UN SDGs, NUA, Current Challenges

2
RMIT – A Global University of Design
And Technology
—
Study at Australia’s Leading Institution,
RMIT University, Melbourne
Assoc Prof Usha Iyer-Raniga
School of Property, Construction and Project Management
Co Lead One Planet SBC

4
Outline
• What is sustainability?
• Definitions of sustainability
• Triple Bottom Line
• Current global responses
RMIT University ©Usha Iyer-Raniga
4
UN Environment Stock Photos

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Urban sustainability
• Cities are the key to addressing
these problems but urban
sustainability can only be
achieved through addressing
the economic, environmental
and social health of the city.
What is needed then, is ‘triple-
bottom-line’ accounting by
decision makers –
• ‘Sustainable Development”
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To develop in our urban form we need an integrated
approach comprising:
• Systematic approach and definition
• Mapping of urban vulnerability to climate change
• Assessment of options to support decision
making for sustainable urban outcomes
• The Sustainable Development Paradigm
So what do we do?
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Some online thoughts:
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• Smart cities
• Ethical cities
• Climate change

8 8RMIT Universityc2015 School of Property, Construction and Project Management
What is sustainability?
• Definitions
• What does it really mean?
• What does it mean to you?
• How do you put it into
practice?
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http://www.qygjxz.com/data/out/73/5958921-
earth-images.jpg

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What is sustainability?
School of PCPM 9RMIT University©2015
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Defining sustainability
Brundtland Definition (WCED 1987):
“Sustainable Development is development that meets the
needs of the present without compromising the ability of future
generations to meet their own needs”
Pearce et al (1989):
§ Short term
§ Long term
§ Improvements in the social and economic structures
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Definitions
School of PCPM 11
Norgaard (1988):
§ Local level
§ Regional
§ Global scales
§ Energy, culture,
interactions, inputs and
outputs.
Barbier (1989):
§Resource use and
management
§Economic
§Ecological
§Social development.
RMIT University©2015
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Definitions
School of PCPM 12
Meadows et al (1992):
§ Far seeing
§ Flexible
§ Wise
§ Resilient
Living within the means
of the planet
Rees (1990):
Positive socio economic
change that does not
undermine ecological or
social systems on which
communities are
dependent.
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Definitions
School of PCPM 13
Dovers and Handmer (1992, p. 275):
“The ability of a human, natural or mixed system to withstand or
adapt to endogenous or exogenous change indefinitely.
Sustainable development is therefore, a pathway of deliberate
change and improvement which maintains or enhances this
attribute of the system, while answering the needs of the present
population.”
Continual change, uncertainty, ignorance, inter
dependence, adapt, proactive, reactive.
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Definitions
School of PCPM 14
If sustainability is the goal, then sustainable development is
the process of moving towards that goal.
There is no absolute value or state of sustainability.
Sustainability is not static, it is in a state of flux, as the world
around is also in a state of flux.
Evolutionary framework of sustainability needs to be
considered.
Sustainability is a complex problem, and cross disciplinary
approaches to sustainability are required.
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School of PCPM 15
Our understanding of Sustainable Development
Sustainability as a process:
• Evolutionary
• Combination of ecological, social and economic
problems, rather than each of these separately
• Embrace change
• Passive-adaptive (historical)
• Active-adaptive (dynamic modelling)
• Systemic problems across various spatial and
temporal scales
• Interdisciplinary approaches to sustainability
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Traditional views - Triple Bottom Line
Environmental
Social
Economic
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Poll
§ Do you think 100% sustainability is
possible?
§ Why?/Why not?
§ What are your considerations?
17School of PCPMRMIT University©2015
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School of PCPM 18
Is 100% sustainability possible?
Source: Chapman J, Gant N (eds) Designers, visionaries and other stories, 2007.
à different perceptions
of ‘sustainability’
53%
Survey at 100% Design show, London 2006:
yes no
47%
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School of PCPM 19
• “100% Sustainable” initiative launched at 100%
Design in London 2006 to map perception of
sustainability
• Survey of 2000 people: half believed that ‘100%
sustainability’ is possible
§ à no consensus on what ‘sustainable design’ is
§ à design practice is governed by the perception of
sustainability is, what people think is best, achievable
and effective
Source: Chapman J, Gant N (eds) Designers, visionaries and other stories, 2007.
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School of PCPM 20
“… is one of the most
complex and confusing
subjects that a designer has
to tackle.”
Tom Dixon
designer, creative director 100% Design, London
2008
Source: http://www.100percentdesign.co.uk/page.cfm/link=351
Sustainability …
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Outline
• International drivers
• Sustainable Development
Goals
• Business case for
sustainability
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UN Environment Stock Photos

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International frameworks to support
sustainable development
1987
•Our Common
Future
1992
•Rio
Summit
2002
•Rio+10 (DESD)
•10 YFP
2012
•Rio + 20
2013
•GAP
2014
•SDGs
adopted at
the Muscat
Agreement
•UNESCO
Conference
on ESD
2015
•World
Education
Forum on
ESD
(Republic of
Korea)
•Paris
Agreement
2016
•COP 22
Morocco
•SDGs come
into effect
•Habitat III- NUA
2017
•COP 23 Fiji
in Bonn
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International drivers: Education for
Sustainability (UNESCO 2014)
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• Learning content, which informs
the curriculum.
• Pedagogy and learning
environments, where learners are
inspired to act for sustainability. It
impinges on action oriented and
transformative learning where
physical and virtual environments
may be used in a learner-centred
manner.
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• Learning outcomes, focusing on
current and future generations where
stimulating learning and promoting core
competencies is central.
• Societal transformation, empowering
learners to transform themselves
through enabling a transition to green
economies and societies, and
empowering people to be global citizens
to create a more just, peaceful, tolerant,
inclusive, secure and sustainable world.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2014).
"Roadmap for Implementing the Global Action Programme on Education for
Sustainable Development." UNESCO, France

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Is this enough?
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The role of:
• communities
• government
• public
• private organisations
• educational institutions, particularly
universities to engage with the
learning content for sustainable
development
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https://www.google.com.au/search?q=images+for+
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rZAhXCbbwKHcIWCYMQ9QEIOTAI#imgrc=lTJHllA
tE-6QZM:

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UNDESD
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• Launched in 2005
• Ended in 2014
• Catalysed by Rio+20
• Resulted in GAP, formally
endorsed on 2013
• Supported by the Muscat
Agreement (OWG)
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United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014).
"Global Education for All Meeting- The Muscat Agreement." In ED-14/EFA/ME/3 edited
by UNESCO

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A closer look
• UNDESD
• GAP
• 2005-2015
• Roadmap, 2 main objectives:
• Orient education and learning
• Strengthen education and learning
• 5 priority areas:
• Advancing policy, transforming
learning and training environments,
building capacities for educators and
trainers, empowering and mobilising
youth and accelerating sustainable
solutions at the local scale.
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28 28
Objectives of GAP
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Vision:
“a world where everybody has
the opportunity to benefit from
education and learn the values,
behaviour and lifestyles
required for a sustainable
future and for positive societal
transformation” (UNESCO
2014, p. 14).
• Objective 1: “to orient education and
learning so that everyone has the
opportunity to acquire the knowledge,
skills, values and attitudes that
empower them to contribute to
sustainable development”.
• Objective 2: “to strengthen education
and learning in all agendas,
programmes and activities that promote
sustainable development” (UNESCO
2014, p. 14).
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2014).
"Roadmap for Implementing the Global Action Programme on Education for
Sustainable Development." UNESCO, France

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GAP’s 5
priority
areas
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1. Advancing Policy: ‘Mainstream ESD into both
education and SD policies to create an enabling
environment for ESD and to bring about systemic
change’.
2. Transforming learning and training environments:
‘Integrate sustainability principles into education and
training settings’(UNESCO 2014, p. 18).
3. Building capacities of educators and trainers:
‘Increase the capacities of educators and trainers to
more effectively deliver ESD’ (UNESCO 2014, p. 20).
4. Empowering and mobilizing youth: ‘Multiply ESD
actions among youth’.
5. Accelerating sustainable solutions at a local level: ‘At
community level, scale up ESD programmes and
multi-stakeholder ESD networks’.
United Nations Educational, Scientific
and Cultural Organization (UNESCO)
(2014). "Roadmap for Implementing
the Global Action Programme on
Education for Sustainable
Development." UNESCO, France

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IUSDRP
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• Launched in 2025
• Response to UNDESD as
Sustainability 2.0
30
• Increasing research income
• Enhancing institutional
research profiles in the field of
sustainable development
• Increasing the intake of PhD
students
• Increasing publication outputs
IUSDRP. (2017). "Inter-University Sustainable Development Research
Programme (IUSDRP)." https://www.haw-hamburg.de/en/ftz-
nk/programmes/iusdrp.html, accessed June 2017.
World Sustainable
Development Teach-In
Days
Bi Annual
“World Symposium on
Sustainable
Development at
Universities”
(WSSDU) series

31
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ACTS
• Environmental Association for Universities
and Colleges: EUAC
• Association for the Advancement of
Sustainability in Higher Education: AASHE
• ACTS:
• 2006
• inspire, promote and support change towards best
practice sustainability within operations, curriculum
and research of the Australasian tertiary education
sector
• Green Gown Awards
31
ACTS. (2017). "Australasian Campus Towards Sustainability
(ACTS)."http://www.acts.asn.au/, accessed June 2017.

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ACTS
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LiFE: Learning in Future Environments
‘help educational institutions manage, measure
and improve social and environmental
responsibility performance of their own
organisations’ (LiFE Index 2017)
• leadership and governance;
• partnerships and engagement;
• learning teaching and research;
• and facilities
LiFE Index. (2017). "LiFE Index." http://life.acts.asn.au/, Accessed June 2017.

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• It is an Agenda ‘of the people, by the people and for the
people’ (52, p. 12 (UN, 2015))
• 5 Ps: People, Planet, Prosperity, Peace and Partnership
• Focuses on cities and settlements: refocus on built
environment
New Urban Agenda
Source: http://nua.unhabitat.org/
UN 2015. Sustainable Development Goals. Resolution adopted by the General Assembly on 25 September 2015.
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New Urban Agenda
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• Universal Declaration of Human Rights
• International human rights treaties
• Millennium Declaration
• 2005 World Summit Outcome
• Declaration on the Right to Development
Ø Cities and urban settlements
Ø Urbanism
Ø Universal, participatory, people-centred approach
Ø particular focus on developing countries, small
island developing states, as well as specific
challenges facing middle income countries

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NUA
• “We will promote capacity development initiatives to empower and
strengthen skills and abilities of women and girls, children and youth,
older persons and persons with disabilities, indigenous peoples and
local communities, as well as persons in vulnerable situations for
shaping governance processes, engaging in dialogue, and promoting
and protecting human rights and anti-discrimination, to ensure their
effective participation in urban and territorial development decision-
making” (Habitat III 2016, p.20).
• Reporting of the outcomes of the NUA is expected every four years,
with the first report being submitted during the 72nd session of the
General Assembly of the UN through the EcoSoc and will also feed into
the HLPF on Sustainable Development.
Habitat III: United Nations Conference on Housing and Sustainable Urban Development. (2016). "New
Urban Agenda" Quito.
http://citiscope.org/sites/default/files/h3/Habitat_III_New_Urban_Agenda_10_September_2016.pdf,
Accessed June 2017.
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2.1 Sustainable Development Goals

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SDGs
Build on:
• Rio declaration (1992)
• World Summit on Sustainable Development (2002)
• World Summit for Social Development (1995)
• Programme of Action of the International Conf on Pop and Development
(1994, 2014)
• United Nations Conference on Sustainable Development (2012)
Ø Resolution adopted on 25th September 2015
Ø Came into effect from Jan 1, 2016
Ø 2015-2030
Ø Intensive consultation undertaken by the OWG
37
United Nations (UN). (2016). "Transforming our world: The 2030 Agenda for
Sustainable Development." In A/RES/70/1. United Nations.
United Nations (UN). (2015). "Sustainable Development Goals." In Resolution
adopted by the General Assembly on 25 September 2015.

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Foundation of 5 Ps
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• People: all human beings can fulfil
their potential in dignity and equality
in a healthy environment
• Planet: enhancing sustainable
consumption and production to
protect the planet from degradation,
sustainably managing natural
resources and taking urgent action on
climate change to support the needs
of present and future generations on
the planet United Nations (UN). (2016). "Transforming our world: The 2030
Agenda for Sustainable Development." In A/RES/70/1. United Nations.
United Nations (UN). (2015). "Sustainable Development Goals." In
Resolution adopted by the General Assembly on 25 September 2015.
38
• Prosperity: ensures fulfilling
lives aligned with nature
• Peace: supports a society
that is free from fear and
violence
• Partnership: global solidarity
particularly considering
vulnerable people

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The 17 Goals
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Sustainable Development Goals
Goal 1. End poverty in all its forms everywhere
Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Goal 3. Ensure healthy lives and promote well-being for all at all ages
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Goal 5. Achieve gender equality and empower all women and girls
Goal 6. Ensure availability and sustainable management of water and sanitation for all
Goal 7 Ensure access to affordable, reliable, sustainable and modern energy for all
Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and
decent work for all
Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
Goal 10. Reduce inequality within and among countries
Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable
Goal 12. Ensure sustainable consumption and production patterns
Goal 13. Take urgent action to combat climate change and its impacts*
Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development
Goal 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
Goal 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
Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable
Development
*
Acknowledging that the United Nations Framework Convention on Climate Change is the primary international,
intergovernmental forum for negotiating the global response to climate change.

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What are they?
• 17 Goals, 169 targets
• Builds on existing
commitments
• Focuses on not just the
environmental and economic
aspects, but also the social
aspects of sustainability
Source:
http://www.un.org/sustainabledevelopment/news/communications-
material/
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41
10YFP: implementation
mechanism for SDG 12
12.1
Implement the 10-year
framework of programmes
on sustainable consumption
and production, all countries
taking action, with developed
countries taking the lead,
taking into account the
development and capabilities
of developing countries
8.4
Improve progressively,
through 2030, global
resource efficiency in
consumption and production
and endeavour to decouple
economic growth from
environmental degradation,
in accordance with the 10-
year framework of
programmes on
sustainable consumption
and production, with
developed countries taking
the lead
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10 Year Framework of Programmes
• Focusing on Sustainable Consumption and Production
(SCP)
• 2012-2022
“accelerate the shift towards sustainable consumption and production
to promote social and economic development within the carrying
capacity of the ecosystems by addressing, and where appropriate,
decoupling economic growth from environmental degradation by
improving efficiency and sustainability in the use of resources and
production processes and reducing resource degradation, pollution
and waste” (UN 10YFP).
UN Environment. 2015. UN 10YFP. http://www.unep.org/10yfp/about/what-10yfp Accessed June
2017
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43
10YFP Network
The 10YFP is a multi-stakeholder network that is building the global
movement for sustainable consumption and production through 6
Programmes
Business sector
15%
Civil society
40%
Local authority
0%
National
government
21%
Scientific and
technical
organisation
15%
UN / IGOs
9%
THE MULTI-STAKEHOLDER NATURE OF THE 10YFP
PROGRAMMES
518
Programme
Partners
20
UN entities in the
10YFP Inter-Agency
Coordination Group
130
National
Focal Points
43

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Six Programmes
2012-2022
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Multi-stakeholder
Advisory Committee
Partners
Lead and Co-Leads
Coordination Desk
Other 10YFP
Programmes
Coordination Desk
Work Stream 1
Work Stream 2
Work Stream 3
Sustainability in
Supply Chain
Work Stream 4
Cross-cutting themes
Knowledge sharing
Outreach
Awareness raising
Enabling
Frameworks
Sustainable
Housing
Reduce
Climate Impact
Africa
Europe
Asia
North
LAC
Oceania
America
Region
SBC: Work Streams
45

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http://www.scpclearinghouse.org/sustainable-buildings-and-construction/actors
Co-Leads
SBC Multi-Stakeholder Advisory
Committee (MAC) members
Governments: Argentina, France, the
Netherlands, Singapore, South Africa
Finance: IFC International Finance
Corporation (World Bank Group)
Business organisations: Sweco, WBCSD
Civil Society: Bioregional UK,
Development Alternatives India, EcoSur,
RICS, TERI India, WorldGBC, WWF
Academia: CABR China, Energies2050
France/EAMAU, Politecnico Italy
IGOs: UN-Habitat, UNOPS
Lead
SBC Organization
46

47
Partner applications https://docs.google.com/forms/d/1qtegoETgBYisO4F1oIeZuSDDAVP_GYE5qCOjDv9skRU/edit
SBC Organization
Partners
Governments: Área Metropolitana del Valle de Aburrá Colombia,
BAMB Belgium, Boverket Sweden, Commune Attecoubé Côte d’Ivoire
Business organisations: Aptivate UK, CAMACOL Colombia, EPM
Colombia, Skanska Finland, Solarbio Africa Côte d’Ivoire
Civil Society: ASF Nepal, CBCS Brazil, CDEA Tanzania, iiSBE Canada,
GBPN France, ICRT Australia, KENSUP Kenia, LCCI Brazil, Sabaramati
Samiti India, SSDD Croatia, SFG US, YAAM Solidarité Burkina Faso,
Nubian Vault Association France
Academia: Cambridge University UK, CRAterre France, ETH Switzerland,
OBU UK, RICS-SBE India, University of Bradford UK, VTT Finland, UPF
Morocco
47

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Project Activities
10YFP funded Trust Fund projects
SBC Initiated projects introduced to donors or submitted to calls
GCF, Building NAMA, German IKI, EC SWITCH Africa/Asia Green, …
MTR: 36 SCP Projects
Networking
Global network of different stakeholders
Awareness raising, result dissemination, data collection in SBC Events
Sharing good practices and presence provides visibility to Partners
MTR: 26 Training Courses
MTR: 166 Outreach and Dissemination Events
Building Knowledge Base
Circular Economy Working Group
MTR: 40 Knowledge and Technical tools
MTR: 8 Policy Instruments
pekka.huovila@figbc.fi
2 48
SBC Fields
of
Operation

49
3
2
1
2
12
1
2
1
23
1
4
1
1
1
1
2
SBC geographic representation
1
1
49

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SBC reporting
33
37
165
45
10
3
2 5
1
SCP project
Training
Outreach & communication
Knowledge resource/technical
tool
Policy instrument
Education
Changes in practice
Coordination mechanisms
Commitment
50

51 51
Industry Civil societyGovernment
Research
Economic sustainabilitySocial sustainability
Affordabilit
y
Innovation
Employme
nt
Resource efficiency/circular
economy
Water
efficiency
Climate change
Energy
efficiency
Renewabl
e energy
Área Metropolitana del
Valle de Aburrá (AMVA)
L
A
Boverket
E
U
Direction Technique
(Commune Attécoubé)
A
F
KENSUP
A
F
Waste
reduction
Health &
safety
A
F
Low-carbon Cement-based
Materials Initiative (LCCI)
L
A
SABARAMATI SAMITI
A
S
YAAM Solidarité
A
F
Nubian Vault Association
E
U
Society for Sustainable
Development Design
E
U
E
U
Aptivate
L
A
CAMACOL
L
A
EPM
SOLABIO AFRICA
CDEA-Culture and
Development East Africa
A
F
International Initiative for a
Sustainable Built
Environment
N
A
Global Building Performance
Network
E
U
International Centre for
Responsible Tourism
A
U
A
S
ASF
CBCS
L
A
Cambridge UniversityEU
CRAterre - ENSAGEU
ETHEU
Institute Sustainable
Development (Oxford Brookes
University)
EU VTT Technical Research
E
U
RICS School of Built
Environment Amity
University
A
S
University of Bradford
E
U
Université Privée de Fès
A
F
BAMB (Buildings as
Material Banks)
E
U
Sustainable Futures Group
N
A
A
S
Mostaqbal
Engineering &
Environmental
Consultants

52
UN PRME
• UN Global Compact (2000)
• PRME (Endorsed by UN Sec Gen 2007)
– UN Global Compact
– Association of Advance Collegiate Schools of Business (AACSB),
– The Aspen Institute’s Business and Society Program
– European Foundation for Management Development (EFMD),
– Globally Responsible Leadership Initiative (GRLI)
– Net Impact
– Graduate Management Admission Council (GMAC)
– European Academy of Business in Society (EABIA)
• 2014: 8000 global companies and 145 countries
• 2017:>660 HEI, 83 countries, 14 regional chapters, 7
IWG, >1200 SIPs, >20 million students, key
partnerships established
52
Source: http://www.unprme.org/resource-docs/2017AnnualReportand2018Outlook.pdf

53
UN PRME Principles:
Developing the responsible
leaders for tomorrow
• Transform management
education
• Research and thought
leadership globally
• Developing learning
communities and promoting
awareness about the United
Nations' Sustainable
Development Goals” (PRME, 2017)
PRME 2017. Overview, http://www.unprme.org/about-prme/index.php Accessed June 2017.
53

54
PRME Journey
Source: PRME 2017. Impact: A Decade of Principles for Responsible Management Education, UN Global Compact.
54

55
PRME Principles
• Principle 1 | Purpose:
• Principle 2 | Values:
• Principle 3 | Method:
Developing the capabilities of students
to be future generators of sustainable
value for business and society at large,
& to work for an inclusive & sustainable
global economy
Incorporating into academic activities
and curricula the values of global social
responsibility as portrayed in
international initiatives such as the
UNGC
Creating educational frameworks,
materials, processes and environments
that enable effective learning
experiences for responsible leadership
55

56
PRME Principles
• Principle 4 | Research:
• Principle 5 | Partnership:
• Principle 6 | Dialogue:
Engaging in conceptual & empirical
research that advances our
understanding about the role, dynamics,
and impact of corporations in the
creation of TBL value
Interacting with managers of business
corporations to extend our knowledge of
their challenges in meeting social and
environmental responsibilities and to
explore jointly effective approaches to
meeting these challenges
Facilitating and supporting dialogue and
debate among various stakeholders on
critical issues related to global social
responsibility and sustainability
56

58
In class discussions
1. What does sustainability mean to you/your
profession/your work?
2. What do you need to do or who do you need to
work with to realise sustainability underpinnings
for your work?

UN SDGs, NUA, Current Challenges

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