MODULE 6: CREATING A JUST WORLD

“Good and just society is neither the thesis of capitalism nor the antithesis of
communism, but a socially conscious democracy which reconciles the truths of
individualism and collectivism.”
- Martin Luther King, Jr.

OBJECTIVES. What will you learn from this module?

At the end of this module, you should be able to:

1. Differentiate stability from sustainability
2. Enumerate the aspects of sustainability
3. Develop appreciation and empathy to Mindanaoans concrete version
of sustainable development
4. Define global food security
5. Develop consciousness about trends/practices in local farm industry
detrimental to global food security
6. Articulate a personal definition of global citizenship
7. Appreciate the ethical obligation of a global citizen
8. Identify how global citizenship can be applied to the social issues
affecting Mindanao

INTRODUCTION

Throughout history, people have been trying to create an improved, fair, and equal
system of justice, not only to better society in which one lives, but to also find a sense of
meaning in what responsibilities people should hold within their civilizations in order to
create this just way of living. For a society to live in harmony and peace, there are some rights
and freedom that the people are entitled to which makes them work towards a just society.
 ANALYSIS. One Minute Paper!

Answer the following questions on the space provided.

1. As a student, how can you help in educating the people about sustainable development
using a social media platform?
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2. Does poverty is connected with food security?

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3. If given a chance to change your citizenship, would you change it? Why? Or why not?
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 LESSON 1 SUSTAINABLE DEVELOPMENT

ABSTRACTION

What is Sustainable Development?

Sustainability is development that satisfies the needs of the present without
compromising the capacity of future generations, guaranteeing the balance between
economic growth, care for the environment and social well-being. Therefore, Sustainable
development is the organizing principle for meeting human development goals while
simultaneously sustaining the ability of natural systems to provide the natural resources and
ecosystem services based upon which the economy and society depend. The desired result is
a state of society where living conditions and resources are used to continue to meet human
needs without undermining the integrity and stability of the natural system. Sustainable
development can be defined as development that meets the needs of the present without
compromising the ability of future generations to meet their own needs.

I. Sustainable

“Sustainability is the ability to exist constantly”

The name sustainability is derived from the Latin “sustinere” (to hold; sub,
under). Sustain can mean "maintain", "support", or "endure". Modern use of the term
sustainability is broad and difficult to define precisely. Originally, sustainability means
making only such use of natural, renewable resources that people can continue to rely on their
yields in the long term. Moving towards sustainability is also a social challenge that entails
international and national law, urban planning and transport, supply chain management,
local and individual lifestyles and ethical consumerism. Ways of living more sustainably can
take many forms from reorganizing living conditions (e.g., ecovillages, eco-municipalities
and sustainable cities), reappraising economic sectors (permaculture, green building,
sustainable agriculture), or work practices (sustainable architecture), using science to
develop new technologies (green technologies, renewable energy and sustainable fission and
fusion power), or designing systems in a flexible and reversible manner, and adjusting
individual lifestyles that conserve natural resources.

However, sustainability is most often defined as meeting the needs of the present
without compromising the ability of future generations to meet theirs. It has three main
pillars: economic, environmental, and social. These three pillars are informally referred to as
people, planet and profits.

The triple bottom line (TBL) consists of social equity, economic, and
environmental factors. The phrase, "people, planet, and profit" to describe the triple bottom
line and the goal of sustainability, was coined by John Elkington in 1994 while at Sustain
Ability and was later used as the title of the Anglo-Dutch oil company Shell's first
sustainability report in 1997. As a result, one country in which the 3P concept took deep root
was The Netherlands.

a. People, the social equity bottom line

“People” considers employees, the labor involved in a corporation’s work, and the
wider community where a corporation does business. Another way to look at “people” is, how
much does a company benefit society? A triple bottom line company pays fair wages and takes
steps to ensure humane working conditions at supplier factories. Triple bottom line
companies make an effort to “give back” to the community. The community benefits, and 3M
provides itself a well-educated source of scientists and innovators for generations to come.

b. Planet, the environmental bottom line

The planet, environmental bottom line, or natural capital bottom line refers to
sustainable environmental practices. A TBL company endeavors to benefit the natural order
as much as possible or at the least do no harm and minimize environmental impact. A TBL
endeavor reduces its ecological footprint by, among other things, carefully managing its
consumption of energy and non-renewables and reducing manufacturing waste as well as
rendering waste less toxic before disposing of it in a safe and legal manner. "Cradle to grave"
is uppermost in the thoughts of TBL manufacturing businesses, which typically conduct a life
cycle assessment of products to determine what the true environmental cost is from the
growth and harvesting of raw materials to manufacture to distribution to eventual disposal
by the end user. Currently, the cost of disposing of non-degradable or toxic products is born
financially by governments and environmentally by the residents near the disposal site and
elsewhere. In TBL thinking, an enterprise which produces and markets a product which will
create a waste problem should not be given a free ride by society. It would be more equitable
for the business which manufactures and sells a problematic product to bear part of the cost
of its ultimate disposal.

Moreover, the ecological bottom line is akin to the concept of eco-capitalism, also
known as green capitalism2. This is the view that capital exists in nature as "natural capital"
(ecosystems that have ecological yield) on which all wealth depends, and therefore,
governments should use market-based policy instruments (such as a carbon tax) to resolve
environmental problems.

c. Profit, the economic bottom line

The profit or economic bottom line deals with the economic value created by the
organization after deducting the cost of all inputs, including the cost of the capital tied up. It
therefore differs from traditional accounting definitions of profit. In the original concept,
within a sustainability framework, the "profit" aspect needs to be seen as the real economic
benefit enjoyed by the host society. It is the real economic impact the organization has on its
economic environment. This is often confused to be limited to the internal profit made by a
company or organization (which nevertheless remains an essential starting point for the
computation). Therefore, an original TBL approach cannot be interpreted as simply
traditional corporate accounting profit plus social and environmental impacts unless the
"profits" of other entities are included as a social benefit.
However, while every business pursues financial profitability, triple bottom line
businesses see it as one part of a business plan. Sustainable organizations also recognize that
“profit” isn’t diametrically opposed to “people” or “planet.”
For example, Swedish furniture giant IKEA reported sales of $37.6 billion in
2016. The same year, the company turned a profit by recycling waste into some of its best-
selling products. Before, this waste had cost the company more than $1 million per year. And
the company is well on its way to “zero waste to landfill” worldwide. According to Joanna
Yarrow, IKEA’s head of sustainability for the UK, “We don’t do this because we’re tree
huggers, we do this because it’s very cost effective.”
 II. Development

The term “development” is very broad. It may refer to business such as business
development, career development, green development, organizational or professional
development. It often uses in biology and medicine (human development, youth development
or personal development) or could be find also in computing such as artificial development,
web development or software development.
However, the development in which we will focus in our module is the social
science development or more specifically, the sustainable development. Before to explain
what actually this mean, let´s see a small definition on the term “development”.
Development is a process that creates growth, progress, positive change or the
addition of physical, economic, environmental, social and demographic components. The
purpose of development is a rise in the level and quality of life of the population, and the
creation or expansion of local regional income and employment opportunities, without
damaging the resources of the environment. Development is visible and useful, not
necessarily immediately, and includes an aspect of quality change and the creation of
conditions for a continuation of that change.
A multitude of meanings is attached to the idea of development because the term
is complex, contested, ambiguous, and elusive.
The development could be seen also as political term and it has a range of
meanings that depend on the context in which the term is used, and it may also be used to
reflect and to justify a variety of different agendas held by different people or organizations.
The idea of development articulated by the World Bank, for instance, is very different from
that promoted by Greenpeace activists. This point has important implications for the task of
understanding sustainable development, because much of the confusion about the meaning
of the term 'sustainable development' arises because people hold very different ideas about
the meaning of 'development' (Adams 2009).
Another important point is that development is a process rather than an outcome:
it is dynamic in that it involves a change from one state or condition to another. Ideally, such
a change is a positive one - an improvement of some sort (for instance, an improvement in
maternal health). Furthermore, development is often regarded as something that is done by
one group (such as a development agency) to another (such as rural farmers in a developing
country). Again, this demonstrates that development is a political process, because it raises
questions about who has the power to do what to whom.
But development is not simply about the interactions between human groups; it
also involves the natural environment. So, from another point of view, development is about
the conversion of natural resources into cultural resources. This conversion has taken place
throughout the history of human societies, although the process has generally increased in
pace and complexity with time. If we use a system diagram to illustrate - in very general terms
- what an economy does, we see that the basic function of an economy is to convert natural
resources (in the forms of raw materials and energy) into products and services that are useful
to humans. Inevitably, because conversion processes are never totally efficient, some waste
is produced which is usually discarded into the environment as various forms of pollution.
Therefore, the environment is both a source and a sink in relation to economic processes: it
is a source of raw materials and energy and a sink for pollution, as illustrated in the picture
below.

RAW MATERIALS PRODUCTS AND SERVICES

ECONOMY
ENERGY WASTE (POLLUTION)

The fact that economic growth means an increase in the throughput of an economy raises
several issues:

• Whilst some raw materials (such as air) are ubiquitous and others are readily available,
many raw materials are scarce and their availability cannot be guaranteed indefinitely.
• Similarly, some sources of energy (such as the wind) are renewable and freely
available, whilst others (such as fossil fuels) are non-renewable and finite.
• Most pollution sinks have a limited capacity to absorb the waste by-products of
economic processes.
• In affluent societies, problems of overconsumption have emerged and questions are
now being raised about the extent to which the acquisition of additional products and
services actually improves well-being in those societies.

Consequently, without any change in the fundamental economic processes

involved, the production of more products and services will inevitably require much raw
materials and energy and will generate more waste.

III. Sustainable development

According to United Nations (UN), sustainable development has been defined as
development that meets the needs of the present without compromising the ability of future
generations to meet their own needs and calls for concerted efforts towards building an
inclusive, sustainable and resilient future for people and planet.
For sustainable development to be achieved, it is crucial to harmonize three core
elements: economic growth, social inclusion and environmental protection. These elements
are interconnected and all are crucial for the well-being of individuals and societies. Last but
not least, eradicating poverty in all its forms and dimensions is an indispensable requirement
for sustainable development. To this end, there must be promotion of sustainable, inclusive
and equitable economic growth, creating greater opportunities for all, reducing inequalities,
raising basic standards of living, fostering equitable social development and inclusion, and
promoting integrated and sustainable management of natural resources and ecosystems.
Sustainable development has its roots in ideas about sustainable forest
management which were developed in Europe during the 17th and 18th centuries. In response
to a growing awareness of the depletion of timber resources in England, John Evelyn argued
that "sowing and planting of trees had to be regarded as a national duty of every landowner,
in order to stop the destructive over-exploitation of natural resources" in his 1662 essay Sylva.
In 1713 Hans Carl von Carlowitz, a senior mining administrator in the service of Elector
Frederick Augustus I of Saxony published Sylvi-cultura economics, a 400-page work on
forestry. Building upon the ideas of Evelyn and French minister Jean Baptiste Colbert, von
Carlowitz developed the concept of managing forests for sustained yield.
In 1980 the International Union for the Conservation of Nature published a world
conservation strategy that included one of the first references to sustainable development as
a global priority and introduced the term "sustainable development". Two years later, the
United Nations World Charter for Nature raised five principles of conservation by which
human conduct affecting nature is to be guided and judged. In 1987 the United Nations World
Commission on Environment and Development released the report Our Common Future,
commonly called the Brundtland Report. The report included what is now one of the most
widely recognized definitions of sustainable development:
Sustainable development is development that meets the needs of the present
without compromising the ability of future generations to meet their own
needs. It contains within it two key concepts:

• The concept of 'needs', in particular, the essential needs of the world's poor, to which
overriding priority should be given; and
• The idea of limitations imposed by the state of technology and social organization on
the environment's ability to meet present and future needs.

However, after this report the concept of sustainable development has developed
beyond the initial intergenerational framework to focus more on the goal of "socially inclusive
and environmentally sustainable economic growth". In 1992, the UN Conference on
Environment and Development published the Earth Charter, which outlines the building of
a just, sustainable, and peaceful global society in the 21st century. The action plan Agenda 21
for sustainable development identified information, integration, and participation as key
building blocks to help countries achieve development that recognizes these interdependent
pillars. It was created after the Earth Summit held in Rio de Janeiro, Brazil, in 1992.
Moreover, it is an action agenda for the UN, other multilateral organizations, and individual
governments around the world that can be executed at local, national, and global levels.
Agenda 21 is a 350-page document divided into 40 chapters that have been
grouped into 4 sections:

• Section I: Social and Economic Dimensions is directed toward combating poverty,

especially in developing countries, changing consumption patterns, promoting health,
achieving a more sustainable population, and sustainable settlement in decision making.
• Section II: Conservation and Management of Resources for Development includes
atmospheric protection, combating deforestation, protecting fragile environments,
conservation of biological diversity (biodiversity), control of pollution and the
management of biotechnology, and radioactive wastes.
• Section III: Strengthening the Role of Major Groups includes the roles of children and
youth, women, NGOs, local authorities, business and industry, and workers; and
strengthening the role of indigenous peoples, their communities, and farmers.
• Section IV: Means of Implementation includes science, technology transfer, education,
international institutions, and financial mechanisms.
It´s important to notice that the presented agenda has been constantly evolving.
In 1997, the UN General Assembly held a special session to appraise the status of Agenda
21 (Rio +5). The Assembly recognized progress as "uneven" and identified key trends,
including increasing globalization, widening inequalities in income, and continued
deterioration of the global environment. A new General Assembly Resolution (S-19/2)
promised further action.
10 years after the first Earth Summit in Rio de Janeiro, The World Summit on
Sustainable Development 2002, took place in South Africa and it was convened to
discuss sustainable development organizations. The Johannesburg Declaration was the main
outcome of the Summit but there were several other international agreements as well. The
Johannesburg Declaration is an agreement to focus particularly on "the worldwide
conditions that pose severe threats to the sustainable development of our people, which
include: chronic hunger; malnutrition; foreign occupation; armed conflict; illicit drug
problems; organized crime; corruption; natural disasters; illicit arms trafficking; trafficking
in persons; terrorism; intolerance and incitement to racial, ethnic, religious and other
hatreds; xenophobia; and endemic, communicable and chronic diseases, in particular
HIV/AIDS, malaria and tuberculosis."
Following the original Agenda 21 that did not discuss culture in great depth, in
September 2002, in Porto Alegre is held the first World Public Meeting on Culture.
The Agenda 21 for culture has 67 articles, divided into three sections: principles,
undertakings, and recommendations. The "Principles" include core values such as cultural
diversity and human rights, as well as perspectives on which actors will implement the
agenda. Cities are envisioned as primary sites for cultural production and governance, as well
as places where cultural policy is necessary for harmonious coexistence. Culture itself is
described as an essential part of constructing citizenship for people of all ages. Participation
in culture takes place through channels including internet, public spaces, and work. By 2010,
over 400 governments and organizations had jointed Agenda 21 for culture in some way and
by 2015 membership exceeded 500.
Earth Summit 2012 was the third international conference on sustainable
development aimed at reconciling the economic and environmental goals of the global
community. It also known as The United Nations Conference on Sustainable Development
(UNCSD), Rio 2012 or Rio+20. The ten-day mega-summit, which culminated in a three-day
high-level UN conference, was organized by the United Nations Department of Economic
and Social Affairs and included participation from 192 UN member states – including 57
Heads of State and 31 Heads of Government, private sector companies, NGOs and other
groups. The conference had three objectives: securing renewed political commitment for
sustainable development, assessing the progress and implementation gaps in meeting
previous commitments and addressing new and emerging challenges. The primary result of
the conference was the nonbinding document, "The Future We Want," a 49-page work paper.
In it, the heads of state of the 192 governments in attendance renewed their political
commitment to sustainable development and declared their commitment to the promotion
of a sustainable future. The document largely reaffirms previous action plans like Agenda 21.
Coming back to the preparation for this conference, in July 2011 Colombia proposed the idea
of the Sustainable Development Goals (SDGs) during the meeting held in Indonesia. In
September 2011, this idea was picked up by the United Nations Department of Public
Information 64th NGO Conference in Bonn, Germany. The outcome document proposed 17
sustainable development goals and associated targets. Consequently, in the run-up to
Rio+20 there was much discussion about the idea of the SDGs and the Rio+20 outcome
document mentioned that "at the outset, the OWG [Open Working Group] will decide on its
methods of work, including developing modalities to ensure the full involvement of relevant
stakeholders and expertise from civil society, Indigenous Peoples, the scientific community
and the United Nations system in its work, in order to provide a diversity of perspectives and
experience". In January 2013, the 30-member UN General Assembly Open Working Group
on Sustainable Development Goals was established to identify specific goals for the SDGs.
The Open Working Group was tasked with preparing a proposal on the SDGs for
consideration during the 68th session of the General Assembly, September 2013 –
September 2014. Ban Ki-moon, the United Nations Secretary-General from 2007 to 2016,
has stated in a November 2016 press conference that: "We don’t have plan B because there
is no planet B." This thought has guided the development of the Sustainable Development
Goals (SDGs).

What are the Sustainable Development Goals (SDGs)?

The Sustainable Development Goals, also known as the Global Goals, are a call
from the United Nations to all countries around the world to address the great challenges
that humanity faces and to ensure that all people have the same opportunities to live a better
life without compromising our planet.
The SDGs were developed to succeed the Millennium Development Goals
(MDGs) which ended in 2015. Therefore, before describe the SDGs, we will take a look at the
Millennium Development Goals.

a. The Millennium Development Goals

The Millennium Development Goals were eight international development goals
for the year 2015 that had been established following the Millennium Summit of the United
Nations in 2000, following the adoption of the United Nations Millennium Declaration. All
191 United Nations member states at that time, and at least 22 international organizations,
committed to help achieve the following Millennium Development Goals by 2015:

• To eradicate extreme poverty and hunger

• To achieve universal primary education
• To promote gender equality and empower women
• To reduce child mortality
• to improve maternal health
 • To combat HIV/AIDS, malaria, and other diseases
• To ensure environmental sustainability
• To develop a global partnership for development

Each goal had specific targets, and dates for achieving those targets. The 8 goals were
measured by 21 targets. To accelerate progress, the G8 finance ministers agreed in June 2005
to provide enough funds to the World Bank, the International Monetary Fund (IMF) and the
African Development Bank to cancel $40 to $55 billion in debt owed by members of the
heavily indebted poor countries to allow them to redirect resources to programs for
improving health and education and for alleviating poverty.
Although there have been major advancements and improvements achieving
some of the MDGs even before the deadline of 2015, the progress has been uneven between
the countries. In 2012 the UN Secretary-General established the "UN System Task Team on
the Post-2015 UN Development Agenda", bringing together more than 60 UN agencies and
international organizations to focus and work on sustainable development. Some countries
achieved many goals, while others were not on track to realize any. A UN conference in
September 2010 reviewed progress to date and adopted a global plan to achieve the eight
goals by their target date. New commitments targeted women's and children's health, and
new initiatives in the worldwide battle against poverty, hunger and disease.
The Post-2015 Development Agenda was a process from 2012 to 2015 led by the
United Nations to define the future global development framework that would succeed the
Millennium Development Goals. The SDGs were developed to succeed the Millennium
Development Goals (MDGs) which ended in 2015. The gaps and shortcomings of MDG Goal
8 (To develop a global partnership for development) led to identifying a problematic "donor-
recipient" relationship. Instead, the new SDGs favor collective action by all countries.

b. The Sustainable Development Goals

The Sustainable Development Goals are a collection of 17 global goals designed
to be a "blueprint to achieve a better and more sustainable future for all.” The SDGs, set in
2015 by the United Nations General Assembly and intended to be achieved by the year 2030,
are part of UN Resolution 70/1, the 2030 Agenda. The 2030 Agenda for Sustainable
Development, adopted by all United Nations Member States in 2015, provides a shared
blueprint for peace and prosperity for people and the planet, now and into the future. At its
heart are the 17 Sustainable Development Goals, which are an urgent call for action by all
countries - developed and developing - in a global partnership. They recognize that ending
poverty and other deprivations must go hand-in-hand with strategies that improve health
and education, reduce inequality, and spur economic growth – all while tackling climate
change and working to preserve our oceans and forests.
There are 169 targets for the 17 goals. Each target has between 1 and 3 indicators
used to measure progress toward reaching the targets. In total, there are 232 approved
indicators that will measure compliance. The United Nations Development Programme has
been asked to provide easy to understand lists of targets, facts and figures for each of the 17
SDGs. The 17 goals listed below as sub-headings use the 2-to-4-word phrases that identify
each goal. The paragraphs that follow present some information about a few targets and
indicators related to each goal.

GOAL #1: NO POVERTY

➢ More than 700 million people, or 10% of the world population, still live in
extreme poverty and is struggling to fulfil the most basic needs like health,
education, and access to water and sanitation, to name a few. The majority of
people living on less than $1.90 a day live in sub-Saharan Africa. Worldwide,
the poverty rate in rural areas is 17.2 per cent— more than three times higher
than in urban areas.
Having a job does not guarantee a decent living. In fact, 8 per cent of
employed workers and their families worldwide lived in extreme poverty in
2018. Poverty affects children disproportionately. One out of five children live
in extreme poverty. Ensuring social protection for all children and other
vulnerable groups is critical to reduce poverty.
Achieving Goal 1 is hampered by lack of economic growth in the poorest
countries of the world, growing inequality, increasingly fragile statehood, and
the impacts of climate change.

GOAL #2: ZERO HUNGER

➢ Goal 2 states that by 2030 we should end hunger and all forms of malnutrition.
This would be accomplished by doubling agricultural productivity and incomes
of small-scale food producers (especially women and indigenous peoples), by
ensuring sustainable food production systems, and by progressively improving
land and soil quality. Agriculture is the single largest employer in the world,
providing livelihoods for 40% of the global population. It is the largest source
of income for poor rural households. Women make up about 43% of the
agricultural labor force in developing countries, and over 50% in parts of Asia
and Africa. However, women own only 20% of the land.
Investments in agriculture are crucial to increasing the capacity for
agricultural productivity and sustainable food production systems are
necessary to help alleviate the perils of hunger.
GOAL #3: GOOD HEALTH AND WELL-BEING
➢ Significant strides have been made in increasing life expectancy and reducing
some of the common killers associated with child and maternal mortality but
working towards achieving the target of less than 70 maternal deaths per
100,000 live births by 2030 would require improvements in skilled delivery
care.
SDG Goal 3 aims to reduce under-five mortality to at least as low as 25
per 1,000 live births. But if current trends continue, more than 60 countries
will miss the SDG neonatal mortality target for 2030. About half of these
countries would not reach the target even by 2050.
Goal 3 aims to achieve universal health coverage, including access to
essential medicines and vaccines. It proposes to end the preventable death of
new born and children under 5 and to end epidemics such as AIDS,
tuberculosis, malaria, and water-borne diseases, for example.
Attention to health and well-being also includes targets related to the
prevention and treatment of substance abuse, deaths and injuries from traffic
accidents and from hazardous chemicals and air, water and soil pollution and
contamination.

GOAL #4: QUALITY EDUCATION

➢ Major progress has been made in access to education, specifically at the primary
school level, for both boys and girls. The number of out-of-school children has
almost halved from 112 million in 1997 to 60 million in 2014.
Access does not always mean quality of education or completion of
primary school. 103 million youth worldwide still lack basic literacy skills, and
more than 60 percent of those are women. In one out of four countries, more
than half of children failed to meet minimum math proficiency standards at the
end of primary school, and at the lower secondary level, the rate was 1 in 3
countries. Target 1 of Goal 4 is to ensure that, by 2030, all girls and boys
complete free, equitable, and quality primary and secondary education.
The reasons for lack of quality education are due to lack of adequately
trained teachers, poor conditions of schools and equity issues related to
opportunities provided to rural children. For quality education to be provided
to the children of impoverished families, investment is needed in educational
scholarships, teacher training workshops, school building and improvement of
water and electricity access to schools.

GOAL #5: GENDER EQUALITY

➢ According to the UN, "gender equality is not only a fundamental human right,
but a necessary foundation for a peaceful, prosperous and sustainable world.
Providing women and girls with equal access to education, health care, decent
work, and representation in political and economic decision-making processes
will nurture sustainable economies and benefit societies and humanity at
large”. Record 143 countries guaranteed equality between men and women in
their constitutions as of 2014. However, another 52 had not taken this step. In
 many nations, gender discrimination is still woven into the fabric of legal
systems and social norms. Even though SDG5 is a stand-alone goal, other SDGs
can only be achieved if the needs of women receive the same attention as the
needs of men. Issues unique to women and girls include traditional practices
against all women and girls in the public and private spheres, such as female
genital mutilation.

GOAL #6: CLEAN WATER AND SANITATION

➢ The Sustainable Development Goal Number 6 has eight targets and 11
indicators that will be used to monitor progress toward the targets. Most are to
be achieved by the year 2030. One is targeted for 2020. Clean, accessible water
for all is an essential part of the world we want to live in and there is sufficient
fresh water on the planet to achieve this.
However, due to bad economics or poor infrastructure, millions of
people including children die every year from diseases associated with
inadequate water supply, sanitation and hygiene.
At the current time, more than 2 billion people are living with the risk of
reduced access to freshwater resources and by 2050, at least one in four people
is likely to live in a country affected by chronic or recurring shortages of fresh
water. Drought in specific afflicts some of the world’s poorest countries,
worsening hunger and malnutrition.

GOAL #7: AFFORDABLE AND CLEAN ENERGY

➢ Energy is central to nearly every major challenge and opportunity the world
faces today. Be it for jobs, security, climate change, food production or
increasing incomes, access to energy for all is essential. Working towards this
goal is especially important as it interlinks with other Sustainable Development
Goals. Focusing on universal access to energy, increased energy efficiency and
the increased use of renewable energy through new economic and job
opportunities is crucial to creating more sustainable and inclusive communities
and resilience to environmental issues like climate change.
Targets for 2030 include access to affordable and reliable energy while
increasing the share of renewable energy in the global energy mix. As of 2017,
only 57 percent of the global population relies primarily on clean fuels and
technology for cooking, falling short of the 95 percent target.

GOAL #8: DECENT WORK AND ECONOMIC GROWTH

➢ Roughly half the world’s population still lives on the equivalent of about US$2
a day with global unemployment rates of 5.7% and having a job doesn’t
guarantee the ability to escape from poverty in many places. This slow and
uneven progress requires us to rethink and retool our economic and social
policies aimed at eradicating poverty.
By 2030, the target is to establish policies for sustainable tourism that
will create jobs. Strengthening domestic financial institutions and increasing
Aid for Trade support for developing countries is considered essential to
 economic development. The Enhanced Integrated Framework for Trade-
Related Technical Assistance to Least Developed Countries is mentioned as a
method for achieving sustainable economic development.

GOAL #9: INDUSTRY, INNOVATION AND INFRASTRUCTURE

➢ Investments in infrastructure – transport, irrigation, energy and information
and communication technology – are crucial to achieving sustainable
development and empowering communities in many countries. It has long been
recognized that growth in productivity and incomes, and improvements in
health and education outcomes require investment in infrastructure.
Manufacturing is an important driver of economic development and
employment. At the current time, however, manufacturing value added per
capita is only US$100 in the least developed countries compared to over
US$4,500 in Europe and Northern America. Another important factor to
consider is the emission of Carbon Dioxide during manufacturing processes.
Emissions have decreased over the past decade in many countries but the pace
of decline has not been even around the world.
Mobile-cellular signal coverage has improved a great deal. In previously
"unconnected" areas of the globe, 85 percent of people now live in covered
areas. Planet-wide, 95 percent of the population is covered.

GOAL #10: REDUCED INEQUALITIES

➢ The international community has made significant strides towards lifting
people out of poverty. The most vulnerable nations – the least developed
countries, the landlocked developing countries and the small island developing
states – continue to make inroads into poverty reduction. However, inequality
persists and large disparities remain regarding access to health and education
services and other assets.
Target 10.1 is to "sustain income growth of the bottom 40 per cent of the
population at a rate higher than the national average". This goal, known as
'shared prosperity', is complementing SDG 1, the eradication of extreme
poverty, and it is relevant for all countries in the world.

GOAL #11: SUSTAINABLE CITIES AND COMMUNITIES

➢ Cities are hubs for ideas, commerce, culture, science, productivity, social
development and much more. At their best, cities have enabled people to
advance socially and economically. With the number of people living within
cities projected to rise to 5 billion people by 2030, it’s important that efficient
urban planning and management practices are in place to deal with the
challenges brought by urbanization.
The target for 2030 is to ensure access to safe and affordable housing.
The indicator named to measure progress toward this target is the proportion
of urban population living in slums or informal settlements. Between 2000 and
2014, the proportion fell from 39 percent to 30 percent. However, the absolute
number of people living in slums went from 792 million in 2000 to an estimated
 880 million in 2014. Movement from rural to urban areas has accelerated as
the population has grown and better housing alternatives are available.

GOAL #12: RESPONSIBLE CONSUMPTION AND PRODUCTION

➢ Sustainable consumption and production is about promoting resource and
energy efficiency, sustainable infrastructure, and providing access to basic
services, green and decent jobs and a better quality of life for all.
Its implementation helps to achieve overall development plans, reduce
future economic, environmental and social costs, strengthen economic
competitiveness and reduce poverty.
The targets of Goal 12 include using eco-friendly production methods
and reducing the amount of waste. By 2030, national recycling rates should
increase, as measured in tons of material recycled. Further, companies should
adopt sustainable practices and publish sustainability reports.

GOAL#13: CLIMATE ACTION

➢ Climate change is now affecting every country on every continent. It is
disrupting national economies and affecting lives, costing people, communities
and countries dearly today and even more tomorrow. Weather patterns are
changing, sea levels are rising, weather events are becoming more extreme and
greenhouse gas emissions are now at their highest levels in history. Without
action, the world’s average surface temperature is likely to surpass 3 degrees
centigrade this century. The poorest and most vulnerable people are being
affected the most.
To strengthen the global response to the threat of climate change,
countries adopted the Paris Agreement at the COP21 in Paris, which went into
force in November of 2016. In the agreement, all countries agreed to work to
limit global temperature rise to well below 2 degrees centigrade. As of April
2018, 175 parties had ratified the Paris Agreement and 10 developing countries
had submitted their first iteration of their national adaptation plans for
responding to climate change.

GOAL #14: LIFE BELOW WATER

➢ The world’s oceans – their temperature, chemistry, currents and life – drive
global systems that make the Earth habitable for humankind. Our rainwater,
drinking water, weather, climate, coastlines, much of our food, and even the
oxygen in the air we breathe, are all ultimately provided and regulated by the
sea.
Sustainable Development Goal 14 aims “to conserve and sustainably use
the oceans, seas and marine resources for sustainable development.” Effective
strategies to mitigate adverse effects of increased ocean acidification are needed
to advance the sustainable use of oceans. As areas of protected marine
biodiversity expand, there has been an increase in ocean science funding,
essential for preserving marine resources. The deterioration of coastal waters
has become a global occurrence, due to pollution and coastal eutrophication
 (overflow of nutrients in water), where similar contributing factors to climate
change can affect oceans and negatively impact marine biodiversity. “Without
concerted efforts, coastal eutrophication is expected to increase in 20 per cent
of large marine ecosystems by 2050.”

GOAL #15: LIFE ON LAND

➢ This goal articulates targets for preserving biodiversity of forest, desert, and
mountain ecosystems, as a percentage of total land mass. Achieving a "land
degradation-neutral world" can be reached by restoring degraded forests and
land lost to drought and flood. Goal 15 calls for more attention to preventing
invasion of introduced species and more protection of endangered species.
Forests have a prominent role to play in the success of Agenda 2030,
notably in terms of ecosystem services, livelihoods, and the green economy; but
this will require clear priorities to address key tradeoffs and mobilize synergies
with other SDGs.

GOAL #16: PEACE, JUSTICE AND STRONG INSTITUTIONS

➢ Reducing violent crime, sex trafficking, forced labor, and child abuse are clear
global goals. The International Community values peace and justice and calls
for stronger judicial systems that will enforce laws and work toward a more
peaceful and just society. By 2017, the UN could report progress on detecting
victims of trafficking. More women and girls than men and boys were
victimized, yet the share of women and girls has slowly declined (see also
violence against women). In 2004, 84 percent of victims were females and by
2014 that number had dropped to 71 percent. Sexual exploitation numbers have
declined but forced labor has increased.
One target is to see the end to sex trafficking, forced labor, and all forms
of violence against and torture of children. However, reliance on the indicator
of "crimes reported" makes monitoring and achieving this goal challenging.
SDG 16 also targets universal legal identity and birth registration, ensuring the
right to a name and nationality, civil rights, recognition before the law, and
access to justice and social services. With more than a quarter of children under
5 unregistered worldwide as of 2015, about 1 in 5 countries will need to
accelerate progress to achieve universal birth registration by 2030.

GOAL #17: PARTNERSHIPS FOR THE GOALS

➢ Increasing international cooperation is seen as vital to achieving each of the 16
previous goals. Goal 17 is included to assure that countries and organizations
cooperate instead of compete. Developing multi-stakeholder partnerships to
share knowledge, expertise, technology, and financial support is seen as critical
to overall success of the SDGs. The goal encompasses improving North-South
and South-South cooperation, and public-private partnerships which involve
civil societies are specifically mentioned.
Urgent action is needed to mobilize, redirect and unlock the
transformative power of trillions of dollars of private resources to deliver on
sustainable development objectives. Long-term investments, including foreign
direct investment, are needed in critical sectors, especially in developing
countries. These include sustainable energy, infrastructure and transport, as
well as information and communications technologies. The public sector will
need to set a clear direction. Review and monitoring frameworks, regulations
and incentive structures that enable such investments must be retooled to
attract investments and reinforce sustainable development. National oversight
mechanisms such as supreme audit institutions and oversight functions by
legislatures should be strengthened.
 ACTIVITY. Minute Reflection!

After the activity above, answer the following questions below.

1. As a part of the indigenous community, how would you help in conserving the nature
as part of the sustainable development?
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2. In your own words, differentiate stability and sustainability.

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3. Today I learned
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 LESSON 2 GLOBAL FOOD SECURITY

ABSTRACTION

What is Food Security?

Food security is centered on the premise “that all people at all times have access
(including physical, social and economic) to sufficient, safe and nutritious food necessary to
lead active and healthy lives” (FAO 2009). Essentially, humans should not have to rely on
stealing, scavenging, or obtaining emergency supplies for food. When populations face food
insecurity they are living with the absence of food security.
The region in the world to experience the greatest threat of food security is Sub-
Saharan Africa. However, food security is something that every country and region on Earth
must contend with.

Malnutrition and Food Security

Closely tied to food security is the concept of malnutrition. Rebekah Paci-Green and
Gigi Berardi remind us that food security “can be considered as access to a daily minimum
amount of culturally appropriate calories” (2015, pg. 686). Most people associate
malnutrition solely with chronic hunger (also known as energy deficiency), which afflicts
more than a billion people on the planet (McDonald 2010). There are, however, still two other
types of malnutrition: nutrient deficiencies and excessive energy intake. Nutrient
deficiencies, associated with deficiencies in key vitamins, lead to higher maternal death rates,
blindness, birth defects, and greater susceptibility to diseases. Excessive net energy intake is
when people take in energy rich foods that are nutrient poor. Combining these foods with
very little exercise often leads to obesity and chronic diseases such as Type 2 Diabetes (Sage
2010).
 Factors Influencing Food Security

Brian McDonald, author of Food Security, identified five factors presently influencing
food security. These factors, which include population growth, changing diets/food
consumption, global food prices, climate change, and changing technology will be described
in greater detail below.

1. Population Growth. Earth’s human population has increased from 1.7 billion in
1900 to more than 7 billion people in 2016. Much of our population growth comes
from regions in the global south as well as urban areas. However, given our growing
population, scientists predict that we will still have enough food to feed the world’s
population. Albeit efforts to provide enough food to feed this population will
continue to put pressure on Earth’s resources (Godfray et al., 2010; McDonald
2010).

2. Changing diets/food consumption.

Changing diets and food preferences are occurring in China, India, and Brazil as a
result of their middle class. With greater spending power, these populations are
adding more meat to their diets, which is driving up the cost of meat and poultry.
In the 1990s, less than half of all meat consumed in the world took place in
developing countries and by 2006 that percentage had jumped to 60 percent. In
addition, as more people on our planet consume greater amounts of meat, more
land is required to support this diet. For example, the average vegetarian diet
requires roughly 800 square meters per person of land, while a meat and dairy diet
requires 4000 square meters.

3. Global Food Price Crisis of 2008

Over the last decade, global food prices had been on the rise and were especially
exacerbated by the recession in 2008. An extreme example of this price jump
occurred over a five-month period in 2007 when the prices of corn and wheat
doubled. A number of factors have led to the increase in food cost: the growing
wealth in places like China and India where consumers can pay more food, eat
larger meals, and consume diets that contain more meat, the high price of oil,
fertilizers and pesticides, and an overall decrease in food stockpiles.

4. Climate Change
One of the greatest concerns in food security is climate change, which will continue
to put pressure on the environment. Growing seasons will extend in some regions
(particularly the mid-to high latitudes i.e. North America, Russia, and Central Asia)
while being reduced in others due to drought, heat waves, hurricanes, and floods.

5. Changing Technology
A number of innovations in technology have led to changes in food security.
Scientists have made advancements in agriculture and food production alongside
greater refinement in crop breeding. Improvements in irrigation are leading to less
water waste, and machinery has replaced animal and human muscle.
 In addition to these five factors, Paci-Green and Berardi (2015) further elaborate on
the negative impacts of food security to also include conflict and natural hazards:
1. Civil conflict or limited access to food-producing resources, especially land, results
in food deficits.
2. Natural hazards strike vulnerable populations, whether that is a broad segment of
a community or, more frequently, its marginalized members.
3. Food quality is compromised, due to either (1) or (2) above, or to inadequate quality
of food (little fresh produce, poor protein sources, low-nutrient calories) and/or
reasonably priced retail outlets selling high quality foods.

The Global Food System

Previous centuries provide examples of a global food system largely limited to luxury
food items such as sugar and spices (Sage 2012). More recently, however, our world is
complexly interconnected through culture, politics, and economies in a process called
globalization. The scale and intensity of the interconnectivity is unprecedented in human
history, and our food system is no exception. McDonald defines the global food system as
“complex network of relations that includes the production, harvest, processing, transport,
and consumption of food. Colin Sage elaborates to describe the primary components of the
global agri-food system: consumers, food retailing and service, processing and
manufacturing, and primary production. The global food system also relies heavily on
transportation infrastructure that includes travel routes, ports of entry, interstate road and
railroad networks, and fuel for transportation (Paci-Green and Berardi 2015; p. 689).

The Future of Food Security

Charles Godfrey and others remind us that while we can continue to be optimistic in
scientific and technological innovation for our global food system, we must also be cautious
of growing greenhouse gas emissions and increasing water scarcity, which will pose
enormous challenges to sustainably producing food in the future (2010). In addition,
McDonald argues that in order to create food security, we must uncouple the global food
system and address food insecurity at a range of scales. “Individuals and communities can
define problems, prioritize efforts, increase transparency, and develop solutions” . Education
is key to informing people about their food choices, how their food was produced, its
nutritional value, and the overall ecological footprint of their food (often including the
distance it has traveled).
 ACTIVITY. Read, Think and Pick!

Choose the letter of the correct answer.

1. All of the following impact food security except?
a. Changing wealth in countries like China and Brazil
b. Climate change placing stressors on the environment
c. Increase in global food prices
d. Population growth in rural areas

2. Globalization includes increasing interconnectedness of our world in what areas:

a. Political
b. Cultural
c. Economic
d. All of the above

3. Malnutrition resulting from energy rich, nutrient poor foods combined with reduced
physical activities best describes
a. Energy Deficiencies
b. Nutrient deficiencies
c. Excessive net energy intake
d. None of the Above

4. Elements of the global food system include:

a. production
b. harvest
c. c)processing
d. transport
e. All of the Above

5. What region of the world experiences the greatest threat to food security?
a. Sub-Saharan Africa
b. Europe
c. SE Asia
d. North America
Answer the following questions.
1. In today’s scenario, what can you do to ensure the safety of foods you consume every
day?
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2. What have you learned in the topic?

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 LESSON 3 GLOBAL CITIZENSHIP

ABSTRACTION

What is global citizenship?

A foray into the literature or a look at the many ways colleges and universities talk
about global citizenship reveals how broad a concept it is and how different the emphasis can
be depending on who uses the term. This essay can only outline a few important elements of
global citizenship, but a brief overview of the many meanings should help institutions
formulate or clarify their own definition of it, identify those elements that are central to their
educational vision, and add other dimensions. The following are among the most salient
features of global citizenship (this section draws from a variety of sources but primarily relies
on Schattle (2007)).

• Global citizenship as a choice and a way of thinking. National

citizenship is an accident of birth; global citizenship is different. It is a voluntary
association with a concept that signifies "ways of thinking and living within
multiple cross-cutting communities—cities, regions, states, nations, and
international collectives…" (Schattle 2007, 9). People come to consider
themselves as global citizens through different formative life experiences and
have different interpretations of what it means to them. The practice of global
citizenship is, for many, exercised primarily at home, through engagement in
global issues or with different cultures in a local setting. For others, global
citizenship means firsthand experience with different countries, peoples, and
cultures. For most, there exists a connection between the global and the local.
Whatever an individual's particular "take" on global citizenship may be, that
person makes a choice in whether or how to practice it.
 • Global citizenship as self-awareness and awareness of others. As
one international educator put it, it is difficult to teach intercultural
understanding to students who are unaware they, too, live in a culture that
colors their perceptions. Thus, awareness of the world around each student
begins with self-awareness. Self-awareness also enables students to identify
with the universalities of the human experience, thus increasing their
identification with fellow human beings and their sense of responsibility toward
them.
• Global citizenship as they practice cultural empathy. Cultural
empathy or intercultural competence is commonly articulated as a goal of
global education, and there is significant literature on these topics. Intercultural
competence occupies a central position in higher education's thinking about
global citizenship and is seen as an important skill in the workplace. There are
more than 30 instruments or inventories to assess intercultural competence.
Cultural empathy helps people see questions from multiple perspectives and
move deftly among cultures—sometimes navigating their own multiple cultural
identities, sometimes moving out to experience unfamiliar cultures.
• Global citizenship as the cultivation of principled decision-
making. Global citizenship entails an awareness of the interdependence of
individuals and systems and a sense of responsibility that follows from it.
Navigating "the treacherous waters of our epic interdependence (Altinay 2010,
4) requires a set of guiding principles that will shape ethical and fair responses.
Although the goal of undergraduate education should not be to impose a
"correct" set of answers, critical thinking, cultural empathy, and ethical systems
and choices are an essential foundation to principled decision-making.
• Global citizenship as participation in the social and political life of
one's community. There are many different types of communities, from the
local to the global, from religious to political groups. Global citizens feel a
connection to their communities (however they define them) and translate that
sense of connection into participation. Participation can take the form of
making responsible personal choices (such as limiting fossil fuel consumption),
voting, volunteering, advocacy, and political activism. The issues may include
the environment, poverty, trade, health, and human rights. Participation is the
action dimension of global citizenship.

Why Does Global Citizenship Matter?

The preceding list could be much longer and more detailed; global citizenship covers
a lot of ground. Thus, it is useful to consider the term global citizenship as shorthand for the
habits of mind and complex learning associated with global education. The concept is useful
and important in several respects.
 First, a focus on global citizenship puts the spotlight on why internationalization is
central to a quality education and emphasizes that internationalization is a means, not an
end. Serious consideration of the goals of internationalization makes student learning the key
concern rather than counting inputs.
Second, the benefits of encouraging students to consider their responsibilities to their
communities and to the world redound to them, institutions, and society. As Altinay (2010,
1) put it, "a university education which does not provide effective tools and forums for
students to think through their responsibilities and rights as one of the several billions on
planet Earth, and along the way develop their moral compass, would be a failure."
Strengthening institutional commitment to serving society enriches the institution, affirms
its relevance and contributions to society, and benefits communities (however expansive the
definition) and the lives of their members.
Third, the concept of global citizenship creates conceptual and practical connections
rather than cleavages. The commonalities between what happens at home and "over there"
become visible. The characteristics that human beings share is balanced against the
differences that are so conspicuous. On a practical level, global citizenship provides a concept
that can create bridges between the work of internationalization and multicultural education.
Although these efforts have different histories and trajectories, they also share important
goals of cultural empathy and intercultural competence (Olson et al. 2007).
No concept or term is trouble-free; no idea goes uncontested by some faculty member
or group. For better or for worse, global citizenship will undoubtedly provoke disagreements
that reflect larger academic and philosophical debates. There is plenty of skepticism about
global citizenship. Some object to any concept that suggests a diminished role for the nation
and allegiance to it or the ascendancy of global governance systems. The idea of developing
students' moral compasses can raise questions about whose values and morals and how
institutions undertake this delicate task. Some students will choose not to accept
responsibility for the fate of others far away or may see inequality as an irremediable fact of
life. Some faculty will stand by the efficacy and wisdom of the market; others will see
redressing inequality as the key issue for the future of humankind. And so on.
Such debates, sometimes civil or acrimonious, are, for better or worse, the stuff of
academe. Implementing new ideas—even if they have been around for a very long time as in
the case of global citizenship—can be slow and painful. However, if colleges and universities
can produce graduates with the knowledge and the disposition to be global citizens, the world
would certainly be a better place.
 ACTIVITY. Mind Map!

Map the words that are related/connected to the word “citizenship” using a
mind map below. Place the word citizenship in the middle and put all the related words in
the circles around the center. Add shapes if desired.