Bücher der Reihe Sustainable Development Goals Series

This book is an interdisciplinary work that reveals the contemporary sustainability narratives in India within the context of various SDGs. Several case studies are presented, each of which sheds light on the challenges and constraints that are impeding the process of achieving SDGs and investigates potential long-term answers to socio-economic and environmental issues. Through empirical case studies from different parts of India, the book explores the current status of achieving sustainable development goals in India. The volume immensely benefits scientists, researchers, policymakers and practitioners as it offers a thematic and comprehensive understanding of challenges associated with mainstreaming SDGs at national, sub-national, and micro scales in India.

This book explores the connection between family structure and circumstances, parental engagement, and adolescent sexual behavior. Given that South Africa contains the highest portion of the global HIV epidemic within a single country, a comprehensive, book-length investigation intösometimes risky¿adolescent sexual behaviour is necessary. Drawing from the longitudinal Cape Area Panel Study (CAPS) of more than 4,000 adolescents between the ages of fourteen and twenty-two, as well as qualitative interviews and focus group discussions with parents and adolescents, this study pioneers empirical investigation of adolescent sexual behavior within the intricate framework of family dynamics in South Africa.

This book explores the economic and development challenges seen within post-colonial Africa. Particular attention is given to governance and political leadership challenges within Africa and how they have resulted in poor education facilities, a lack of infrastructure development, corruption, and economic insecurity. The ways in which Africäs natural resources and agricultural land have not been utilised to drive development and economic growth are examined in relation to internal political conflicts. Broader issues, such as labour exploitation, financial leakage, and the exclusion of women from decision making, are also discussed.This book highlights poor political leadership within Africa and presents a framework for inclusive economic growth within post-colonial Africa. It will be of interest to students, researchers, policymakers and leaders working with development of African economics.

This book aims to contribute to the discourse on climate crisis by bringing together high-quality empirical research on adaptive approaches and sustainability case studies from across the world. The book is divided into six sections. The introductory section has two chapters which sets the ground of the book as it discusses the framing of climate crisis and the different approaches towards it. It also situates the book within the global discourse. The first chapter seeks the traditional approaches to bridge the gap in the new climate science, while the second chapter delivers the ultimate reasons for temperature change, global warming and its consequences (extreme weather events) in a comprehensive way. It is hoped that the book as a whole will provide a timely synthesis of a rapidly growing and important field of climate science but will also bring forward new and stimulating ideas that will shape a coherent and fruitful vision for future work for the community of Undergraduates, Postgraduates, Ph.D. Scholars and Researchers in the fields of environmental sciences, humanistic and social sciences and geography. In addition, policy and decision makers, environmentalists, NGOs, corporate sectors, social scientists, and government organizations will find this book to be of great value. We believe that a diverse group of academics, scientists, geographers, environmentalists, environmental regulators, social scientists, and sustainable scientists with a common interest within the earth environmental sciences and humanistic and social sciences will find this book to be a comprehensive source for reference. Also, we strongly deemed that it will also provide some support for various levels of organizations and administrations for developing and achieving UN Sustainable Development Goals by 2030 in purview of climate change.

The proposed book presents the cutting-edge research on the urban development of three cities: Shanghai, Hong Kong, and Singapore. By comparing their responses to the COVID-19 pandemic from an international political economic perspective, this book examines the commonalities and differences in urban governance in these three widely recognized and well-developed Asian cities with outward-oriented economies through the lens of world-systems theory and related theories of historicism. These cities are all generally considered to be under authoritarian regimes, but there are substantial differences in their social systems, rules of law and justice, and administrative structures. In the context of globalization, the cities are competing on a more even playing field. In addition, city governments worldwide are increasingly pursuing growth, land markets, urban regeneration, and large-scale public projects. With the advent of globalization, urban development is gradually changing from the past crude model of spatial expansion and land finance to a more refined model of socioeconomic development driven by industrial upgrading and enhanced consumption. However, cities¿ political and economic contexts and governance systems vary greatly. Unsurprisingly, given their differences, the three cities of Shanghai, Hong Kong, and Singapore demonstrated varied responses to the COVID-19 pandemic. This book discusses the efforts of these governments to address and reduce the spread of COVID-19 as well as how national responses to the pandemic outbreak were influenced by global dynamics, geopolitics, and each nation¿s particular historical context.

This book charts the roller coaster ride taken by the authors over the past 33 years, in the ongoing fight to acknowledge, prevent, and respond to the rape and sexual abuse of women in conflict and displacement situations. They have worked with an international network of academics, refugee women, and human rights activists in 22 countries. The story moves between refugee camps and the United Nations, refugee settlements in cities and national governments. Theory and ethical research methods are an important part of the story. At times it is very confronting, sometimes amusing and often uplifting.

This book explores the role of scientific evidence within United Nations (UN) deliberation by examining the negotiation of the Sustainable Development Goals (SDGs), endorsed by Member States in 2015. Using the SDGs as a case study, this book addresses a key gap in our understanding of the role of evidence in contemporary international policy-making. It is structured around three overarching questions: (1) how does scientific evidence influence multilateral policy development within the UN General Assembly? (2) how did evidence shape the goals and targets that constitute the SDGs?; and (3) how did institutional arrangements and non-state actor engagements mediate the evidence-to-policy process in the development of the SDGs? The ultimate intention is to tease out lessons on global policy-making and to understand the influence of different evidence inputs and institutional factors in shaping outcomes.To understand the value afforded to scientific evidence within multilateral deliberation, a conceptual framework is provided drawing upon literature from policy studies and political science, including recent theories of evidence-informed policy-making and new institutionalism. It posits that the success or failure of evidence informing global political processes rests upon the representation and access of scientific stakeholders, levels of community organisation, the framing and presentation of evidence, and time, including the duration over which evidence and key conceptual ideas are presented. Cutting across the discussion is the fundamental question of whose evidence counts and how expertise is defined? The framework is tested with specific reference to three themes that were prominent during the SDG negotiation process; public health (articulated in SDG 3), urban sustainability (articulated in SDG 11), and data and information systems (which were a cross-cutting theme of the dialogue). Within each, scientific communities had specific demands and through an exploration of key literature, including evidence inputs and UN documentation, as well as through key informant interviews, the translation of these scientific ideas into policy priorities is uncovered. The intended audiences of this book include academic practitioners studying evidence to policy processes, multilateral negotiation and/or UN policy planning. The book also intends to provide useful insights for policy makers, including UN diplomats, officials and staff working to improve the quality of evidence communication and uptake within multilateral institutions. Finally, it aims to support the whole global academic and scientific community, including students of public policy and political science, by providing insights on how to input into, influence, and even shape international evidence-informed policy-making.

This book aims to contribute to the transdisciplinary study of the water-energy-food (WEF) nexus in cities and to help policy makers adopt a more integrated approach to natural resources management in urban environments to face the challenges and threats of climate change. This approach is based on a multidimensional scientific framework that seeks to understand the complex and non-linear interrelationships and interdependencies between water-energy-food under climate change and to generate solutions to reduce trade-offs among development goals and generate co-benefits that help encourage sustainable development and contribute to the achievement of SDGs, mainly SDG 11 (make cities and human settlements inclusive, safe, resilient and sustainable) and SDG 13 (take urgent action to combat climate change and its impacts).Governing the WEF nexus in cities is one of the greatest resource challenges of our time, as cities consume large amounts of WEF, but one that can also generate relevant alternatives with which to tackle climate change. To help fostering these alternatives, this book analyzes the governance, institutional and political economy factors that determine the effectiveness of the nexus approach and reviews the potential, the benefits and the policy implications of the adoption of the WEF nexus approach at the urban level. Through a series of hands-on cases, chapters in this book present the opportunities of the WEF nexus approach to achieve innovation and transformative change and discuss concrete areas of synergy and policy initiative to raise urban resilience. Water-Energy-Food Nexus and Climate Change in Cities will serve both as a guide for policy makers as well as a useful resource for students and researchers in fields such as urban studies, public health, environmental sciences, energy studies and public policy interested in learning how cities can represent possibilities to navigate and manage sustainability from local to global.

This book explores the intersection of gender and disability in the context of tourism. In part, the book foregrounds feminist theorising of intersectionality by examining how gender can overlap with other social identities to contribute to more systemic oppression, domination, discrimination, and marginalisation of certain categories of people. Our point of departure is that disability does not operate in isolation as it is constituted and experienced within an already gendered social and tourism environment. With substantial research on the intersection of gender and tourism on the one hand, and the intersection of disability and tourism on the other hand, the interconnectedness of gender and disability and the implications this has on tourism policy and practice remains understudied. Thus, the book provides a critical lens that helps unpack underlying assumptions about gender and disability while questioning the dominant ideas about gender and disability reproduced through tourism policies and institutional practices in an African context.This book will be of interest to scholars and researchers in Gender Studies, Disability Studies, and Tourism Studies, particularly those with a research interest in Africa.

This volume provokes conversations and reflections on the most appropriate methodologies to pursue Career Development Learning (CDL) research within the framework of the Sustainable Development Goals (SDG)s. Drawing on studies with Australian students from diverse backgrounds, including low socioeconomic status, regional, rural and remote, with disability, etc., this volume uniquely highlights considerations for contextual and inclusive CDL research which advances multiple SDGs and quality futures across the globe. Although situated in Australian contexts, the case studies have international applicability.This volume provides support to researchers who intend to investigate the effectiveness of career development strategies which further sustainable development objectives. Specifically, the book highlights the importance of partnership and innovative methods in socially-just research methodologies as well as practical ways that these can be undertaken. It encourages readers to consider how they might frame their work in relation to the SDGs and create impactful research which furthers the agenda for sustainable development in localised ways.

This book contends that Africa's sustainable development must be built on African identity and values.  Contributors reflect of the role of values in Africa's effort to overcome poverty, the focus of SDG 1. The volume reflects on how indigenous values such as Ubuntu constitute a critical resource in addressing poverty. It reiterates the importance of positioning the response to poverty in Africa on the continent's own, home grown values. Contributors also interrogate how values such as integrity, hard work, tolerance, solidarity, respect and others serve to position Africa strategically to overcome poverty. The volume focuses on how values can help Africa to overcome challenges such as corruption, violence, intolerance, competitive ethnicity, xenophobia, misplaced priorities and others. It provides fresh and critical reflections on the role of values and identity in anchoring Africa's development in the light of SDG 1.

This book explains how a former net food exporting Nepal has become a net food importing country due to a lack of an integrated system-wide approach to planning and governance of agriculture and natural resources. It demonstrates how various components of the food system, such as agronomy, agrobiodiversity, plant health, post-harvest management, livestock and fisheries, and socio-economics including marketing and trade, have been managed in sectoral silos, crippling the very foundations of food systems innovations. The book also explores ways to tackle climate change impacts while considering gender, social equity, conservation agriculture practices, and crop modeling as cross-cutting themes. This book utilizes Nepal as a case study in relation to wider questions of food security and livelihoods facing South Asia and synthesizes lessons that are relevant to the Global South where countries are struggling to harmonize and integrate natural resources management for sustainable and effective food security outcomes. As such, it significantly contributes to the knowledge toward achieving various United Nations Sustainable Development Goals.

In this hyperconnected, dynamic world we live in, permeated by profound challenges and transformations, the awareness of complexity is unequivocally on the rise. This monograph argues that it is high time that our educational institutions and pedagogical approaches come to mirror this growing awareness, to assist and inspire humanity to embrace complexity, to learn to move within it with increasing sensitivity and wisdom. Doing so is necessary, for if there is one thing that the years behind us bear witness of, it is that the tendency and attempt to simplify, separate, control, and indeed exploit has - as the dark side of the advancements of modern life - brought upon us unprecedented ecological and humanitarian crises. Schools, notably, are not closed spaces separated from society but open places within society, and as such they are inevitably complicit in the (re)shaping of our shared world. This book, therefore, proposes an ambitious pedagogical agenda. Specifically, it explores the relational ontological premise of entanglement in the context of pedagogical theory, raising the question of how, as teachers, we might meaningfully and responsibly engage with the myriad ways in which students are simultaneously shaped-by and shapers-of contemporary societal challenges. In close collaboration with twelve teachers as co-researchers, the book offers six ''helpful perspectives'' for teachers seeking to embrace such complexity in their own practices, referred to as: (1) entanglement-orientedness, (2) entanglement-awareness, (3) hopeful action, (4) inquiry within entangled phenomena, (5) practicing perceptiveness, and (6) practicing integrity.

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues.Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools.This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.

This volume provides teachers with pedagogical approaches and practical applications to implement Education for Sustainable Development (ESD), and with assessment strategies to evaluate the learning outcomes of ESD in primary and secondary education. In addition to appropriate pedagogical approaches for ESD, the book also presents practical examples that teachers can use as a guide in their classes. The pedagogical approaches related to ESD not only aim to facilitate sustainability knowledge, but also promote attitudes, new perspectives, values, skills and competencies related to sustainability. Thus, holistic and transformative approaches are embraced to develop a deeper understanding of sustainability, values, respect towards the environment, connection to nature, systems thinking to understand complex problems, exhibiting responsible behaviours for sustainability and promoting action competence for sustainable development.This book also provides examples of assessment strategies for ESD. The assessment of ESD learning outcomes and learning processes is usually challenging, but it is important to determine how to evaluate ESD learning outcomes to reveal whether we achieve our ESD goals or not. For this reason, the assessment section of the book includes theoretical concepts and measurement tools for evaluating sustainability competencies and learning outcomes. Through the close and active collaboration of 22 authors from Germany, Italy, Slovenia, Sweden, Turkey, and the UK, good models for ESD implementation in primary and secondary education are presented. 

This book reflects on more than two decades of adoption practices of inclusive education policy in Southern Africa. It is aimed at taking stock of the successes, challenges and achievements during this journey of making education inclusive and equitable. It responds to the educational needs of learners at all levels, regardless of their diverse needs, such as disability, gender, socio-economic status, race, ethnicity and language background.This book furthers the understanding and conceptualization of the notion of inclusion in education, and explores the challenges experienced during the operationalization and implementation of the process. It extends debates spawned by international and national policy mandates that sought to transcend exclusionary educational practices in order to realize inclusive societies and, by implication, inclusive classrooms.It offers a comprehensive conceptual framework for inclusive education in the Southern African context while drawing parallels from the regional and international experience. This book can be used as a reference or critical reading for scholars and researchers in the field of inclusive education. It will empower practitioners, administrators, teachers and school leaders, curriculum developers and planners, as well as policy makers with knowledge about theory and practice regarding inclusive education in the Southern African schooling system.

Our world is changing fast. Countries¿ transport systems, which have long been shaped by project-by-project considerations, must help achieve higher-level goals for the well-being of mankind, as embodied by the UN's Sustainable Development Goals and the Paris Climate Agreement. New forces impose greater effectiveness in the way public choices are made, such as making better use of data and technologies, adopting a more inclusive and participatory approach to decision making, and addressing social concerns about equity. Transport practitioners and country decision-makers have been looking for structured and coherent guidance about ways to adjust to these new dynamics and change the trajectory of transport system. This book examines the rationale for and details an innovative approach for public decision-making to expedite the pace to sustainable mobility.

This book showcases how innovative state policy in Korea transformed Seoul from one of the world's most impoverished, polluted, and congested cities into a  global leader in green urban planning, smart city innovations, and social economy initiatives that have dramatically improved the local quality of life. Today, Seoul's urban planning innovations are increasingly touted as replicable best practices for export to cities across the globe.This book describes how innovative state policy has made Seoul a world leader in sustainable, smart, and solidary urban initiatives. Beginning in the 1960s, Seoul led the fastest urbanization and modernization project in world history, becoming a colossal 26-million-person metropolitan region and one of the largest footprints of humanity on earth, transforming the nation from one of the world's poorest to having the 10th largest GDP in 2020.Today, Seoul has become one of the most productive and innovative urban agglomerations on earth. Seoul's residents enjoy the world's highest penetration of high-speed internet, a model mass transit system, and advanced smart-city technologies. The vast city has become increasingly green and sustainable, while also recycling about 90% of all waste. Seoul has become a leader in social economy innovations like cooperative villages, mutual benefit societies, and social investment funds that advance equitable development goals amid a booming capitalist economy. To broaden our imagination of what good urbanism can achieve, this book reviews Seoul's recent innovations in smart, sustainable, and solidary urbanism, including: green urban planning, sustainable development through recycling and reuse, well-managed mass transit, smart city design, and solidarity economy initiatives.

This edited volume focuses on the largest single tract contiguous mangrove forest in the world- the Sundarbans- exploring traditional knowledge, customary sustainable use and community-based innovation. The book analyses the current state of the Sundarbans, its multiple values and ecosystem services, to demonstrate that Indigenous and local knowledge (ILK) is essential for the conservation and sustainable use of natural resources. Not only does this play an integral role in realising SDG 14 (life below water) and SDG 15 (life on land), it also actively contributes towards achieving many other goals and targets. It contributes a new understanding of sustainability by bringing human-nature relationships in view of the renewed interest in biodiversity and climate change- heightened by the COVID-19 pandemic. The book links scientific knowledge with multi, inter, trans- disciplinary nature of ILK for sustainable development collected from the ground. It challenges the market-based approach in valuing the natural resources, and demonstrates that the valuation of environmental resources through market penetration pricing does not reckon the social benefits and values coproduced through complementarity between humans and nature.Rashed Al Mahmud Titumir is a professor at the Department of Development Studies, University of Dhaka, Bangladesh and is currently holding the charge of the Chairman of the Department. He is the chairperson of Unnayan Onneshan- a Dhaka based multidisciplinary think-tank, vice chairperson of IUCN Asia Regional Members Committee and chairperson of IUCN National Committee of Bangladesh. He has led numerous projects for diverse organisations including governments, development partners and international organisations at home and abroad. His latest books are Numbers and Narratives in Bangladesh's Economic Development (2021), Fiscal and Monetary Policies in Developing Countries: State, Citizenship and Transformation (2021), and the edited volume, COVID-19 and Bangladesh: Response, Rights & Resilience (2021).

Against the backdrop of an accelerating global urbanization and related ecological, climatic or social challenges to urban sustainability, this book focuses on the access to "e;safe, inclusive and accessible green and public space"e; as outlined in United Nations' Sustainable Development Goal No. 11. Looking through the lens of environmental justice and contested urban spaces, it raises the question who ultimately benefits from a green city development, and - even more importantly - who does not. While green space benefits are well-documented, green space provision is faced by multiple challenges in an era of urban neoliberalism. With their interdisciplinary and multi-method approach, the chapters in this book carefully study the different dimensions of green space access with particular focus on vulnerable groups, critically evaluate cases of procedural injustice and, in the case of Northern Europe that is often seen as forerunner of urban sustainability, provide in-depth studies on the contexts of injustices in urban greening.Chapters 1, 5, and 6 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This volume analyzes cases from emerging economies in relation to the global endeavor to promote the vision of sustainable development in all forms of education. It aims to discuss the significance of hearing local voices and understanding local discourse regarding strategies for action for change, and the role of educational systems as a means to communicate, promote and educate for the Sustainable Development Goals (SDGs).In this book, emerging economies are defined as newly industrialized countries that have not yet reached developed status, but have, in a macro-economic sense, outpaced their developing counterparts. In this context, the book highlights how education in emerging economies could extend conventional economic methods to sustainability issues, or depart from money-based calculations and business-dominated values to promotion of real-life considerations and ethical, environmental and humanistic values.With the help of this volume, readers will have a chance to look at educational response, inclusion and empowerment for SDGs in countries with emerging economies, and to grasp the synthesis of Education for Sustainable Development/Global Citizenship Education (ESD/GCE) within the overall national educational systems. This volume focuses on early childhood through upper secondary education.