UN SDG Transformations, Interactions, and Cross-Cutting Themes
For this assignment, which will end Part II of the course, you will select four of the Sustainable Development Goals; examine their underlying targets; and analyze how the various goals and targets might interact with one another, either positively or negatively.
This assignment is due on Friday, October 29, 2021 before 11:59 pm (end of day, Toronto time).
Please note: This assignment is worth 20% of your course mark. It should take you (very roughly) at least 6-7 hours to complete, altogether. The work involved will be on par with writing a term paper; it’s not a minor assignment. Altogether you’ll only be producing one table and about 5 pages of writing, but there will be a lot of thinking, organizing, and investigation involved in these tasks.
For this assignment, you will select four of the Sustainable Development Goals; examine their underlying targets; and analyze how the various goals and targets might interact with one another, either positively or negatively.
There are three parts to the assignment:
I. Preparatory reading and background – nothing to hand in for this part
II. Analyzing the potential interactions among the four SDGs that you have selected
III. Responding to questions about the SDG interactions, transformations, and cross-cutting themes
There is nothing to hand in for Part I, but completing the background reading will give you the foundation and some of the resources on which to base your answers for Parts II and III. When you have completed the assignment, go to Assignment #2 on our course Quercus site to upload your file in .doc, .docx, .jpg, or .pdf format.
You will need to do some research, beyond the readings provided in the assignment, to find out about the SDGs that you are investigating. At a minimum, you will need to visit some of the UN Sustainable Development Goals websites (suggestions are provided, below). If you use any information, ideas, or examples from other sources, they must be properly cited and referenced; please use APA Style.
SDG Transformations, Interactions, & Cross-Cutting Themes
Student’s First Name, Middle Initial (s), Last Name
Institutional Affiliation
Course Number and Name
Instructor’s Name and Title
Assignment Due Date
SDG Transformations, Interactions, & Cross-Cutting Themes
Global development can be achieved through the Sustainable Development Goals (SDG). Implementation of the SDGs to ensure they meet their targets is the ultimate step for having global sustainability. All the 17 SDGs are put in place to develop a sustainable world where social, economic, and political factors interact and enhance lives. The goals provide a detailed outline of the objectives, targets, and indicators for improving global development. Various countries develop strategies that create interaction between the goals to maximize the synergies and minimize the trade-offs. Our focus is to examine and analyze the interaction between four SDGs. The SDGs to explore include; SDG 4 Quality Education, SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 11 (Sustainable Cities and Communities). A connection and interaction of the four SDGs will enable viable implementation strategies to facilitate their achievement better. The paper examines the four SDGs chosen and considers the transformations, interactions with targets, and cross-cutting themes for enhancing global sustainability.
Part II: Analysis of the Interactions among the Four SDGs
Goal 4 entails Quality Education where inclusivity, equitability, and lifelong learning are attained. Goal 8 involves achieving inclusivity, sustainability, and productive employment that guarantees decent work for all (United Nations, 2016). Goal 9 promotes inclusivity and sustainability in industrialization, building resilient infrastructure, and enhancing innovation. Goal 11 focuses on improving inclusivity, safety, resilience, and sustainability in the global development of human settlements and cities. Examining the four SDGs gives a detailed interaction of the goals while outlining the synergies and trade-offs and their effect on their targets.
SDG 4 encompasses various underlying targets. The goal has ten targets with their indicators. Target 4.3 postulates that by the year 2030, all women and men should have equal access to quality technical, tertiary, and university education (United Nations, 2016). The indicator to the target is monitoring the participation rate of youth and adults in training and education for the previous twelve months. Another target estimates that by 2030, there should be a substantial increase in the number of youth and adults with relevant technical and vocational skills for decent jobs, employment, and entrepreneurship. Its indicator is the proportion of people with ICT skills (United Nations, 2016). Goal 4 targets increasing the proportion of people with skills for decent jobs and employment is mutually supportive to Goal 8.
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32861251976755Goal 11Sustainable Cities and Communities10 Targets00Goal 11Sustainable Cities and Communities10 Targets11715741995805Goal 9Industry, Innovation, and Infrastructure8 Targets00Goal 9Industry, Innovation, and Infrastructure8 Targets3333750576579Goal 8Decent Work and Economic Growth12 Targets00Goal 8Decent Work and Economic Growth12 Targets1295400490855Goal 4Quality Education10 Targets00Goal 4Quality Education10 Targets
Figure SEQ Figure \* ARABIC 1: Interaction of Goals 4, 8, 9 and 11
Summary Table of the Interactions
Goal 4
Goal 8
Goal 9
Goal 11
Goal 4
Synergy
Decent work and economic growth provide funds that enhance the education sector.
Trade-offs
Economic growth may not necessarily lead to quality education.
Synergy
Innovation and sustainable infrastructure aids in enhancing quality education.
Trade-offs
The development of infrastructure may not depend on the education skills offered but on technical experience.
Synergy
Sustainable human settlements may be a result of quality education skills in vocational and technical institutions.
Trade-offs
No negative impact on education.
Goal 8
Synergy
Education has a positive impact on decent work and economic growth through increased technology transmission and innovation knowledge.
Trade-offs
Increased gap between skills education offers and those required in the job market.
Synergy
Resilient infrastructure and sustainable industrialization lead to economic growth.
Trade-offs
Technological innovations may reduce human employment, thus increasing unemployment levels.
Synergy
Sustainable cities and human settlement lead to economic growth and promotes a decent work environment.
Trade-offs
The establishment of human settlement may not guarantee productive employment.
Goal 9
Synergy
Quality education produces innovative entrepreneurs who aid in industrial development. Trade-offs
The knowledge gap may limit industrialization and resilient infrastructural development.
Synergy
Decent working and employment create room for industrial development and innovation.
Trade-offs
Human employment may be undermined through technological innovation where machines deprive humans of work opportunities.
Synergy
Safe and sustainable communities enhance innovation.
Trade-offs
Safe human settlements do not guarantee industrialization.
Goal 11
Synergy
Upgrading education facilities provide a safe environment for all aids in safeguarding the world’s culture targets for secure human settlements.
Trade-offs
No trade-off.
Synergy
Decent work and productive employment create sustainable human interaction and settlement while enhancing the development of cities.
Trade-offs
Economic growth may be a result of industrialization and no human settlements.
Synergy
Innovation enhances the development of cities.
Trade-offs
Industrialization will negatively affect the human settleme...