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Sustainable Development Through Quality Education

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To achieve sustainable development goals, it is essential to adapt learning methodologies for the future of work and education.

So here is how to address the Sustainable Development Through Quality Education or how to Walk The Talk by Chaitali Moitra.

23 November, 2021


A sense of ‘purpose’ is the driving force behind our interactions with the world. As we rebuild from a global health crisis, the importance of individual purpose and the expression of our combined societal values, is under the spotlight. We are becoming more aware of our interdependence with nature, and the impact of our actions on the urgent challenges of the planet. Hence, the need to incorporate ‘sustainability’ is a necessity rather than a trending fad.

Resonating with sustainable development

Sustainability is crucial to meeting our needs today, without hampering the capacity of future generations to meet theirs. Only by truly understanding the meaning and relevance of sustainability in our lives and for the planet we live on, can we implement positive change. Today, the world is facing several critical challenges and global leaders are seeking solutions through sustainable development.

The UN has outlined 17 sustainable development goals for 2030, with education high on the priority list after ‘No Poverty’, ‘Zero Hunger’ and ‘Good Health and Well Being’. In fact, education is a widely acknowledged solution to achieving these core goals. As such, access to quality higher education is rendered a basic right for young individuals to grow into responsible, ethical and knowledgeable citizens.

Education for Sustainable Development (ESD) 

The UNESCO roadmap, ESD for 2030, sheds more light on the role of education for sustainable development and urges people to consider if what they are learning is truly relevant to their lives, and will contribute to Earth’s survival. In India, the NEP 2020 has highlighted the need to reconfigure the entire education system to foster learning methodologies, in line with achieving the Sustainable Development Goals of the UN. When held to high standards, education can encourage the development of conscious, ethical leaders and mitigate future misconduct.

ESD incorporates critical environmental issues such as climate change and geographical changes into core subjects such as math, science, and art, and prompts institutions to revise learning cycles and applications. The aim of this initiative is for students to relate what they learn in the classroom to their real-life actions, meaning they are better equipped to change behaviours early in life and embrace sustainable lifestyles.

The Role of Quality Education in ESD

There is a continuous and massive exchange of knowledge today, thanks to dynamic social media and content tools. However, this is not a substitute for a quality education, which not everyone has access to. Quality education goes beyond conducting and attending classes traditionally, to encompass a purposeful learning plan intended to prepare learners’ participation in a global society. It should equip them with the technical and interpersonal skills needed to make informed decisions, and take responsible actions for their own long-term development as well as the communities at large. 

If quality education is the answer to global sustainability problems, how do we unlock its potential?

The toolbox to get there

There is significant responsibility on educators as they apply best-in-class pedagogical practices with sustainable learning goals in mind. Education for Sustainable Development is indeed a tough challenge to address within a fixed number of classes and assessments, but thankfully, there are tools at hand to help tackle it.

To achieve sustainable development goals, it is essential to adapt learning methodologies for the future of work and education. Global universities are realising the importance of curating a responsive curriculum that seeks to instil essential attributes that empower students to grow, emerging skill sets required to secure a job, and an appreciation of how their actions impact the environment and humanity.

Quality education is supported by accurate and meaningful assessment practices that lead to higher-order thinking and a deep understanding of concepts. Academic integrity tools, including online platforms, empower educators and students to uphold this fundamental vision by curbing behaviours that undermine learning. For example, students involved in contract cheating or academic plagiarism rob themselves of true learning and widen future knowledge gaps. Using academic integrity tools to check the originality of student work pre and post submission, helps to identify this intentional cheating and address skills gaps, towards better learning outcomes. 

Time-saving, technology-assisted grading solutions help educators improve grading efficiency and consistency, to spend more time on teaching. They facilitate transparent feedback while identifying knowledge gaps early on, to scaffold student learning. That way, both students and teachers are aligned on expectations and the progress of learning objectives. Furthermore, educators can harness these tools to identify patterns in students’ assessment performance to adjust their own instruction and help shape the future curriculum.      

Quality education paves the way for a more sustainable future, while simultaneously elevating student success and development across the board. Designing a responsive education strategy is key to achieving this. One that is transparent includes sufficient training and decision support, and is centred on applied learning in the classroom, will deliver the key sustainability outcomes the world needs. 

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Iraq: An Urgent Call for Education Reforms

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Modern Diplomacy advises that in Iraq: an Urgent Call for Education Reforms to Ensure Learning for All Children is nowadays a requirement that is not only to prepare people for life, with all knowledge and skills to contribute to a thriving society. It is to be noted that Iraq historically witnessed writing in its earliest form as a means of communication and education, etc.

The above image is for illustration and is of Middle East Monitor.

A girl student in Basra, Iraq, who benefits from a UNICEF/WFP education stipend programme. UNICEF

Iraq: An Urgent Call for Education Reforms to Ensure Learning for All Children

By Newsroom

Learning levels in Iraq are among the lowest in the Middle East & North Africa (MENA) region and are likely to decline even further because of the impact the COVID-19 pandemic has had on education service delivery, including prolonged school closures.

These low learning levels are putting the future of Iraqi children and the country at risk. A new World Bank report says that while, now more than ever, investments are needed in education to recover lost learning and turn crisis into opportunity, these investments must be accompanied by a comprehensive reform agenda that focuses the system on learning outcomes and builds a more resilient education system for all children. 

The World Bank Group’s new report, Building Forward Better to Ensure Learning for All Children in Iraq: An Education Reform Path, builds on key priorities in education recently identified in the Government of Iraq’s White Paper and the World Bank Group’s Addressing the Human Capital Crisis: A Public Expenditure Review for Human Development Sectors in Iraq report, and provides actionable reform recommendations to boost learning and skills.

Human capital is essential to achieve sustainable and inclusive economic growth. However, according to the World Bank’s 2020 Human Capital Index (HCI), a child born in Iraq today will reach, on average, only 41% of their potential productivity when they grow up. 

At the heart of Iraq’s human capital crisis is a learning crisis, with far-reaching implications. Iraq’s poor performance on the HCI is largely attributed to its low learning levels. COVID-19 has led to intermittent school closures across Iraq, impacting more than 11 million Iraqi students since February 2020. This report highlights that, with schools closed over 75% of the time and opportunities for remote learning limited and unequal, Iraqi children are facing another reduction of learning‑adjusted years of schooling. Effectively, students in Iraq are facing more than a “lost year” of learning. 

Iraq can use lessons learned from the current health crisis, turn recovery into opportunity, and “build forward better,” to ensure it provides learning opportunities for all Iraqi children especially its poorest and most vulnerable children” said Saroj Kumar Jha, World Bank Mashreq Regional Director. “The World Bank is ready to support Iraq in building a more equitable and resilient post-COVID-19 education system that ensures learning for all children and generates the dividends for faster and more inclusive growth”.  

The report Building Forward Better to Ensure Learning for All Children in Iraq: An Education Reform Path puts forward for discussion sector-wide reform recommendations, focusing on immediate crisis response as well as medium and long-term needs across six key strategic areas:  

1. Engaging in an Emergency Crisis response through the mitigation of immediate learning loss and prevention of further dropouts.

2. Improving foundational skills to set a trajectory for learning through improved learning & teaching materials and strengthened teacher practices with a focus on learning for all children.

3. Focusing on the most urgently needed investments, while ensuring better utilization of resources.

4. Improving the governance of the education sector and promoting evidence‑based decision‑making.

5. Developing and implementing an education sector strategy that focuses on learning and “building forward better”.

6. Aligning skills with labor market needs through targeted programs and reforms.

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Transforming small cities into smart cities

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Media India Group of New Delhi elaborates on Transforming small cities into smart cities, as seen by the SRMIST and TERRE Policy Centre. Here is the story that could well be of interest to our readers in the MENA region of the Gulf, where Indian Nationals residents make up the great majority of inhabitants.

The picture above is for illustration and is of The Economic Times.

Transforming small cities into smart cities: SRMIST & TERRE Policy

Collaboration to conserve environment

Dr S Ponnusamy, Registrar, SRM-IST (left); Dr Rajendra Shende, Chairman, TERRE Policy Centre (right)

In order to promote on-campus activities for environmental conservation and fulfil UN’s Sustainable Development Goals, SRM institute collaborates with TERRE Policy Centre.

SRM (Sri Ramaswamy Memorial) Institute of Science and Technology (SRMIST), Chennai, signed a Memorandum of Understanding with TERRE Policy Centre which is a non-profit organisation dedicated to United Nations Sustainable Development Goals (SDGs).

“Our campus in Chennai is like a small city and our aim is to transform that small city to a smart city”, said Professor C Muthamizhchelvan, Vice-Chancellor of SRMIST. While speaking about signing the MoU with TERRE Policy Centre, he also said that collaborating with TERRE they would fulfil their ambition of making all their students and faculty future-ready and SDG-Ready’. “That is what I mean by smart”, he added.

SRMIST is a deemed university as well as an active member of a network of Higher Educational Institutes, called   Smart Campus Cloud Network (SCCN), launched by TERRE Policy Centre in 2017. The network is supported by UNESCO-Paris and India’s Ministry of Education through All India Council of Higher Technical Education (AICTE) and University Grant Commission (UGC).

This digital network of over 350 universities and colleges, including seven foreign universities, promotes the practical activities in the campus that contribute towards the United Nations SDGs. SCCN makes the campus a laboratory for SDGs. The network promotes ‘learning by doing’ within the campus.

In order to fulfil their objective, the network of universities encourages students as well as faculties to share the experiences of practical projects related to SDGs in the college campus. The projects deploy digital technologies like IoT (Internet of Thing), AI (Artificial Intelligence), cloud-networking, Machine-to-machine learning and BlockChain technology.

Apart from these, projects like energy efficiency, harnessing of renewable energy, waste to energy, zero-waste, green buildings, smart-grid, healthy sanitation, e-waste management, air pollution, zero-emission transport, conservation of biodiversity, ban on single-use plastic, water conservation, carbon neutrality, sustainable farming, digital agriculture are among other practices undertaken in the campus. Ideation and research on SDGs are also encouraged on the campus. The results of the practical work on the campus are shared across the universities globally through the digital cloud dashboard that TERRE has developed.

Apart from UNESCO other partners of SCCN are GORD (Gulf Organisation of Research and Development) in Qatar as well as several NGOs. TERRE also works closely with ECOSOC, UNEP, IUCN and UNFCCC.

“Through SCCN we aim to mainstream United Nations Global Goals (SDGs) in the education system where young minds are moulded”, Dr Rajendra Shende, Chairman of TERRE Policy Centre and former director of UNEP, tells Media India Group.

“The MoU has the overarching objective of skill development of the students for implementing the UN Sustainable Development Goals (SDGs), including making the campus Carbon Neutral,” he adds.

In addition to being a leading higher education and research, the institution has gained an international reputation in various fields and has evolved a comprehensive student-centric learning approach, SRM-IST has also signed carbon neutrality ledge, ‘Not Zero-Net Zero Pledge’ designed and monitored by TERRE under SCCN.

At present, SRM-IST aims to be South India’s regional hub of Smart Campus Cloud Network (SCCN). TERRE Policy Centre, through Smart Campus Cloud Network (SCCN), plans to provide overall guidance and mentoring to SRM-IST on United Nations SDGs and climate change issues

In order to inspire more institutions and organisations across the world, the success stories will be showcased on a number of network platforms including Discussion Fora on its website sccnhub.com. The progress of the activities would be monitored using smart technologies and will be visualised using a cloud platform and a real-time dashboard. The partnership with business, government and civil society would be the key axis around which this network will flourish. ‘Learning by Doing’ and ‘Accelerating by Sharing’ would be the key mantras that TERRE and SRMIST would be practising to train the students for the carbon-neutral future.

TRANSCEND in Beware the Experts!

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TRANSCEND Media Service in Beware the Experts! by Naresh Jotwani tells us how ‘The world – or at least a large and dominant part of it! – is increasingly being run by so-called “experts”.’

EDITORIAL, 30 Nov 2020

The world – or at least a large and dominant part of it! – is increasingly being run by so-called “experts”, sometimes dubbed honestly as “technocrats”. Their fields of “expertise” are many, and that list is growing steadily longer. The fact is, universities and research institutions must be seen to be “torch bearers” of progress, values, knowledge, scientific inquiry, freedom, justice … or whatever other words sound good in a speech or on a website. In vicious competition for student fees, research funds, private donations and government grants, every institution must proclaim “excellence” – somehow, anyhow.

As in any other field of human endeavour, opportunities for gaming the system are many. The standard, time-tested techniques of cronyism, mutual back-scratching, feudalism, deception, hyperbole, playing to the gallery … et cetera … run rampant. These techniques are at work incessantly and brazenly, around the world, to further the careers of aggressive and ambitious old-timers, mid-lifers and new entrants.

For so-called “experts”, however, one other very special trick is also available. The ability to define ever newer areas of “expertise” and “challenges” offers an easy option not available in other areas of human endeavour. As more and more people acquire Ph.D.s and fight for success and prominence, they build ever smaller boxes around their work. Each such group dubs its small box “the next big thing”, writes a few silly papers, and makes a big show of “fake it till you make it”. If one such “bold academic initiative” does not work out too well, another appears soon with a different flavour, another catchy label, and yet another round of hype. Thus the spectacle goes on from “progress” to “more progress”.

If a manufacturer claims to have developed a better quality of soap, potential customers have right to test the product, verify the claims and decide whether to spend their hard-earned money on the new soap. Validation by prospective customers is a crucial and essential step when a new product is sought to be introduced to society.

With new and unproven academic claims, however, ordinary citizens of the society have no right to opine. This is a tragic, anomalous and therefore also unstable situation, because the public policy burdens of new theories fall almost wholly on ordinary citizens. Any intelligent citizen can study a subject and formulate a cogent opinion, but a kind of intimidating “caste system” dubs large sections of population as being incapable of questioning theories and policies which impact their lives; and thus honest public debate is avoided.

This powerful new technique of deception is based on building ever narrower boxes of specialization. Instead of thinking out of a box, these “experts” build smaller and smaller boxes around whatever they are capable of thinking after twenty plus years of “formal” education; they are masters only of intellectual fencing and pointless one-upmanship.

Ordinary people do not question these “experts” because they have naive faith in the “hallowed halls of scholarship”, being unaware of the base emotions rampant inside.

One root cause of the problem seems to be that “well-being of fellow citizens” is not even a valid subject in academia! While each “expert” is fierce in defending his or her turf, what should be the central, common denominator – the well-being of society – receives at best a passing mention in support of some fashionable theory.

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Examples can easily be cited of “specialist experts” bringing confusion to public debate, and often also immense misery to public life. This happens either because they disagree among themselves, or because they have in mind “private” goals, not public good.

Just a few prominent examples are given here, in what should never be mistaken for an exhaustive list.

  1. The handling of the Covid 19 pandemic is a recent and glaring example. Experts in virology, public health, epidemiology, pharmaceuticals, practicing doctors, computer modellers – in short, just about every Tom, Dick and Harry – wanted to show how brilliant they were. Naturally, politicians joined in too, following the principle of “not letting any crisis go waste”. Who suffered?
  2. Institutions such as IMF are staffed by allegedly “top notch” celebrity economists – ever so articulate, ever so politically savvy. Today they recommend unrestricted money printing for one group of countries, and unrelenting austerity for another. Plenty of “fuzz factor” is hidden in all economic theories, however, to spin either approach as being right.

The sad political reality, however, cannot be found in any textbook. The first group of countries are powerful, highly developed CREDITOR countries, while the second group has impoverished DEBTOR countries. Excess money with the creditors can always be made to earn juicy returns from economies struggling under debt burdens. All this makes very good business sense for the former – the CREDITOR countries – but should economists take sides in such cruel games of global usury?

Within any economy, there is a huge divide between ground reality and the official statistics. Statistics allow politicians and “expert” economists to congratulate themselves and play the endless game of blame-passing. People’s well-being goes by default.

  1. Heartless decisions on bringing “democracy”, “freedom”, “progress” et cetera to other countries are routinely made by “experts” or “technocrats”. In reality, these people are no more than greedy, self-serving hatchet-men for ruthless power-grabbers.
  2. Financial skulduggery in the name of capitalism engages the brightest minds of a society and the most powerful computers. Tactics such as high frequency front-running and algorithmic betting bring no benefit to agriculture, or manufacturing, or education, or health care or public well-being. Indeed, a few months ago, this author had the distinct impression that Donald Trump was testing and possibly teasing stock market investors by alternately making on-again, off-again comments about the possible trade deal with China.
  3. As specialists, lawyers are a breed apart, tireless masters of evasion, innuendo and hair-splitting; truth, well-being or justice be damned. Climbing one level further up the food chain of corruption, many lobby ceaselessly for laws which subvert the public good.
  4. Much is being made of the ongoing revolution in artificial intelligence (AI). A lot of it is hype, and much of it is ineffective and harmless. For example, if an AI bot sends me mostly uninteresting pieces of a news-feed, I will not bother to complain. Serious difficulties with AI will show up when it is applied in critical sectors such as health care or policing.

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Wherever we turn, we see examples of a strong centrifugal tendency at work in human affairs, driven essentially by discontentment which compounds itself. True, holistic well-being of society is on nobody’s agenda, while the greedy behave like hyenas, tugging with bloody fangs at the remaining healthy parts of society until little remains.

Comprehending the well-being of others requires compassion – without which no amount of materialistic development, hyped-up “progress” or “research”, politics, fashion, academic claims, brilliance, spin or propaganda can serve a legitimate, durable purpose. This is the simple, central truth that all “experts” evade like the plague. The don’t “do” compassion.

This frenetic, ceaseless evasion in all directions creates a strong divisive, centrifugal tendency. The priceless core of well-being is abandoned as “experts” run ragged in every conceivable direction except towards the core of well-being and contentment.

Fortunately, for the discriminating individual, that core is ever-present, deep within – waiting patiently to be discovered and its treasure unlocked.

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Dr Naresh Jotwani is a semi-retired academic living in India and a member of the TRANSCEND Network for Peace Development Environment. Apart from part-time engagements in engineering education and consulting, he engages in an in-depth, personal exploration of how Gautam Buddha’s profound discoveries and teachings can be applied to the acute problems of modern life.
Tags: ElitesHumanity

This article originally appeared on Transcend Media Service (TMS) on 30 Nov 2020.

World Science Day for Peace and Development, 10 November

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This year, the United Nations, at a time when the world is struggling with the global COVID-19 pandemic, says that 10 November, will be the focus of World Science Day for Peace and Development on “Science for and with Society in dealing with the global pandemic.”

Established by UNESCO in 2002, the World Science Day for Peace and Development is an annual event that takes place on the 10th of November: all about STEM.

Electric cars line up at the official start of the Zero Emissions Race outside the United Nations Office at Geneva (UNOG), Switzerland.PHOTO:UN Photo/Jean-Marc Ferré

Celebrated every 10 November, World Science Day for Peace and Development highlights the significant role of science in society and the need to engage the wider public in debates on emerging scientific issues. It also underlines the importance and relevance of science in our daily lives.

By linking science more closely with society, World Science Day for Peace and Development aims to ensure that citizens are kept informed of developments in science. It also underscores the role scientists play in broadening our understanding of the remarkable, fragile planet we call home and in making our societies more sustainable.

The Day offers the opportunity to mobilize all actors around the topic of science for peace and development – from government officials to the media to school pupils. UNESCO strongly encourages all to join in celebrating World Science Day for Peace and Development by organizing your own event or activity on the day.

2020 Theme: Science for and with Society

This year, at a time when the world is struggling with the global COVID-19 pandemic, the focus of World Science Day is on “Science for and with Society in dealing with the global pandemic.”

Throughout this unprecedented health crisis, UNESCO, as the UN Agency with the field of science in its mandate, has endeavoured to bring science closer to society and to bolster the critically needed international scientific collaborations. From the science perspective, UNESCO’s response to COVID-19 is structured around three major pillars: promoting international scientific cooperation, ensuring access to wate,r and supporting ecological reconstruction.

To celebrate the 2020 World Science Day, UNESCO is organizing an online roundtable on the theme of “Science for and with Society in dealing with COVID-19.”

Join the conversation with the hashtags #ScienceDay.

COVID-19 response demands better use of science and technology

The response to the COVID-19 pandemic requires a far more collaborative relationship between scientists and policymakers, and the fruits of scientific research, including potential vaccines, must be shared universally. LEARN MORE!

Background

The organization of a focused event related to the commitment to science and society was one of the positive outcomes of the 1999 World Conference on Science in Budapest. It was considered an opportunity to reaffirm each year the commitment to attaining the goals proclaimed in the Declaration on Science and the Use of Scientific Knowledge and to follow up the recommendations of the Science Agenda: Framework for Action.

Since its proclamation by UNESCO in 2001, World Science Day for Peace and Development has generated many concrete projects, programmes and funding for science around the world. The Day has also helped foster cooperation between scientists living in regions marred by conflict – one example being the UNESCO-supported creation of the Israeli-Palestinian Science Organization (IPSO).

The rationale of celebrating a World Science Day for Peace and Development has its roots in the importance of the role of science and scientists for sustainable societies and in the need to inform and involve citizens in science. In this sense, a World Science Day for Peace and Development offers an opportunity to show the general public the relevance of science in their lives and to engage them in discussions. Such a venture also brings a unique perspective to the global search for peace and development.

The first World Science Day for Peace and Development was celebrated worldwide on 10 November 2002 under UNESCO auspices. The celebration involved many partners, such as governmental, intergovernmental and non-governmental organizations, UNESCO National Commissions, scientific and research institutions, professional associations, the media, science teachers and schools.