Cebu Institute of Technology – University

College of Engineering and Architecture

Department of Industrial Engineering

COURSEWARE SSP032
SUSTAINABLE DEVELOPMENT & GLOBAL CITIZENSHIP

Prepared by:

Engr. Cheradee Ann M. Cabanlit

Instructor – SSP032

WEEK 1
 About the Course
Course Number SSP032
Descriptive Title SUSTAINABLE DEVELOPMENT & GLOBAL
CITIZENSHIP
Number of Units 3 units lecture
Number of 54 lecture hours
Hours
Pre-requisites None
Co-requisite None
Course This provides opportunities to build a paradigm among
Description students to think about a future in which
environmental, social and economic considerations
are balanced in the pursuit of development and an
improved quality of life by learning to know, to do, to
be and to live together in order to contribute to a more
inclusive, just and peaceful world.

Course Learning Outcomes:

CLO 1. Discuss the sustainable development goals & its application
areas
CLO 2. Generate solutions for different goals in an engineering way
CLO 3. Discuss the global citizenship theme areas and its domains
CLO 4. Apply appropriate these global citizenship concepts in their
engineering fields

TOPICS FOR WEEK 1 OUTCOME

EXPECTED
Topic 1: Introduction to Sustainable Development
& Global Citizenship
LO1: Discuss the definition of Sustainable Summary Report
Development and Global Citizenship #1 – 5%
LO2: Discuss its purpose, relevance and uses for
future courses and endeavors
Topic 2: Sustainable Development Goals
LO1: Describe what is Sustainable Development
Goals, as well as its importance Quiz Bowl – 15%
LO2: Identify what are the Sustainable Development
Goals and its impact
 Contents
About the Course 2
Contents 3
Topic 1: Introduction to Sustainable Development & Global Citizenship 5
Activity Phase 1: 6
What are the Sustainable Development Goals? 6
What is UNDP's role? 6
Activity Phase 2: 8
Activity Phase 3: 8
Activity Phase 4: 9
SUMMARY REPORT: INTRODUCTION 10
ANNOUNCEMENT: QUIZ BOWL! 10
Helpful Resources 11
Artika R. Tyner

Here’s week one.

Topic 1: Introduction to Sustainable Development & Global
Citizenship

Hello! I welcome you to this course! This course aims to ensure that you,
students, perform and gain deeper understanding on the SDGs. This seeks
to provide a variety of positive educational experience to help you acquire
knowledge, develop skills and form attitudes that will enable you to become

“self-directed, productive, contributing members of society.”

This also offers opportunities for you to enhance and demonstrate your
knowledge and skills in a semi-competitive manner where attitudes of
friendliness, cooperation and fairness prevail. This game-based course
aims to build a foundation of factual knowledge to lead the way for
higher-order thinking, deeper analysis and application, and most
importantly, learning to love learning.

Tips for Studying Online

Having the freedom to study online can be convenient, but this might
make it difficult to focus and start studying. When learning online, you
should become a self-directed learner!

Here are some great tips for you:

● Read the COURSE GUIDE. All the important information can be
found here.
● Plan weekly study time ang if possible email or upload output on time.
● Spare time for the class at least 3 times a week.
● Ask questions to your instructor.
● Make connections with your fellow classmates (check MS TEAMs)
 Activity Phase 1:
Read and understand the 17 Sustainable Development Goals
through this official website of UNESCO. Click the logo or here:
https://sustainabledevelopment.un.org/?menu=1300

What are the Sustainable Development Goals?

The Sustainable Development Goals (SDGs), also known as the Global
Goals, were adopted by all United Nations Member States in 2015 as a
universal call to action to end poverty, protect the planet and ensure that all
people enjoy peace and prosperity by 2030.
The 17 SDGs are integrated—that is, they recognize that action in one
area will affect outcomes in others, and that development must balance
social, economic and environmental sustainability.
Through the pledge to Leave No One Behind, countries have committed to
fast-track progress for those furthest behind first. That is why the SDGs are
designed to bring the world to several life-changing ‘zeros’, including zero
poverty, hunger, AIDS and discrimination against women and girls.
Everyone is needed to reach these ambitious targets. The creativity,
knowhow, technology and financial resources from all of society is
necessary to achieve the SDGs in every context.

What is UNDP's role?

As the lead UN development agency, UNDP is well-placed to help
implement the Goals through their work in some 170 countries and
territories.
They support countries in achieving the SDGs through integrated
solutions. Today’s complex challenges—from stemming the spread of
disease to preventing conflict—cannot be tackled neatly in isolation. For
UNDP, this means focusing on systems, root causes and connections
between challenges—not just thematic sectors—to build solutions that
respond to people’s daily realities.
Their track record working across the Goals provides with a valuable
experience and proven policy expertise to ensure they all reach the targets
set out in the SDGs by 2030. But they cannot do this alone.
Achieving the SDGs requires the partnership of governments, private
sector, civil society and citizens alike to make sure they leave a better
planet for future generations.
 Activity Phase 2:
Summarize or list down the main goals for each Sustainable
Development Goal Briefly as a summary of your readings.

Example:
SDG1 – No poverty - By 2030, reduce at least by half the proportion of
men, women and children of all ages living in poverty in all its dimensions
according to national definitions

Activity Phase 3:
Read and understand overview about Global Citizenship
Education. (no required activity, please read though)

Global citizenship education, while the world may be increasingly

interconnected, human rights violations, inequality and poverty still threaten
peace and sustainability.

Global Citizenship Education (GCED) is UNESCO’s response to these

challenges. It works by empowering learners of all ages to understand that
these are global, not local issues and to become active promoters of more
peaceful, tolerant, inclusive, secure and sustainable societies.

GCED is a strategic area of UNESCO’s Education Sector programme and

builds on the work of Peace and Human Rights Education. It aims to instill
in learners the values, attitudes and behaviors that support responsible
global citizenship: creativity, innovation, and commitment to peace, human
rights and sustainable development.
UNESCO’s work in this area is grounded in its own Constitution which aims
to ‘build peace in the minds of men and women,’ the Universal Declaration
of Human Rights, the Education 2030 Agenda and Framework for Action,
notably Target 4.7 of the Sustainable Development Agenda,
the Recommendation concerning Education for International
Understanding, Co-operation and Peace and Education relating to Human
Rights and Fundamental Freedoms (1974), and the World Programme for
Human Rights Education(link is external) (2005-ongoing).

Under the GCED umbrella, UNESCO has several special

themes: Preventing violent extremism through education, Education about
the Holocaust and genocide, Languages in education and and
the promotion of the rule of law through global citizenship education.

UNESCO collaborates with an extensive global network to disseminate

GCED including its own Category 1 institutes, other UN agencies and
inter-governmental organizations, including regional organizations, most
notably: the UNESCO Mahatma Gandhi Institute of Education for Peace
and Sustainable Development (MGIEP), the International Institute for
Capacity Building in Africa (IICBA), the UNESCO Institute for Statistic
(UIS), the Asia-Pacific Centre of Education for International Understanding
(APCIEU), the UNESCO Associated Schools Project Network
(ASPNet) and UNITWIN/UNESCO Chairs.

Activity Phase 4:
Answer this question briefly,
“As a student, how can you become a global citizen?”

SUMMARY REPORT: INTRODUCTION

1. This is done individually.
2. Those parts with ACTIVITIES 2 & 4 require answers. Answer correspondingly
in a separate word/pdf file.
3. Use this filename:
Filename: GCED-SECTION-WEEK1-FAMILYNAME,FIRSTNAME
4. Submit or Answer on or before 11:59 PM of Friday February 2, 2024 via General
submission portal. Please wait on this link.

ANNOUNCEMENT: QUIZ BOWL!

1. As part of week 1 game activity, we will have a LIVE quiz bowl via Kahoot!
Further instructions regarding groupings and others will be posted before that day
on a separate announcement.
2. The quiz bowl will be open-sources type. You can google and open the website.
No restrictions on your opened sources.
3. The quiz bowl will just be good for 1 hour. The highest score is the perfect score.

God bless and see you virtually soon!

Helpful Resources

Sources:
Introduction to SDG: https://sustainabledevelopment.un.org/?menu=1300
Introduction to GCED:
● http://www.gcedonlinecampus.org/
● https://en.unesco.org/themes/gced/definition
● https://www.uky.edu/toolkit/node/36
Supplementary: Videos are optional
Introduction to SDG: https://www.youtube.com/watch?v=OolK0ISD3eA
Introduction to GCED:
● https://www.youtube.com/watch?v=GaA2YXbwlRs
● https://www.youtube.com/watch?v=tPdtGrnj7sU

-end of week 1-
 Cebu Institute of Technology – University
College of Engineering and Architecture
Department of Industrial Engineering

COURSEWARE SSP032
SUSTAINABLE DEVELOPMENT & GLOBAL CITIZENSHIP

Prepared by:

Engr. Cheradee Ann M. Cabanlit

Instructor – SSP032

002
 About the Course
Course Number SSP032
Descriptive Title SUSTAINABLE DEVELOPMENT & GLOBAL
CITIZENSHIP
Number of Units 3 units lecture
Number of 54 lecture hours
Hours
Pre-requisites None
Co-requisite None
Course This provides opportunities to build a paradigm among
Description students to think about a future in which
environmental, social and economic considerations
are balanced in the pursuit of development and an
improved quality of life by learning to know, to do, to
be and to live together in order to contribute to a more
inclusive, just and peaceful world.

Course Learning Outcomes:

CLO 1. Discuss the sustainable development goals & its application
areas
CLO 2. Generate solutions for different goals in an engineering way
CLO 3. Discuss the global citizenship theme areas and its domains
CLO 4. Apply appropriate these global citizenship concepts in their
engineering fields

TOPICS FOR WEEK 2-3 OUTCOME

EXPECTED
Topic 3: SDG1 Poverty Reduction
LO1: Identify the list of specific goals as stated by the United
Nations.
LO2: Determine the statistics of goals based on the infographics
provided by United Nations
Exit Ticket
LO3: Discover the situations of other countries by determining the Report #1 – 8%
poorest countries in the world.
LO4: Illustrate the poverty situation of specific areas of the country
(Philippines)
Topic 4: SDG2 Zero Hunger
LO1: Identify the list of specific goals as stated by the United
Nations.
LO2: Determine the statistics of goals based on the infographics
provided by United Nations
Exit Ticket
LO3: Discover the situations of other countries by determining the Report #2 – 8%
countries in the world suffering from hunger.
LO4: Illustrate the hunger situation of specific areas of the country
(Philippines)
Topic 5: SDG3 Good Health and Well-Being
LO1: Identify the list of specific goals as stated by the United
Nations.
Exit Ticket
LO2: Determine the statistics of goals based on the infographics Report #3 – 8%
provided by United Nations
LO3: Describe the importance of Health Promotion, Peace and
Human security and its related cases

Contents
About the Course 2
Contents 3
Topic 3: SDG1 POVERTY REDUCTION 5
3.1. Introduction to SDG1: No Poverty.................................................... 5
3.2. COVID-19 response for SDG1......................................................... 5
3.3. Facts and Figures regarding SDG1..................................................6
3.4. Goal 1 Targets.................................................................................. 6
3.5. Other sources regarding SDG1........................................................ 7
Topic 4: SDG2 ZERO HUNGER 9
4.1. Introduction to SDG2: Zero Hunger..................................................9
4.2. COVID-19 response for SDG2......................................................... 9
4.3. Facts and Figures regarding SDG2................................................10
4.4. Goal 2 Targets.............................................................................. 10
4.5. Other sources regarding SDG2..................................................... 12
Topic 5: SDG3 GOOD HEALTH AND WELL-BEING 14
5.1. Introduction to SDG3: Good Health and Well-Being...................... 14
5.2. COVID-19 response for SDG3....................................................... 14
5.3. Facts and Figures regarding SDG3................................................15
5.4. Goal 3 Targets................................................................................ 16
5.5. Other sources regarding SDG3...................................................... 18
Proverbs 14:31, NIV

Here’s topic three.

 Topic 3: SDG1 POVERTY REDUCTION

Goal 1: End poverty in all its forms everywhere

3.1. Introduction to SDG1: No Poverty
Globally, the number of people living in extreme poverty declined from 36
per cent in 1990 to 10 per cent in 2015. But the pace of change is
decelerating and the COVID-19 crisis risks reversing decades of
progress in the fight against poverty. New research published by the UNU
World Institute for Development Economics Research warns that the
economic fallout from the global pandemic could increase global poverty
by as much as half a billion people, or 8% of the total human population.
This would be the first time that poverty has increased globally in thirty
years, since 1990.

More than 700 million people, or 10 per cent of the world population, still
live in extreme poverty today, 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.

For those who work, 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. One out of five children live in extreme poverty.
Ensuring social protection for all children and other vulnerable groups is
critical to reduce poverty.

3.2. COVID-19 response for SDG1

Developing countries are most at risk during – and in the aftermath – of the
pandemic, not only as a health crisis but as a devastating social and
economic crisis over the months and years to come. According
to UNDP income losses are expected to exceed $220 billion in developing
countries, and an estimated 55 per cent of the global population have no
access to social protection. These losses will reverberate across societies;
impacting education, human rights and, in the most severe cases, basic
food security and nutrition.

To support the poorest and most vulnerable, the UN has issued

a Framework for the immediate socio-economic response to COVID-19,
calling for an extraordinary scale-up of international support and political
commitment to ensure that people everywhere have access to essential
services and social protection.
The UN COVID-19 Response and Recovery Fund aims to specifically
support low- and middle-income countries as well as vulnerable groups
who are disproportionately bearing the socio-economic impacts of the
pandemic. Women leaders convened by UN Deputy Secretary-General
Amina Mohammed have called for support for the UN roadmap for social
and economic recovery and for fully funding of the UN Response and
Recovery Fund.

3.3. Facts and Figures regarding SDG1

● According to the most recent estimates, in 2015, 10 percent of the

world’s population or 734 million people lived on less than $1.90 a
day.
● Southern Asia and sub-Saharan Africa are expected to see the
largest increases in extreme poverty, with an additional 32 million
and 26 million people, respectively, living below the international
poverty line as a result of the pandemic.
● The share of the world’s workers living in extreme poverty fell by half
over the last decade: from 14.3 per cent in 2010 to 7.1 per cent in
2019.
● Even before COVID-19, baseline projections suggested that 6 per
cent of the global population would still be living in extreme poverty
in 2030, missing the target of ending poverty. The fallout from the
pandemic threatens to push over 70 million people into extreme
poverty.
● One out of five children live in extreme poverty, and the negative
effects of poverty and deprivation in the early years have
ramifications that can last a lifetime.
● In 2016, 55 per cent of the world’s population – about 4 billion
people – did not benefit from any form of social protection

3.4. Goal 1 Targets

1.1 By 2030, eradicate extreme poverty for all

people everywhere, currently measured as people
living on less than $1.25 a day

1.2 By 2030, reduce at least by half the proportion

of men, women and children of all ages living in
poverty in all its dimensions according to national
definitions

1.3 Implement nationally appropriate social

protection systems and measures for all, including
 floors, and by 2030 achieve substantial coverage of
the poor and the vulnerable

1.4 By 2030, ensure that all men and women, in

particular the poor and the vulnerable, have equal
rights to economic resources, as well as access to
basic services, ownership and control over land and
other forms of property, inheritance, natural
resources, appropriate new technology and financial
services, including microfinance

1.5 By 2030, build the resilience of the poor and

those in vulnerable situations and reduce their
exposure and vulnerability to climate-related
extreme events and other economic, social and
environmental shocks and disasters

1.5A Ensure significant mobilization of

resources from a variety of sources, including
through enhanced development cooperation, in
order to provide adequate and predictable means
for developing countries, in particular least
developed countries, to implement programmes and
policies to end poverty in all its dimensions

1.5B Create sound policy frameworks at the

national, regional and international levels, based on
pro-poor and gender-sensitive development
strategies, to support accelerated investment in
poverty eradication actions

3.5. Other sources regarding SDG1

Pearl S. Buck
 Here’s topic four.

Topic 4: SDG2 ZERO HUNGER

4.1. Introduction to SDG2: Zero Hunger

After decades of steady decline, the number of people who suffer from
hunger – as measured by the prevalence of undernourishment – began to
slowly increase again in 2015. Current estimates show that nearly 690
million people are hungry, or 8.9 percent of the world population – up by
10 million people in one year and by nearly 60 million in five years.

The world is not on track to achieve Zero Hunger by 2030. If recent trends
continue, the number of people affected by hunger would surpass 840
million by 2030.

According to the World Food Programme, 135 million suffer from acute
hunger largely due to man-made conflicts, climate change and economic
downturns. The COVID-19 pandemic could now double that number,
putting an additional 130 million people at risk of suffering acute hunger by
the end of 2020.

With more than a quarter of a billion people potentially at the brink of

starvation, swift action needs to be taken to provide food and
humanitarian relief to the most at-risk regions.

At the same time, a profound change of the global food and agriculture
system is needed if we are to nourish the more than 690 million people
who are hungry today – and the additional 2 billion people the world will
have by 2050. Increasing agricultural productivity and sustainable food
production are crucial to help alleviate the perils of hunger.

4.2. COVID-19 response for SDG2

The World Food Programme’s food assistance programme provides a
critical lifeline to 87 million vulnerable people across the world. Their
analysis of the economic and food security implications of the pandemic
outlines the potential impact of COVID-19 on the world’s poorest people.

In light of the pandemic’s effects on the food and agricultural sector,

prompt measures are needed to ensure that food supply chains are kept
alive to mitigate the risk of large shocks that have a considerable impact
on everybody, especially on the poor and the most vulnerable.

In order to address these risks, the Food and Agriculture

Organization urges countries to:

● Meet the immediate food needs of their vulnerable populations,

● Boost social protection programmes,
● Keep global food trade going,
● Keep the domestic supply chain gears moving, and
● Support smallholder farmers’ ability to increase food production.

The UN’s Global Humanitarian Response Plan lays out steps to fight the
virus in the world’s poorest countries and address the needs of the most
vulnerable people, including those facing food insecurity.

4.3. Facts and Figures regarding SDG2

● Current estimates are that nearly 690 million people are hungry, or
8.9 percent of the world population – up by 10 million people in one
year and by nearly 60 million in five years.
● The majority of the world’s undernourished – 381 million – are still
found in Asia. More than 250 million live in Africa, where the number
of undernourished is growing faster than anywhere in the world.
● In 2019, close to 750 million – or nearly one in ten people in the
world – were exposed to severe levels of food insecurity.
● An estimated 2 billion people in the world did not have regular
access to safe, nutritious and sufficient food in 2019.
● If recent trends continue, the number of people affected by hunger
will surpass 840 million by 2030, or 9.8 percent of the global
population.
● 144 million children under age 5 were affected by stunting in 2019,
with three quarters living in Southern Asia and sub-Saharan Africa.
● In 2019, 6.9 per cent (or 47 million) children under 5 were affected by
wasting, or acute undernutrition, a condition caused by limited
nutrient intake and infection.

4.4. Goal 2 Targets

2.1 By 2030, end hunger and ensure access by all

people, in particular the poor and people in
vulnerable situations, including infants, to safe,
nutritious and sufficient food all year round.
2.2 By 2030, end all forms of malnutrition,
including achieving, by 2025, the internationally
agreed targets on stunting and wasting in children
under 5 years of age, and address the nutritional
needs of adolescent girls, pregnant and lactating
women and older persons.

2.3 By 2030, double the agricultural productivity

and incomes of small-scale food producers, in
particular women, indigenous peoples, family
farmers, pastoralists and fishers, including through
secure and equal access to land, other productive
resources and inputs, knowledge, financial
services, markets and opportunities for value
addition and non-farm employment.

2.4 By 2030, ensure sustainable food production

systems and implement resilient agricultural
practices that increase productivity and production,
that help maintain ecosystems, that strengthen
capacity for adaptation to climate change, extreme
weather, drought, flooding and other disasters and
that progressively improve land and soil quality.

2.5 By 2020, maintain the genetic diversity of

seeds, cultivated plants and farmed and
domesticated animals and their related wild
species, including through soundly managed and
diversified seed and plant banks at the national,
regional and international levels, and promote
access to and fair and equitable sharing of benefits
arising from the utilization of genetic resources and
associated traditional knowledge, as internationally
agreed.

2.5A Increase investment, including

through enhanced international cooperation, in rural
infrastructure, agricultural research and extension
services, technology development and plant and
livestock gene banks in order to enhance
agricultural productive capacity in developing
countries, in particular least developed countries.
 2.5B Correct and prevent trade restrictions
and distortions in world agricultural markets,
including through the parallel elimination of all
forms of agricultural export subsidies and all export
measures with equivalent effect, in accordance with
the mandate of the Doha Development Round.

2.5C Adopt measures to ensure the proper

functioning of food commodity markets and their
derivatives and facilitate timely access to market
information, including on food reserves, in order to
help limit extreme food price volatility.

4.5. Other sources regarding SDG2

Mahatma Gandhi

Here’s topic five.

 Topic 5: SDG3 GOOD HEALTH AND WELL-BEING

Goal 3: Ensure healthy lives and promote well-being for all at all ages
5.1. Introduction to SDG3: Good Health and Well-Being
Ensuring healthy lives and promoting well-being at all ages is essential to
sustainable development. Currently, the world is facing a global health
crisis unlike any other — COVID-19 is spreading human suffering,
destabilizing the global economy and upending the lives of billions of
people around the globe.

Before the pandemic, major progress was made in improving the health of
millions of people. Significant strides were made in increasing life
expectancy and reducing some of the common killers associated with
child and maternal mortality. But more efforts are needed to fully eradicate
a wide range of diseases and address many different persistent and
emerging health issues. By focusing on providing more efficient funding of
health systems, improved sanitation and hygiene, and increased access to
physicians, significant progress can be made in helping to save the lives of
millions.

Health emergencies such as COVID-19 pose a global risk and have shown
the critical need for preparedness. The United Nations Development
Programme highlighted huge disparities in countries’ abilities to cope with
and recover from the COVID-19 crisis. The pandemic provides a
watershed moment for health emergency preparedness and for investment
in critical 21st century public services.

5.2. COVID-19 response for SDG3

The World Health Organization (WHO) has been leading the global effort to
tackle COVID-19. The Strategic Preparedness and Response Plan,
produced by WHO and partners, outlines the public health measures that
countries should take to prepare for and respond to COVID-19.
The Strategy Update of April 2020 provides further guidance for the public
health response to COVID-19 at national and subnational levels, and
highlights the coordinated support that is required from the international
community to meet the challenge of COVID-19.

People and organizations who want to help fight the pandemic and
support WHO and partners can donate through the COVID-19 Solidarity
Response Fund which supports WHO’s work to track and understand the
spread of the virus, to ensure patients get the care they need and frontline
workers get essential supplies and information, and to accelerate research
and development of a vaccine and treatments for all who need them.

WHO, together with partners, also provides guidance and advice for
people to look after their mental health during the COVID-19 pandemic —
especially health workers, managers of health facilities, people who are
looking after children, older adults, people in isolation and members of the
public more generally.

The pandemic is much more than a health crisis. It requires a

whole-of-government and whole-of-society response, matching the
resolve and sacrifice of frontline health workers.

5.3. Facts and Figures regarding SDG3

Child health

● In 2018 an estimated 6.2 million children and adolescents under the

age of 15 years died, mostly from preventable causes. Of these
deaths, 5.3 million occurred in the first 5 years, with almost half of
these in the first month of life.
● Despite determined global progress, an increasing proportion of
child deaths are in Sub-Saharan Africa and Southern Asia. Four out
of every five deaths of children under age five occur in these regions.
● Children in sub-Saharan Africa are more than 15 times more likely to
die before the age of 5 than children in high income countries.
● Malnourished children, particularly those with severe acute
malnutrition, have a higher risk of death from common childhood
illness such as diarrhoea, pneumonia, and malaria. Nutrition-related
factors contribute to about 45per cent of deaths in children under-5
years of age.

Maternal health

● Over 40 per cent of all countries have fewer than 10 medical doctors
per 10,000 people; over 55 per cent of countries have fewer than 40
nursing and midwifery personnel per 10,000 people.
● In Eastern Asia, Northern Africa and Southern Asia, maternal
mortality has declined by around two-thirds.
● Every day in 2017, approximately 810 women died from preventable
causes related to pregnancy and childbirth.
● 94per cent of all maternal deaths occur in low and lower
middle-income countries.
 ● Young adolescents (ages 10-14) face a higher risk of complications
and death as a result of pregnancy than other women.
● But maternal mortality ratio – the proportion of mothers that do not
survive childbirth compared to those who do – in developing
regions is still 14 times higher than in the developed regions.

HIV/AIDS, malaria and other diseases

● 38 million people globally were living with HIV in 2019.

● 25.4 million people were accessing antiretroviral therapy in 2019.
● 1.7 million people became newly infected with HIV in 2019.
● 690 000 people died from AIDS-related illnesses in 2019.
● 75.7 million people have become infected with HIV since the start of
the epidemic.
● 32.7 million people have died from AIDS-related illnesses since the
start of the epidemic.
● Tuberculosis remains the leading cause of death among people living
with HIV, accounting for around one in three AIDS-related deaths.
● Globally, adolescent girls and young women face gender-based
inequalities, exclusion, discrimination and violence, which put them
at increased risk of acquiring HIV.
● HIV is the leading cause of death for women of reproductive age
worldwide.
● AIDS is now the leading cause of death among adolescents (aged
10–19) in Africa and the second most common cause of death
among adolescents globally.
● Over 6.2 million malaria deaths have been averted between 2000
and 2015, primarily of children under five years of age in
sub-Saharan Africa. The global malaria incidence rate has fallen by
an estimated 37 per cent and the mortality rates by 58 per cent.

5.4. Goal 3 Targets

3.1 By 2030, reduce the global maternal mortality

ratio to less than 70 per 100,000 live births.
3.2 By 2030, end preventable deaths of newborns
and children under 5 years of age, with all countries
aiming to reduce neonatal mortality to at least as
low as 12 per 1,000 live births and under-5 mortality
to at least as low as 25 per 1,000 live births.
3.3 By 2030, end the epidemics of AIDS,
tuberculosis, malaria and neglected tropical
diseases and combat hepatitis, water-borne
diseases and other communicable diseases.
3.4 By 2030, reduce by one third premature
mortality from non-communicable diseases through
prevention and treatment and promote mental
health and well-being.
3.5 Strengthen the prevention and treatment of
substance abuse, including narcotic drug abuse and
harmful use of alcohol.
3.6 By 2020, halve the number of global deaths
and injuries from road traffic accidents.
3.7 By 2030, ensure universal access to sexual
and reproductive health-care services, including for
family planning, information and education, and the
integration of reproductive health into national
strategies and programmes.
3.8 Achieve universal health coverage, including
financial risk protection, access to quality essential
health-care services and access to safe, effective,
quality and affordable essential medicines and
vaccines for all.
3.9 By 2030, substantially reduce the number of
deaths and illnesses from hazardous chemicals and
air, water and soil pollution and contamination.
3.9A Strengthen the implementation of the
World Health Organization Framework Convention
on Tobacco Control in all countries, as appropriate.
3.9B Support the research and
development of vaccines and medicines for the
communicable and noncommunicable diseases that
primarily affect developing countries, provide
access to affordable essential medicines and
vaccines, in accordance with the Doha Declaration
on the TRIPS Agreement and Public Health, which
affirms the right of developing countries to use to
the full the provisions in the Agreement on Trade
Related Aspects of Intellectual Property Rights
regarding flexibilities to protect public health, and, in
particular, provide access to medicines for all.
3.9C Substantially increase health financing
and the recruitment, development, training and
retention of the health workforce in developing
countries, especially in least developed countries
and small island developing States.
3.9D Strengthen the capacity of all
countries, in particular developing countries, for
 early warning, risk reduction and management of
national and global health risks.

5.5. Other sources regarding SDG3

-end of week 2&3-

 Cebu Institute of Technology – University
College of Engineering and Architecture
Department of Industrial Engineering

COURSEWARE
SSP032
SUSTAINABLE DEVELOPMENT & GLOBAL CITIZENSHIP

Prepared by:

Engr. Cheradee Ann M. Cabanlit

Instructor – SSP032

003
 About the Course
Course Number SSP032
Descriptive Title SUSTAINABLE DEVELOPMENT & GLOBAL CITIZENSHIP
Number of Units 3 units lecture
Number of Hours 54 lecture hours
Pre-requisites None
Co-requisite None
Course Description This provides opportunities to build a paradigm among students
to think about a future in which environmental, social and
economic considerations are balanced in the pursuit of
development and an improved quality of life by learning to know,
to do, to be and to live together in order to contribute to a more
inclusive, just and peaceful world.

Course Learning Outcomes:

CLO 1. Discuss the sustainable development goals & its application areas
CLO 2. Generate solutions for different goals in an engineering way
CLO 3. Discuss the global citizenship theme areas and its domains
CLO 4. Apply appropriate these global citizenship concepts in their engineering fields

TOPICS FOR 003 OUTCOME

EXPECTED
Topic 6: SDG4: Quality Education
LO1: Identify the list of specific goals as stated by the United Nations.
LO2: Determine the statistics of goals based on the infographics provided
by United Nations Exit Ticket Report
LO3: Discover the situations of other countries by determining the #4 – 8%
countries in the world with the best and worst quality education.
LO4: Know about current problems and situations regarding education in
the country (Philippines)
Topic 7: SDG5: Gender Equality
LO1: Identify the list of specific goals as stated by the United Nations.
LO2: Determine the statistics of goals based on the infographics provided
by United Nations Exit Ticket Report
LO3: Discover the situations of other countries by determining the
countries in the world where gender equality is accepted and non-
#5 – 8%
accepted.
LO4: Know what possible actions we could take that will promote Gender
Equality.
Topic 8: SDG6: Clean Water and Sanitation
LO1: Identify the list of specific goals as stated by the United Nations.
LO2: Determine the statistics of goals based on the infographics provided
by United Nations
LO3: Discover the situations of other countries by determining the Exit Ticket Report
countries in the world where water is a problem. #6 – 8%
LO4: Know about current problems and situations regarding clean water
and sanitation in the country (Philippines)
LO5: Demonstrate ways on how to improve clean water and sanitation in
our own ways
 Contents
About the Course ...................................................................................... 2
Topic 6: SDG4: QUALITY EDUCATION .................................................... 5
6.1. Introduction to SDG4: QUALITY EDUCATION ............................. 5
6.2. COVID-19 response for SDG4 ..................................................... 5
6.3. Facts and Figures regarding SDG4.............................................. 6
6.4. Goal 4 Targets............................................................................. 6
6.5. Pop Quiz! For SDG4 .................................................................... 7
6.6. Other sources regarding SDG4.................................................... 7
Topic 7: SDG5 GENDER EQUALITY ........................................................ 9
7.1. Introduction to SDG5: GENDER EQUALITY ................................ 9
7.2. COVID-19 response for SDG5 ..................................................... 9
7.3. Facts and Figures regarding SDG5.............................................10
7.4. Goal 5 Targets ............................................................................11
7.5. Pop Quiz! For SDG5 ...................................................................11
7.6. Other sources regarding SDG5...................................................11
Topic 8: SDG6 CLEAN WATER AND SANITATION .................................13
8.1. Introduction to SDG6: CLEAN WATER AND SANITATION .........13
8.2. COVID-19 response for SDG6 ....................................................13
8.3. Facts and Figures regarding SDG6.............................................13
8.4. Goal 6 Targets............................................................................14
8.5. Pop Quiz! For SDG6 ...................................................................14
8.6. Other sources regarding SDG6...................................................15
Malcolm X

Here’s topic six.

 Topic 6: SDG4: QUALITY EDUCATION

6.1. Introduction to SDG4: QUALITY EDUCATION

Education enables upward socioeconomic mobility and is a key to escaping
poverty. Over the past decade, major progress was made towards increasing access to
education and school enrollment rates at all levels, particularly for
girls. Nevertheless, about 260 million children were still out of school in 2018 — nearly
one fifth of the global population in that age group. And more than half of all children and
adolescents worldwide are not meeting minimum proficiency standards in reading and
mathematics.

In 2020, as the COVID-19 pandemic spread across the globe, a majority of countries
announced the temporary closure of schools, impacting more than 91 per cent of
students worldwide. By April 2020, close to 1.6 billion children and youth were out of
school. And nearly 369 million children who rely on school meals needed to look to other
sources for daily nutrition.

Never before have so many children been out of school at the same time, disrupting
learning and upending lives, especially the most vulnerable and marginalized. The global
pandemic has far-reaching consequences that may jeopardize hard won gains made in
improving global education.
6.2. COVID-19 response for SDG4
In an effort to foster international collaboration and ensure that education never stops,
UNESCO is mounting a response with a set of initiatives that include the global
monitoring of national and localized school closures.

To protect the well-being of children and ensure they have access to continued learning,
UNESCO in March 2020 launched the COVID-19 Global Education Coalition, a multi-
sector partnership between the UN family, civil society organizations, media and IT
partners to design and deploy innovative solutions. Together they help countries tackle
content and connectivity gaps, and facilitate inclusive learning opportunities for children
and youth during this period of sudden and unprecedented educational disruption.

Specifically, the Global Education Coalition aims to:

• Help countries in mobilizing resources and implementing innovative and context-
appropriate solutions to provide education remotely, leveraging hi-tech, low-tech
and no-tech approaches;
• Seek equitable solutions and universal access;
• Ensure coordinated responses and avoid overlapping efforts;
• Facilitate the return of students to school when they reopen to avoid an upsurge in
dropout rates.
UNICEF also scaled up its work in 145 low- and middle-income countries to support
governments and education partners in developing plans for a rapid, system-wide
response including alternative learning programmes and mental health support.
6.3. Facts and Figures regarding SDG4

Before the coronavirus crisis, projections showed that more than 200 million
children would be out of school, and only 60 per cent of young people would be
completing upper secondary education in 2030.
Before the coronavirus crisis, the proportion of children and youth out of primary
and secondary school had declined from 26 per cent in 2000 to 19 per cent in 2010
and 17 per cent in 2018.
More than half of children that have not enrolled in school live in sub-Saharan
Africa, and more than 85 per cent of children in sub-Saharan Africa are not
learning the minimum
617 million youth worldwide lack basic mathematics and literacy skills.
Some 750 million adults – two thirds of them women – remained illiterate in 2016.
Half of the global illiterate population lives in South Asia, and a quarter live in sub-
Saharan Africa.
In 10 low- and middle-income countries, children with disabilities were 19per cent
less likely to achieve minimum proficiency in reading than those without
disabilities.
4 million refugee children were out of school in 2017

6.4. Goal 4 Targets

4.1 By 2030, ensure that all girls and boys complete free,
equitable and quality primary and secondary education leading
to relevant and Goal-4 effective learning outcomes
4.2 By 2030, ensure that all girls and boys have access to
quality early childhood development, care and preprimary
education so that they are ready for primary education
4.3 By 2030, ensure equal access for all women and men to
affordable and quality technical, vocational and tertiary
education, including university
4.4 By 2030, substantially increase the number of youth and
adults who have relevant skills, including technical and
vocational skills, for employment, decent jobs and
entrepreneurship
4.5 By 2030, eliminate gender disparities in education and
ensure equal access to all levels of education and vocational
training for the vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations
4.6 By 2030, ensure that all youth and a substantial proportion
of adults, both men and women, achieve literacy and numeracy
4.7 By 2030, ensure that all learners acquire the knowledge and
skills needed to promote sustainable development, including,
among others, through education for sustainable development
and sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence, global
citizenship and appreciation of cultural diversity and of culture’s
contribution to sustainable development
 4.7.A Build and upgrade education facilities that are child,
disability and gender sensitive and provide safe, nonviolent,
inclusive and effective learning environments for all
4.7.B By 2020, substantially expand globally the number
of scholarships available to developing countries, in particular
least developed countries, small island developing States and
African countries, for enrolment in higher education, including
vocational training and information and communications
technology, technical, engineering and scientific programmes, in
developed countries and other developing countries
4.7.C By 2030, substantially increase the supply of
qualified teachers, including through international cooperation for
teacher training in developing countries, especially least
developed countries and small island developing states.
6.5. Pop Quiz! For SDG4
Check out POP Quiz in Moodle! ->

6.6. Other sources regarding SDG4

Supplementary Video:
Source: UN Sustainable
https://www.un.org/sustainabled Development Goals | Quality
evelopment/education/ Education (4) by EarthAgain
SDG4 Quality Education
Short Video

QUALITY EDUCATION: WHY IT

MATTERS SDG4 Infographic
Maya Angelou

Here’s topic seven.

 Topic 7: SDG5 GENDER EQUALITY

Goal 5: Achieve gender equality and empower all women and girls
7.1. Introduction to SDG5: GENDER EQUALITY
Gender equality is not only a fundamental human right, but a necessary foundation for a
peaceful, prosperous and sustainable world.
There has been progress over the last decades: More girls are going to school, fewer
girls are forced into early marriage, more women are serving in parliament and positions
of leadership, and laws are being reformed to advance gender equality.
Despite these gains, many challenges remain: discriminatory laws and social norms
remain pervasive, women continue to be underrepresented at all levels of political
leadership, and 1 in 5 women and girls between the ages of 15 and 49 report
experiencing physical or sexual violence by an intimate partner within a 12-month period.

The effects of the COVID-19 pandemic could reverse the limited progress that has been
made on gender equality and women’s rights. The coronavirus outbreak exacerbates
existing inequalities for women and girls across every sphere — from health and the
economy, to security and social protection.

Women play a disproportionate role in responding to the virus, including as frontline

healthcare workers and caregivers at home. Women’s unpaid care work has increased
significantly as a result of school closures and the increased needs of older people.
Women are also harder hit by the economic impacts of COVID-19, as they
disproportionately work in insecure labour markets. Nearly 60 per cent of women work
in the informal economy, which puts them at greater risk of falling into poverty.

The pandemic has also led to a steep increase in violence against women and girls. With
lockdown measures in place, many women are trapped at home with their abusers,
struggling to access services that are suffering from cuts and restrictions. Emerging data
shows that, since the outbreak of the pandemic, violence against women and girls —
and particularly domestic violence — has intensified.

7.2. COVID-19 response for SDG5

“Limited gains in gender equality and women’s rights made over the decades are in danger of being rolled
back due to the COVID-19 pandemic,” the UN Secretary-General said in April 2020, urging governments
to put women and girls at the centre of their recovery efforts.

Women are not only the hardest hit by this pandemic, they are also the backbone of
recovery in communities. Putting women and girls at the center of economies will
fundamentally drive better and more sustainable development outcomes for all, support
a more rapid recovery, and place the world back on a footing to achieve the Sustainable
Development Goals.

Every COVID-19 response plans, and every recovery package and budgeting of
resources, needs to address the gender impacts of this pandemic. This means: (1)
including women and women’s organizations in COVID-19 response planning and
decision-making; (2) transforming the inequities of unpaid care work into a new, inclusive
care economy that works for everyone; and (3) designing socio-economic plans with an
intentional focus on the lives and futures of women and girls.

UN Women has developed a rapid and targeted response to mitigate the impact of the
COVID-19 crisis on women and girls and to ensure that the long-term recovery benefits
them, focused on five priorities:
1. Gender-based violence, including domestic violence, is mitigated and reduced
2. Social protection and economic stimulus packages serve women and girls
3. People support and practice equal sharing of care work
4. Women and girls lead and participate in COVID-19 response planning and
decision-making
5. Data and coordination mechanisms include gender perspectives

The COVID-19 pandemic provides an opportunity for radical, positive action to redress
long-standing inequalities in multiple areas of women’s lives, and build a more just and
resilient world.

7.3. Facts and Figures regarding SDG5

Globally, 750 million women and girls were married before the age of 18 and at
least 200 million women and girls in 30 countries have undergone FGM.
The rates of girls between 15-19 who are subjected to FGM (female genital
mutilation) in the 30 countries where the practice is concentrated have dropped
from 1 in 2 girls in 2000 to 1 in 3 girls by 2017.
In 18 countries, husbands can legally prevent their wives from working; in 39
countries, daughters and sons do not have equal inheritance rights; and 49
countries lack laws protecting women from domestic violence.
One in five women and girls, including 19 per cent of women and girls aged 15 to
49, have experienced physical and/or sexual violence by an intimate partner within
the last 12 months. Yet, 49 countries have no laws that specifically protect women
from such violence.
While women have made important inroads into political office across the world,
their representation in national parliaments at 23.7 per cent is still far from parity.
In 46 countries, women now hold more than 30 per cent of seats in national
parliament in at least one chamber.
Only 52 per cent of women married or in a union freely make their own decisions
about sexual relations, contraceptive use and health care.
Globally, women are just 13 per cent of agricultural land holders.
Women in Northern Africa hold less than one in five paid jobs in the non-agricultural
sector. The proportion of women in paid employment outside the agriculture sector
has increased from 35 per cent in 1990 to 41 per cent in 2015.
More than 100 countries have taken action to track budget allocations for gender
equality.
In Southern Asia, a girl’s risk of marrying in childhood has dropped by over 40per
cent since 2000.
7.4. Goal 5 Targets
5.1 End all forms of discrimination against all women and girls
everywhere
5.2 Eliminate all forms of violence against all women and girls in the
public and private spheres, including trafficking and sexual and other
types of exploitation
5.3 Eliminate all harmful practices, such as child, early and forced
marriage and female genital mutilation
5.4 Recognize and value unpaid care and domestic work through the
provision of public services, infrastructure and social protection policies
and the promotion of shared responsibility within the household and
the family as nationally appropriate
5.5 Ensure women’s full and effective participation and equal
opportunities for leadership at all levels of decision making in political,
economic and public life
5.6 Ensure universal access to sexual and reproductive health and
reproductive rights as agreed in accordance with the Programme of
Action of the International Conference on Population and Development
and the Beijing Platform for Action and the outcome documents of their
review conferences
5.6.A Undertake reforms to give women equal rights to
economic resources, as well as access to ownership and control over
land and other forms of property, financial services, inheritance and
natural resources, in accordance with national laws
5.6.B Enhance the use of enabling technology, in particular
information and communications technology, to promote the
empowerment of women
5.6.C Adopt and strengthen sound policies and enforceable
legislation for the promotion of gender equality and the empowerment
of all women and girls at all levels
7.5. Pop Quiz! For SDG5
Check out POP Quiz in Moodle! ->

7.6. Other sources regarding SDG5

Source: Supplementary Video:

https://www.un.org/sustainabled UN Sustainable Development
Goals | Gender Equality (5) by
evelopment/gender-equality/
EarthAgain

GENDER EQUALITY: WHY IT

MATTERS SDG5 Infographic
Here’s topic eight.
 Topic 8: SDG6 CLEAN WATER AND SANITATION

Goal 6: Ensure access to water and sanitation for all

8.1. Introduction to SDG6: CLEAN WATER AND SANITATION
While substantial progress has been made in increasing access to clean drinking water
and sanitation, billions of people—mostly in rural areas—still lack these basic services.
Worldwide, one in three people do not have access to safe drinking water, two out of five
people do not have a basic hand-washing facility with soap and water, and more
than 673 million people still practice open defecation.

The COVID-19 pandemic has demonstrated the critical importance of sanitation, hygiene
and adequate access to clean water for preventing and containing diseases. Hand
hygiene saves lives. According to the World Health Organization, handwashing is one of
the most effective actions you can take to reduce the spread of pathogens and prevent
infections, including the COVID-19 virus. Yet billions of people still lack safe water
sanitation, and funding is inadequate
8.2. COVID-19 response for SDG6
Availability and access to water, sanitation and hygiene (WASH) services is fundamental
to fighting the virus and preserving the health and well-being of millions. COVID-19 will
not be stopped without access to safe water for people living in vulnerability, UN
experts said.

The impacts of COVID-19 could be considerably higher on the urban poor living in slums,
who don’t have access to clean water. UN-Habitat is working with partners to facilitate
access to running water and handwashing in informal settlements.

UNICEF is urgently appealing for funding and support to reach more girls and boys with
basic water, sanitation and hygiene facilities, especially those children who are cut off
from safe water because they live in remote areas, or in places where water is untreated
or polluted, or because they are without a home, living in a slum or on the street.

In response to the COVID-19 outbreak, the International Organization for Migration

(IOM) is adjusting its WASH services to prevent the spread of the disease. This includes
continued support to affected, at-risk, low-capacity and fragile countries to secure WASH
services and infection prevention control in health facilities.
8.3. Facts and Figures regarding SDG6

1 in 4 health care facilities lacks basic water services

3 in 10 people lack access to safely managed drinking water services and 6 in 10
people lack access to safely managed sanitation facilities.
At least 892 million people continue to practice open defecation.
Women and girls are responsible for water collection in 80 per cent of
households without access to water on premises.
 Between 1990 and 2015, the proportion of the global population using an improved
drinking water source has increased from 76 per cent to 90 per cent
Water scarcity affects more than 40 per cent of the global population and is
projected to rise. Over 1.7 billion people are currently living in river basins where
water use exceeds recharge.
2.4 billion people lack access to basic sanitation services, such as toilets or latrines
More than 80 per cent of wastewater resulting from human activities is discharged
into rivers or sea without any pollution removal
Each day, nearly 1,000 children die due to preventable water and sanitation-
related diarrheal diseases
Approximately 70 per cent of all water abstracted from rivers, lakes and aquifers is
used for irrigation
Floods and other water-related disasters account for 70 per cent of all deaths
related to natural disasters

8.4. Goal 6 Targets

6.1 By 2030, achieve universal and equitable access to safe

and affordable drinking water for all
6.2 By 2030, achieve access to adequate and equitable
sanitation and hygiene for all and end open defecation, paying
special attention to the needs of women and girls and those in
vulnerable situations
6.3 By 2030, improve water quality by reducing pollution,
eliminating dumping and minimizing release of hazardous
chemicals and materials, halving the proportion of untreated
wastewater and substantially increasing recycling and safe reuse
globally
6.4 By 2030, substantially increase water-use efficiency across
all sectors and ensure sustainable withdrawals and supply of
freshwater to address water scarcity and substantially reduce the
number of people suffering from water scarcity
6.5 By 2030, implement integrated water resources
management at all levels, including through transboundary
cooperation as appropriate
6.6 By 2020, protect and restore water-related ecosystems,
including mountains, forests, wetlands, rivers, aquifers and lakes
6.6A By 2030, expand international cooperation and
capacity-building support to developing countries in water- and
sanitation-related activities and programmes, including water
harvesting, desalination, water efficiency, wastewater treatment,
recycling and reuse technologies
6.6B Support and strengthen the participation of local
communities in improving water and sanitation management

8.5. Pop Quiz! For SDG6

Check out POP Quiz in Moodle! ->
8.6. Other sources regarding SDG6

Source:
https://www.un.org/sustainablede Supplementary Video:
velopment/water-and-sanitation/ UN Sustainable Development
https://academicimpact.un.org/co Goals | Clean Water and
ntent/unai-quiz-sdg-6-clean-
water-and-sanitation Sanitation (6) by EarthAgain

CLEAN WATER AND

SANITATION: WHY IT SDG6 Infographic
MATTERS

-end of courseware-

See assignments for this week.