Education

Education holds a paramount relationship with the Sustainable Development Goals (SDGs) as delineated by the United Nations in 2015. It is not only recognized in its standalone form in SDG 4, which strives to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, but also serves as an enabler of other SDGs, highlighting its cross-cutting impact across multiple facets of development. It acts as the foundation stone of knowledge, fostering an understanding of complex socio-economic dynamics that are critical for the attainment of other goals.

Consider, for instance, how education impacts SDG 1 - No Poverty. The increased earning potential offered by quality education is a powerful tool in breaking the poverty cycle. Similarly, in relation to SDG 3 - Good Health and Well-being, education is instrumental in driving better health outcomes by fostering understanding of healthy lifestyles, disease prevention, and the benefits of timely medical intervention.

Addressing the climate crisis (SDG 13) also necessitates education, as it prepares individuals to understand the intricate relationships between human activities and their environmental impact, and to seek sustainable solutions. Moreover, achieving gender equality (SDG 5) is intrinsically tied to education, as access to quality learning opportunities for girls and women empowers them, promotes their participation in decision-making processes, and helps in overturning deeply entrenched societal biases.

Quality education also fosters innovation and infrastructure development (SDG 9), as it equips individuals with the technical and creative skills necessary to devise advanced technologies and infrastructures. Moreover, education fosters peace and justice (SDG 16) by promoting a culture of peace, non-violence, global citizenship, and appreciation of cultural diversity.

In this multifaceted role, education serves as a catalyst in the process of sustainable development. However, these interconnections necessitate that education systems themselves are made more inclusive, resilient, and sustainable. The challenges of the 21st century, such as the digital divide and the increasing need for lifelong learning, require urgent attention to ensure education continues to play its role effectively. Education is the key that unlocks the potential of all other SDGs, making its universal attainment not just a goal, but a pre-requisite for a sustainable future.

Elsevier,

Annals of Tourism Research, Volume 96, September 2022

Research indicates that tourists continue to have difficulty assessing animals' welfare at wildlife tourism attractions, and so there is an immediate need for more education on such impacts. The purpose of this paper is to fill this education knowledge gap by introducing an environmental literacy framework, i.e., “what an environmentally literate person should know and be able to do,” in progressing from animal welfare illiteracy in tourism to literacy.
This content aligns with Goal 10: Reduced Inequalities by focusing on the impact and importance of building community for under-represented students in STEM.
How adapting math instruction for those with learning disabilities can allow them to increase their understanding of mathematics. Supports SDGs 4 and 10.
2022 HPCC Systems Community Summit
We are excited to announce the 9th annual HPCC Systems Community Summit will once again be held virtually this October! This year's event is free to attend and open to all users of HPCC Systems throughout the open source community.
Different lines of research have argued that specific groups, such as boys or ethnic minorities, are more prone to develop an anti-school culture than others, leading to group differences in the social acceptance of high performers. Taking an ecological view, we ask to what extent the school context promotes or prevents the emergence of group-specific oppositional cultures. Theoretically, we argue that group-based oppositional cultures become more likely in schools with low socio-economic resources and in schools where socio-economic differences align with demographic attributes.
The Growing Resilience action-research project as detailed in this paper, aims to help support the health and food sovereignty of Wind River Indian Reservation (WRIR) communities by providing families with information for monitoring their individual health and by supporting families in improving their health by growing home food gardens.
The results of this study show that children of the USAP region as a whole would benefit from an increase in their overall intake of fruit and vegetables and developing strategies to promote a greater frequency of consumption of all F&Vs, in particular traditional fruits and vegetables prepared by traditional practices, should benefit the health of people in the Pacific.
Figure 1. Prevalence of modern contraceptive methods among women of reproductive age (15–49 years) and demand satisfied with modern contraceptive methods by location, 2019
This Article supports SDG 3, 4, and 5 by highlighting that more than 160 million women aged 15-24 years globally have a need for contraception that is not currently met by existing family planning programs, thus hindering or eliminating their education and employment opportunities.
The Learning Circle approach is described as an inclusive and respectful way of engaging community and promoting local and traditional foods, knowledge, and practices among Indigenous youth in rural and remote locations. The flexibility of the model means that communities can prioritize activities of interest to them, identify what success of the initiatives would look like, and tailor evaluation processes accordingly. Indigenous leadership and ownership are essential to the success of such initiatives.
Racial and Ethnic discrimination effects on adolescent mental health.

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