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Education for sustainable development (ESD) is UNESCO’s education sector response to the urgent and dramatic challenges the planet faces. The collective activities of human beings have altered the earth’s ecosystems so that our very survival seems in danger because of changes more difficult to reverse every day. To contain global warming before it reaches catastrophic levels means addressing environmental, social and economic issues in a holistic way. UNESCO’s ESD for 2030 education programme aims to bring about the personal and societal transformation that is necessary to change course. 

Acting as a global advocate and aiming to strengthen capacities of governments to provide quality Climate Change Education (CCE), UNESCO produces and shares knowledge, provides policy guidance and technical support to its Member States and implements projects on the ground. UNESCO encourages innovative approaches and enhances non-formal education programmes through media, networking and partnerships. 

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Sustainable Development Goals

The Sustainable Development Goals were adopted by the United Nations in 2015 as a call-to-action for people worldwide to address five critical areas of importance by 2030: people, planet, prosperity, peace, and partnership.

Biology, Health, Conservation, Geography, Human Geography, Social Studies, Civics

Set forward by the United Nations (UN) in 2015, the Sustainable Development Goals (SDG) are a collection of 17 global goals aimed at improving the planet and the quality of human life around the world by the year 2030.

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In 2015, the 193 countries that make up the United Nations (UN) agreed to adopt the 2030 Agenda for Sustainable Development. The historic agenda lays out 17 Sustainable Development Goals (SDGs) and targets for dignity, peace, and prosperity for the planet and humankind, to be completed by the year 2030. The agenda targets multiple areas for action, such as poverty and sanitation , and plans to build up local economies while addressing people's social needs.

In short, the 17 SDGs are:

Goal 1: No Poverty: End poverty in all its forms everywhere.

Goal 2: Zero Hunger: End hunger, achieve food security and improved nutrition and promote sustainable agriculture.

Goal 3: Good Health and Well-being: Ensure healthy lives and promote well-being for all at all ages.

Goal 4: Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Goal 5: Gender Equality : Achieve gender equality and empower all women and girls.

Goal 6: Clean Water and Sanitation: Ensure availability and sustainable management of water and sanitation for all.

Goal 7: Affordable and Clean Energy: Ensure access to affordable, reliable, sustainable and modern energy for all.

Goal 8: Decent Work and Economic Growth: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

Goal 9: Industry, Innovation, and Infrastructure: Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation.

Goal 10: Reduced Inequality : Reduce in equality within and among countries.

Goal 11: Sustainable Cities and Communities: Make cities and human settlements inclusive, safe, resilient, and sustainable.

Goal 12: Responsible Consumption and Production: Ensure sustainable consumption and production patterns.

Goal 13: Climate Action: Take urgent action to combat climate change and its impacts.

Goal 14: Life Below Water: Conserve and sustainably use the oceans, seas, and marine resources for sustainable development.

Goal 15: Life on Land: 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: Peace,  Justice , and Strong Institutions: 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: Partnerships to Achieve the Goal: Strengthen the means of implementation and revitalize the global partnership for sustainable development.

The SDGs build on over a decade of work by participating countries. In essence, the SDGs are a continuation of the eight Millennium Development Goals (MDGs), which began in the year 2000 and ended in 2015. The MDGs helped to lift nearly one billion people out of extreme poverty, combat hunger, and allow more girls to attend school. The MDGs, specifically goal seven, helped to protect the planet by practically eliminating global consumption of ozone-depleting substances; planting trees to offset the loss of forests; and increasing the percent of total land and coastal marine areas worldwide. The SDGs carry on the momentum generated by the MDGs with an ambitious post-2015 development agenda that may cost over $4 trillion each year. The SDGs were a result of the 2012 Rio+20 Earth Summit, which demanded the creation of an open working group to develop a draft agenda for 2015 and onward.

Unlike the MDGs, which relied exclusively on funding from governments and nonprofit organizations, the SDGs also rely on the private business sector to make contributions that change impractical and unsustainable consumption and production patterns. Novozymes, a purported world leader in biological solutions, is just one example of a business that has aligned its goals with the SDGs. Novozymes has prioritized development of technology that reduces the amount of water required for waste treatment. However, the UN must find more ways to meaningfully engage the private sector to reach the goals, and more businesses need to step up to the plate to address these goals.

Overall, limited progress has been made with the SDGs. According to the UN, many people are living healthier lives now compared to the start of the millennium, representing one area of progress made by the MDGs and SDGs. For example, the UN reported that between 2012 and 2017, 80 percent of live births worldwide had assistance from a skilled health professional—an improvement from 62 percent between 2000 and 2005.

While some progress has been made, representatives who attended sustainable development meetings claimed that the SDGs are not being accomplished at the speed, or with the appropriate momentum, needed to meet the 2030 deadline. On some measures of poverty, only slight improvements have been made: The 2018 SDGs Report states that 9.2 percent of the world's workers who live with family members made less than $1.90 per person per day in 2017, representing less than a 1 percent improvement from 2015. Another issue is the recent rise in world hunger. Rates had been steadily declining, but the 2018 SDGs Report stated that over 800 million people were undernourished worldwide in 2016, which is up from 777 million people in 2015.

Another area of the SDGs that lacks progress is gender equality. Multiple news outlets have recently reported that no country is on track to achieve gender equality by 2030 based on the SDG gender index. On a scale of zero to 100, where a score of 100 means equality has been achieved, Denmark was the top performing country out of 129 countries with score slightly under 90. A score of 90 or above means a country is making excellent progress in achieving the goals, and 59 or less is considered poor headway. Countries were scored against SDGs targets that particularly affect women, such as access to safe water or the Internet. The majority of the top 20 countries with a good ranking were European countries, while sub-Saharan Africa had some of the lowest-ranking countries. The overall average score of all countries is a poor score of 65.7.

In fall of 2019, heads of state and government will convene at the United Nations Headquarters in New York to assess the progress in the 17 SDGs. The following year—2020—marks the deadline for 21 of the 169 SDG targets. At this time, UN member states will meet to make a decision to update these targets.

In addition to global efforts to achieve the SDGs, according to the UN, there are ways that an individual can contribute to progress: save on electricity while home by unplugging appliances when not in use; go online and opt in for paperless statements instead of having bills mailed to the house; and report bullying online when seen in a chat room or on social media.

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Climate-Smart Agriculture in South Asia: exploring practices, determinants, and contribution to Sustainable Development Goals

• Original Paper
• Published: 26 March 2024
• Volume 29 , article number  31 , ( 2024 )

Cite this article

• Naveen Naveen   ORCID: orcid.org/0000-0001-5140-4863 1 ,
• Pritha Datta   ORCID: orcid.org/0000-0002-6563-8561 2 ,
• Bhagirath Behera   ORCID: orcid.org/0000-0001-9413-5675 3 &
• Dil Bahadur Rahut   ORCID: orcid.org/0000-0002-7505-5271 4  

In the face of unprecedented challenges arising from climate change, Climate-Smart Agriculture (CSA) emerges as a holistic solution for South Asia, addressing adaptation, mitigation, and Sustainable Development Goals (SDGs). However, a substantial knowledge gap exists regarding the current status of CSA practices, the factors influencing their adoption, and the specific SDGs that benefit from such adoption. Within this context, this study undertakes a systematic review of the literature ( n  = 78) concerning the adoption of CSA practices in South Asia, primarily drawing from three scholarly databases, viz. Web of Science, Scopus, and ScienceDirect. The results show that the widely adopted CSA practices in South Asia are climate-resilient seeds, zero tillage, water conservation, rescheduling planting, crop diversification, soil conservation, and water harvesting, agroforestry. Several factors, such as socio-economic factors (e.g. education, livestock ownership, age, landholding size, and market access), institutional factors (e.g. information and communication technology, credit availability, input subsidies, agricultural training and demonstration, direct cash transfer, and crop insurance), and climatic factors (e.g. increasing temperature, floods and droughts, decrease in rainfall, and delays in rainfall), are the major driving forces behind the adoption of CSA in South Asia. Implications of CSAs have positive impacts primarily on SDG-1, SDG-2, SDG-3, SDG-5, SDG-6, SDG-7, SDG-12, and SDG-13. The findings of this study hold important policy implications for creating an enabling environment that supports the widespread adoption of CSA practices. Key recommendations encompass establishing specialised training centres for women and elderly farmers, leveraging ICT tools, fostering collaboration between small and medium enterprises and agricultural agents, and enhancing market linkages and value chains for CSA products.

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Acknowledgements

This study was presented at the Asian Development Bank Institute (ABDI) Virtual Conference, themed “Climate-Smart Agriculture: Adoption, Impacts, and Implications for Sustainable Development”, held on October 10–11, 2023. The authors express their appreciation for the valuable input provided by the conference discussant, participants, and anonymous reviewers, which significantly improved the quality and presentation of the paper. Furthermore, the authors sincerely thank ADBI and the guest editors for launching this special issue.

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Gopali Community of Economics, Hisar, Haryana, India

Naveen Naveen

Department of Policy and Management Studies, TERI School of Advanced Studies, New Delhi, India

Pritha Datta

Department of Humanities and Social Sciences, Indian Institute of Technology Kharagpur, Kharagpur, India

Bhagirath Behera

Asian Development Bank Institute, Chiyoda City, Tokyo, Japan

Dil Bahadur Rahut

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Naveen, N., Datta, P., Behera, B. et al. Climate-Smart Agriculture in South Asia: exploring practices, determinants, and contribution to Sustainable Development Goals. Mitig Adapt Strateg Glob Change 29 , 31 (2024). https://doi.org/10.1007/s11027-024-10126-4

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DOI : https://doi.org/10.1007/s11027-024-10126-4

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Shanghai Jiao Tong University hosts international education forum on Sustainable Development Goals

Educators and officials from China and abroad have called for international cooperation in education and interdisciplinary research to achieve sustainable development goals set by the UN as they attended a forum at Shanghai Jiao Tong University.

The 2024 International Education Forum on Sustainable Development Goals, the first of its kind co-organized by the the university's Paris Elite Institute of Technology, National Graduate College for Elite Engineers and Shanghai Jiao Tong University Press, focuses on the theme of "interdisciplinary integration, and the cultivation of internationally outstanding engineers."

Xu Xuemin, vice president of Shanghai Jiao Tong University

Xu Xuemin, vice president of Shanghai Jiao Tong University, said with the continuous iteration of artificial intelligence and other technologies, higher education has observed the characteristics of interdisciplinary and cross-cultural integration. She said Shanghai Jiao Tong University has always upheld its principle of being "comprehensive, innovative and international" and integrated sustainable development goals in its education through international cooperation.

As this year marks the 60th anniversary of diplomatic ties between China and France, she added that the university wished to carry out wider and deeper cooperation with more countries including France in areas such as international education, engineering, and medical talent cultivation.

Chen Wei, deputy director of the Ministry of Education's Department of International Cooperation and Exchanges

Chen Wei, deputy director of the Ministry of Education's Department of International Cooperation and Exchanges, said there was a huge demand for top-notch talent as the Chinese government has put forward plans for development of "new quality productivity forces."

"The development of new quality productivity forces needs top creative talent cultivated through higher education," he said. "We hope our universities can deepen their cooperation with their counterparts around the world, to make joint contributions to the sustainability of the whole world and the development of international community with a shared future by cultivating more creative talent with international vision."

Yu Lizhong, chancellor emeritus of Shanghai New York University

Yu Lizhong, chancellor emeritus of Shanghai New York University, shared the story of the development of the first Sino-US joint venture university in China and stressed the importance of exploring new training modes of innovative talent in the information age and establishing a multi-cultural integration mechanism so as to build a talent center and innovation highland in the world.

Serge Stinckwich, head of Research of United Nations University Institute in Macau

Serge Stinckwich, head of Research of United Nations University Institute in Macau, spoke of the risks of artificial intelligence to society, such as in employment, academia, education, compliance, and the environment, and stressed the necessity of interdisciplinarity in AI research.

Frédéric Toumazet, French dean of SJTU Paris Elite Institute of Technology, Shanghai Jiao Tong University, and one of the winners of Shanghai Magnolia Silver Award last year, pointed out that the professionalism of university studies is a trend that can be observed with enhanced connection between higher-education institutions and industries.

He gave SJTU Paris Elite Institute of Technology as an example to show how universities can prepare students with scientific and technical knowledge as well as the skills of leadership, membership, and social responsibility required by industries. He called for efforts to encompass different aspects of professionalism and connection with the UN's Sustainable Development Goals, stressing the importance of "steering training as an individual asset in a collective context."

Frédéric Toumazet, French dean of SJTU Paris Elite Institute of Technology, Shanghai Jiao Tong University

During the forum, the Shanghai Jiao Tong University Press, SJTU Paris Elite Institute of Technology, the International Elite Engineering School of East China University of Science and Technology, the Sino-French Engineer School of Nanjing University of Science and Technology, and the Paris Curie Engineering School of Beijing University of Chemical Technology signed an agreement to develop textbooks for cooperation in engineering education between China and France.

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