This document contains a student's response to an assignment question about sustainable development. The student first defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. They then list and briefly describe the 17 UN Sustainable Development Goals related to issues like poverty, hunger, health, education, gender equality, clean water/sanitation, affordable energy, economic growth, infrastructure, inequality, cities, consumption and production, climate change, life below and on land, peace and partnerships.
Priscillia t. guladiah Sustainable Development Goals (Goal 5 Gender Equality)Adihamu Karneh
Priscillia T. Guladiah_ Priscilla is a young advocate born in camp 3 Firestone, she has over 2 years of working experience in community service. She is currently studying International Trade and Economics at the Jiangxi University of Engineering, in the People’s Republic of China. Priscilla had a terrible experience with Female Genitor Mutilation (FGM) during her early age staying with her grandma, based on her experience she has built resilience to educate women and girls about the fight against FGM and gender based violence using the Sustainable Development Goals, goal 5 Gender Equality as her working tool.
On this day of #YALIServes she will be sharing her story, facts and figures about the prevailing challenges women and girls are facing in today’s world. This day is the birth anniversary of Nelson Mandela and it’s also set aside by world body for young change makers to take action in their community and the world at large for his tremendous contribution to society.
Progress Towards Implementation and Achievement of Sustainable Development Go...Dr. Joshua Zake
This presentation presents the highlights of a reflection in respect to Uganda's implementation progress towards achievement of the targets under SDG 7, and its nexus as contribution towards of achievement of targets under other SDGs. Based on these some recommendations are suggested based on the emerging issues in the energy sector in Uganda targeted at advancing full implementation of SDG 7 and other goals in Uganda.
Priscillia t. guladiah Sustainable Development Goals (Goal 5 Gender Equality)Adihamu Karneh
Priscillia T. Guladiah_ Priscilla is a young advocate born in camp 3 Firestone, she has over 2 years of working experience in community service. She is currently studying International Trade and Economics at the Jiangxi University of Engineering, in the People’s Republic of China. Priscilla had a terrible experience with Female Genitor Mutilation (FGM) during her early age staying with her grandma, based on her experience she has built resilience to educate women and girls about the fight against FGM and gender based violence using the Sustainable Development Goals, goal 5 Gender Equality as her working tool.
On this day of #YALIServes she will be sharing her story, facts and figures about the prevailing challenges women and girls are facing in today’s world. This day is the birth anniversary of Nelson Mandela and it’s also set aside by world body for young change makers to take action in their community and the world at large for his tremendous contribution to society.
Progress Towards Implementation and Achievement of Sustainable Development Go...Dr. Joshua Zake
This presentation presents the highlights of a reflection in respect to Uganda's implementation progress towards achievement of the targets under SDG 7, and its nexus as contribution towards of achievement of targets under other SDGs. Based on these some recommendations are suggested based on the emerging issues in the energy sector in Uganda targeted at advancing full implementation of SDG 7 and other goals in Uganda.
Decentralized AI-driven Fashion for a sustainable future.
Presentation of the project of LifeD Lab for a sustainable future of fashion and work www.lifedlab.org
On 25 September on 25 September2015, the United Nations General Assembly adopted the 2030
Agenda for Sustainable Development as the agreed framework for international development.
It is the successor to the Millennium Development Goals (MDGs)....UN Women Communications and Advocacy Section in New York conducted an analysis of what
the 17 SDGs adopted mean to women in order to inform strategic interventions building on
the e orts of localization at country and regional levels....The publication showcases how women are affected by each of the 17 proposed SDGs, as well as
how women and girls can — and will — be key to achieving each of these goals. Data and stories
of the impact of each SDG on women and girls is illustrated. UN Women Eastern and Southern
Africa region’s efforts and interventions as they relate to SDGs are also discussed under each
SDG, including our programmes, intergovernmental work and advocacy for policy change....
This interactive document aims to encourage an in-depth and broad-based exploration of the links and synergies between the Global Goals for Sustainable Development and the Convention on the Rights of the Child.
It complements the 2-page document produced by UNICEF in January 2016 which presents a preliminary mapping of the current priority Global Goals indicators for children against the nine clusters of rights of the Convention on the Rights of the Child.
This detailed, interactive mapping aims to reinforce, but also to move beyond, the more obvious links between the Global Goals and the Convention - such as in the areas of health, education and violence. It assumes that all of the Global Goals are relevant for children, not only those which specifically refer to children. For example, Goal 9 (Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation) corresponds – amongst other things - to Article 29.1(a) and (e) of the Convention (education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential and the development of respect for the natural environment), which is seen as essential to the fostering of innovation. Children have the right to directly engage in achieving the Global Goal targets, in terms of claiming their rights now, as children, as well as preparing themselves to take on more complex responsibilities as they grow older. A child who is 4 years old in 2016 will attain adulthood by 2030. Thus the distinction between child- and adult-specific Goals is very fluid.
Contact with
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The G20 Youth Forum (St. Petersburg, Russia, April 17-21, 2013) was the largest international event organized for young leaders in 2013, and over 1500 young leaders, students and academics, representatives of the business world and governments participated in it.
During next months this documents will be disseminated throughout the world and shared, in particular, with the G20 Heads of States, governments and leading international organizations such as IMF, World Bank, OECD, European Commission as well as with world largest corporations.
"Case Study Presentations by RCE Ogun: Multi-stakeholder Collaborations in Bu...ESD UNU-IAS
"Case Study Presentations by RCE Ogun: Multi-stakeholder Collaborations in Building Community Resilience towards Pandemic Management"
RCE Ogun
10th African Regional RCE Meeting
1 & 15 September, 2020
“YOUTH AND ARMED CONFLICT: TO EXPRESS WITHOUT A FEAR, TO PROGRESS WITHOUT A T...Kebareileng Matlhape
We, the 210 young people from 43 countries around the world, attending the 15th Melaka International Youth Dialogue (MIYD), convened in Melaka from 22nd – 24th June, 2015 for an annual program organized by the World Assembly of Youth (WAY):
Decentralized AI-driven Fashion for a sustainable future.
Presentation of the project of LifeD Lab for a sustainable future of fashion and work www.lifedlab.org
On 25 September on 25 September2015, the United Nations General Assembly adopted the 2030
Agenda for Sustainable Development as the agreed framework for international development.
It is the successor to the Millennium Development Goals (MDGs)....UN Women Communications and Advocacy Section in New York conducted an analysis of what
the 17 SDGs adopted mean to women in order to inform strategic interventions building on
the e orts of localization at country and regional levels....The publication showcases how women are affected by each of the 17 proposed SDGs, as well as
how women and girls can — and will — be key to achieving each of these goals. Data and stories
of the impact of each SDG on women and girls is illustrated. UN Women Eastern and Southern
Africa region’s efforts and interventions as they relate to SDGs are also discussed under each
SDG, including our programmes, intergovernmental work and advocacy for policy change....
This interactive document aims to encourage an in-depth and broad-based exploration of the links and synergies between the Global Goals for Sustainable Development and the Convention on the Rights of the Child.
It complements the 2-page document produced by UNICEF in January 2016 which presents a preliminary mapping of the current priority Global Goals indicators for children against the nine clusters of rights of the Convention on the Rights of the Child.
This detailed, interactive mapping aims to reinforce, but also to move beyond, the more obvious links between the Global Goals and the Convention - such as in the areas of health, education and violence. It assumes that all of the Global Goals are relevant for children, not only those which specifically refer to children. For example, Goal 9 (Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation) corresponds – amongst other things - to Article 29.1(a) and (e) of the Convention (education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential and the development of respect for the natural environment), which is seen as essential to the fostering of innovation. Children have the right to directly engage in achieving the Global Goal targets, in terms of claiming their rights now, as children, as well as preparing themselves to take on more complex responsibilities as they grow older. A child who is 4 years old in 2016 will attain adulthood by 2030. Thus the distinction between child- and adult-specific Goals is very fluid.
Contact with
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The G20 Youth Forum (St. Petersburg, Russia, April 17-21, 2013) was the largest international event organized for young leaders in 2013, and over 1500 young leaders, students and academics, representatives of the business world and governments participated in it.
During next months this documents will be disseminated throughout the world and shared, in particular, with the G20 Heads of States, governments and leading international organizations such as IMF, World Bank, OECD, European Commission as well as with world largest corporations.
"Case Study Presentations by RCE Ogun: Multi-stakeholder Collaborations in Bu...ESD UNU-IAS
"Case Study Presentations by RCE Ogun: Multi-stakeholder Collaborations in Building Community Resilience towards Pandemic Management"
RCE Ogun
10th African Regional RCE Meeting
1 & 15 September, 2020
“YOUTH AND ARMED CONFLICT: TO EXPRESS WITHOUT A FEAR, TO PROGRESS WITHOUT A T...Kebareileng Matlhape
We, the 210 young people from 43 countries around the world, attending the 15th Melaka International Youth Dialogue (MIYD), convened in Melaka from 22nd – 24th June, 2015 for an annual program organized by the World Assembly of Youth (WAY):
Sustainable development goals...ak 07.07.16arijitkundu88
this is a ppt of sustainable development goals mostly i covered the part associated with medical and health part. i also tried to cover millennium development goals. I hope it will help you all.
The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity.
The High Level Panel on the Post-2015 Development Agenda today released “A New Global Partnership: Eradicate Poverty and Transform Economies through Sustainable Development,” a report which sets out a universal agenda to eradicate extreme poverty from the face of the earth by 2030, and deliver on the promise of sustainable development. The report calls upon the world to rally around a new Global Partnership that offers hope and a role to every person in the world.
this presentation help to understand about the basic of digital photogrammetry,, its also help for understand about the concept of digital photography software available now a days , and uses of various software in the field of RS and GIS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. NAME :- RAJKUMAR POREL
ROLL :- 91
M.SC GEOGRAPHY, 1ST SEMESTER, BHAIRAB GANGULLY COLLEGE.
QUESTION :- WHAT DO YOU MEAN BY SUSTAINABLE DEVELOPMENT ?. ELABORATE THE
SUSTAINABLE DEVELOPMENT GOALS.
What is sustainable development:- "Sustainable development is development that
meets the needs of the present, without compromising the ability of future generations to
meet their own needs."
The concept of sustainable development can be interpreted in many different ways, but at its core is an
approach to development that looks to balance different, and often competing, needs against an awareness of
the environmental, social and economic limitations we face as a society.
All too often, development is driven by one particular need, without fully considering the wider or future
impacts. We are already seeing the damage this kind of approach can cause, from large-scale financial crises
caused by irresponsible banking, to changes in global climate resulting from our dependence on fossil fuel-
based energy sources. The longer we pursue unsustainable development, the more frequent and severe its
consequences are likely to become, which is why we need to take action now.
The SustainableDevelopmentGoals are:-
1. No Poverty
2. Zero Hunger
3. Good Health and Well-being
4. Quality Education
5. Gender Equality
6. Clean Water and Sanitation
7. Affordable and Clean Energy
8. Decent Work and Economic Growth
9. Industry, Innovation, and Infrastructure
10.Reducing Inequality
11.Sustainable Cities and Communities
12.Responsible Consumption and Production
13.Climate Action
14.Life Below Water
15.Life On Land
16.Peace, Justice, and Strong Institutions
17.Partnerships for the Goals.
1. End povertyin all its forms everywhere:-
1.1
By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less
than $1.25 a day.
1.2
By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its
dimensions according to national definitions.
1.3
Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030
achieve substantial coverage of the poor and the vulnerable.
1.4
2. By 2030 ensure that all men and women, particularly the poor and the vulnerable, have equal rights to
economic resources, as well as access to basic services, ownership, and control over land and other forms of
property, inheritance, natural resources, appropriate new technology, and financial services including
microfinance.
2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture:-
2.1
By 2030 end hunger and ensure access by all people, in particular the poor and people in vulnerable situations
including infants, to safe, nutritious and sufficient food all year round.
2.2
By 2030 end all forms of malnutrition, including achieving by 2025 the internationally agreed targets on stunting
and wasting in children under five years of age, and address the nutritional needs of adolescent girls, pregnant
and lactating women, and older persons.
2.3
Adopt measures to ensure the proper functioning of food commodity markets and their derivatives, and
facilitate timely access to market information, including on food reserves, in order to help limit extreme food
price volatility.
3. Ensure healthy lives and promote wellbeing for all at all ages:-
3.1
By 2030 reduce the global maternal mortality ratio to less than 70 per 100,000 live births.
3.2
By 2030 end preventable deaths of newborns and under-five children, by 2030 end preventable deaths of
newborns and under-five children.
3.3
By 2030 end the epidemics of Aids, tuberculosis, malaria, and neglected tropical diseases and combat
hepatitis, water-borne diseases, and other communicable diseases.
3.4
Strengthen prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of
alcohol.
4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all:-
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education
leading to relevant and effective learning outcomes.
4.2
By 2030 ensure that all girls and boys have access to quality early childhood development, care and pre-
primary education so that they are ready for primary education.
4.3
By 2030 ensure equal access for all women and men to affordable quality technical, vocational and tertiary
education, including university.
5. Achieve gender equalityand empower all women and girls:-
5.1
End all forms of discrimination against all women and girls everywhere.
5.2
Eliminate all forms of violence against all women and girls in public and private spheres, including trafficking
and sexual and other types of exploitation.
5.3
Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilations.
5.4
Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-
making in political, economic, and public life.
6. Ensure availability and sustainable management of water and sanitation for all:-
6.1
3. By 2030, achieve universal and equitable access to safe and affordable drinking water for all.
6.2
By 2030, achieve access to adequate and equitable sanitation and hygiene for all, and end open defecation,
paying special attention to the needs of women and girls and those in vulnerable situations.
6.3
By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and
supply of freshwater to address water scarcity, and substantially reduce the number of people suffering from
water scarcity.
7. Ensure access to affordable, reliable, sustainable and modern energyfor all:-
7.1
By 2030 ensure universal access to affordable, reliable, and modern energy services.
7.2
Increase substantially the share of renewable energy in the global energy mix by 2030, increase substantially
the share of renewable energy in the global energy mix by 2030.
7.3
By 2030 enhance international cooperation to facilitate access to clean energy research and technologies,
including renewable energy, energy efficiency, and advanced and cleaner fossil fuel technologies, and promote
investment in energy infrastructure and clean energy technologies.
8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and
decent work for all:-
8.1
Sustain per capita economic growth in accordance with national circumstances, and in particular at least 7%
per annum GDP growth in the least-developed countries.
8.2
Achieve higher levels of productivity of economies through diversification, technological upgrading and
innovation, including through a focus on high value added and labour-intensive sectors.
8.3
Promote development-oriented policies that support productive activities, decent job creation,
entrepreneurship, creativity and innovation, and encourage formalisation and growth of micro-, small- and
medium-sized enterprises including through access to financial services.
8.4
By 2030 devise and implement policies to promote sustainable tourism which creates jobs, promotes local
culture and products.
8.5
Protect labour rights and promote safe and secure working environments of all workers, including migrant
workers, particularly women migrants, and those in precarious employment.
9. Build resilient infrastructure, promote inclusive and sustainable industrialisation and foster
innovation:-
9.1
Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border
infrastructure, to support economic development and human wellbeing, with a focus on affordable and
equitable access for all.
9.2
Promote inclusive and sustainable industrialisation, and by 2030 raise significantly industry’s share of
employment and GDP in line with national circumstances, and double its share in LDCs.
9.3
Increase the access of small-scale industrial and other enterprises, particularly in developing countries, to
financial services including affordable credit and their integration into value chains and markets.
9.4
By 2030 upgrade infrastructure and retrofit industries to make them sustainable, with increased resource use
efficiency and greater adoption of clean and environmentally sound technologies and industrial processes, all
countries taking action in accordance with their respective capabilities.
4. 10. Reduce inequality within and among countries:-
10.1
By 2030 progressively achieve and sustain income growth of the bottom 40% of the population at a rate higher
than the national average.
10.2
By 2030 empower and promote the social, economic and political inclusion of all irrespective of age, sex,
disability, race, ethnicity, origin, religion or economic or other status.
10.3
Ensure equal opportunity and reduce inequalities of outcome, including through eliminating discriminatory
laws, policies and practices and promoting appropriate legislation, policies and actions in this regard.
10.4
Adopt policies especially fiscal, wage, and social protection policies and progressively achieve greater equality.
11. Make cities and human settlements inclusive, safe, resilient and Sustainable:-
11.1
By 2030, ensure access for all to adequate, safe and affordable housing and basic services, and upgrade
slums.
11.2
By 2030, provide access to safe, affordable, accessible and sustainable transport systems for all, improving
road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable
situations, women, children, persons with disabilities and older persons.
11.3
By 2030 enhance inclusive and sustainable urbanisation and capacities for participatory, integrated and
sustainable human settlement planning and management in all countries.
12. Ensure sustainable consumption and production patterns:-
12.1
Implement the 10-Year Framework of Programmes on sustainable consumption and production (10YFP), all
countries taking action, with developed countries taking the lead, taking into account the development and
capabilities of developing countries.
12.2
By 2030 achieve sustainable management and efficient use of natural resources.
12.3
By 2030 halve per capita global food waste at the retail and consumer level, and reduce food losses along
production and supply chains including post-harvest losses.
12.4
By 2030, substantially reduce waste generation through prevention, reduction, recycling, and reuse.
12.5
Encourage companies, especially large and trans-national companies, to adopt sustainable practices and to
integrate sustainability information into their reporting cycle.
13. Take urgent action to combat climate change and its impacts:-
13.1
Strengthen resilience and adaptive capacity to climate related hazards and natural disasters in all countries.
13.2
Integrate climate change measures into national policies, strategies, and planning.
13.3
Improve education, awareness raising and human and institutional capacity on climate change mitigation,
adaptation, impact reduction, and early warning.
13.4
Implement the commitment undertaken by developed country Parties to the UNFCCC to a goal of mobilising
jointly $100bn annually by 2020 from all sources to address the needs of developing countries in the context of
meaningful mitigation. Actions and transparency on implementation and fully operationalise the Green Climate
Fund through its capitalisation as soon as possible.
5. 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable
development:-
14.1
By 2025, prevent and significantly reduce marine pollution of all kinds, particularly from land-based activities,
including marine debris and nutrient pollution.
14.2
By 2020, sustainably manage and protect marine and coastal ecosystems to avoid significant adverse impacts,
including by strengthening their resilience, and take action for their restoration, to achieve healthy and
productive oceans.
14.3
Minimise and address the impacts of ocean acidification, including through enhanced scientific cooperation at
all levels.
14.4
By 2020, conserve at least 10% of coastal and marine areas, consistent with national and international law and
based on best available scientific information.
15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage
forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss:-
15.1
By 2020 ensure conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems
and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under
international agreements.
15.2
By 2020, combat desertification, and restore degraded land and soil, including land affected by desertification,
drought and floods, and strive to achieve a landdegradation neutral world.
15.3
By 2030 ensure the conservation of mountain ecosystems, including their biodiversity, to enhance their
capacity to provide benefits which are essential for sustainable development.
16. Promote peaceful and inclusive societies for sustainable development, provide access to justice
for all and build effective, accountable and inclusive institutions at all levels:-
16.1
Significantly reduce all forms of violence and related death rates everywhere.
16.2
End abuse, exploitation, trafficking and all forms of violence and torture against Children.
16.3
Promote the rule of law at the national and international levels, and ensure equal access to justice for all.
16.4
Substantially reduce corruption and bribery in all its forms.
16.5
Develop effective, accountable and transparent institutions at all levels.
17. Strengthen the means of implementation and revitalise the global partnership for sustainable
development:-
17.1
Strengthen domestic resource mobilisation, including through international support to developing countries to
improve domestic capacity for tax and other revenue collection.
17.2
Developed countries to implement fully their ODA commitments, including to provide 0.7% of GNI in ODA to
developing countries of which 0.15-0.20% to least-developed countries.
17.3
Mobilise additional financial resources for developing countries from multiple sources.
17.4
By 2030, build on existing initiatives to develop measurements of progress on sustainable development that
complement GDP, and support statistical capacity building in developing countries.