secondary and tertiary levels in India and explores some major challenges facing the quality education and accessibility issues in education sector. Keywords: India/SDGs/ Quality Education/ Access/Equity/ Inclusion
  • 33. If ‘learning for all’ is not given top most priority, if clear and achievable goals are not set, if teachers and parents are not supported in their efforts to help children learn, India will lose all the potential benefits of bringing every child to school. For a bright and hopeful future, whether as individuals, as families or even as a country, we must aim for “every child in school and learning well.” (Rukmani Banerji, ASER, 2016)
  • 34. Asian countries have made the most progress towards the SDGs since the adoption of the goals in 2015. Asian countries have also responded most effectively to the Covid-19 outbreak. While the world as a whole has made progress on the SDGs, countries in East and South Asia in particular have progressed the most in terms of their SDG Index score. Countries in this region have also managed the Covid-19 outbreak more effectively than in other parts of the world. While the situation is still evolving, the shift of the geopolitical and economic global center of gravity from the North Atlantic region to the Asia-Pacific region is likely to be accelerated by the crisis.
  • 35. NITI Aayog has constructed the SDG India Index spanning across 13 out of 17 SDGs (leaving out Goals 12, 13, 14 and 17). The Index tracks the progress of all the States and Union Territories (UTs) on a set of 62 National Indicators, measuring their progress on the outcomes of the interventions and schemes of the Government of India. The SDG India Index is intended to provide a holistic view on the social, economic and environmental status of the country and its States and UTs.
  • 39. development Six Signature Solutions Signature Solutions are integrated responses to development against which we align our resources and expertise, to make real impact. United Nations Development Programme INDIA
  • 40. Provisions in New “NEP 2020” Towards SDG 4 NEP 2020-1
  • 41. Provisions in New “NEP 2020” Towards SDG 4 nep2020