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"This book presents a knowledge hub for successful implementation ideas in relation to the UN Sustainable Development Goals. Through expert review of successful case studies, readers can draw lessons from the actions that work to positively address target goals. The 2030 Agenda for Sustainable Development identifies 17 Sustainable Development Goals ("SDGs") and 169 targets designed to catalyze action in critical areas of importance to humanity and the planet. The effort to implement the SDGs, however, demands a sense of urgency in the face of environmental degradation (including climate change), emerging conflicts and growing inequality. Now in the fifth year since the launch of the 2030 Agenda, this book takes stock of how far the world has come and how we can position ourselves to achieve the global targets. This publication provides a fresh look at implementation through the review and examination of various case studies from across the world; highlighting impactful and creative actions that go beyond the business as usual development efforts. The volume reinforces this analysis with expert recommendations on how to support implementation efforts and achieve the SDGs through both international and national strategies and the involvement of both the public and private sectors. The result is an indispensable textual tool for policy makers, academia, IGOs and NGOs, as well as the public, as we march towards the 2030 deadline"--

Sustainable Development Goal (SDG) 8 calls upon the international community to "[p]romote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all". This chapter assesses the progress made towards each of the targets of SDG 8, by presenting recent trends in the corresponding indicators. Attaining SDG 8 will require far increased efforts, given how far current trends are from the targets envisaged under this goal.

Achieving sustainable development has been hampered by trade-offs in favour of economic growth over social well-being and ecological viability, which may also affect the sustainable development goals (SDGs) adopted by the member states of the United Nations. In contrast, the concept of inclusive development emphasizes the social, ecological and political dimensions of development. In this context, this paper addresses the question: What does inclusive development mean and to what extent is it taken into account in the framing of the SDGs? It presents inclusive development as having three key dimensions (social, ecological, and relational inclusiveness) with five principles each. This is applied to the 17 SDGs and their targets. The paper concludes that while the text on the SDGs fares quite well on social inclusiveness, it fares less well in respect to ecological and relational inclusiveness. This implies that there is a risk that implementation processes also focus more on social inclusiveness rather than on ecological and relational inclusiveness. Moreover, in order to de facto achieve social inclusiveness in the Anthropocene, it is critical that the latter two are given equal weight in the actual implementation process.

Front Cover -- Higher Education for Sustainable Development Goals -- Contents -- Preface -- List of Figures -- List of Tables -- List of Contributors -- List of Abbreviations -- 1 Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability -- Abstract -- 1.1 Mind the Gap Between Pedagogy and Teaching Methods -- 1.2 Learning as a Climbing Adventure -- 1.2.1 Disjuncture and The Need for Pedagogic Resonance -- 1.2.2 Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning -- 1.3 Mapping the Conceptual Terrain -- 1.3.1 Threshold Concepts and Changes in Understanding -- 1.3.2 Knowledge Integrations at The Threshold Concepts -- 1.4 Charting the EfS Knowledge Mountains -- 1.5 Implications for Mountain Guides and Adventurers -- 1.6 Acknowlegdements -- References -- 2 Universities - Players in the Race for Sustainable Development -- Abstract -- 2.1 Introduction -- 2.2 The Academic Revolutions and Multiple Functions of Universities -- 2.3 Moving the SDG 2030 Agenda Forward Through Higher Education -- 2.4 Responsible Management Education and Sustainable Development -- 2.4.1 Sustainable Development Through Curricula: Some Examples -- 2.4.2 Sustainable Development Through Green Campus Activities: Some Examples -- 2.4.3 Sustainable Development Through Other Initiatives of Universities -- 2.5 Conclusion -- References -- 3 Sustainability in Portuguese Higher Education Institutions -- Abstract -- 3.1 Introduction -- 3.2 Higher Education Institutions and Sustainability -- 3.3 Sustainability and HEIs in Portugal -- 3.4 Portuguese HEIs in Sustainability Rankings -- 3.4.1 Sustainability Tracking, Assessment and Rating System -- 3.4.2 Times Higher Education Impact Rankings -- 3.4.3 GreenMetric World Universities Rankings -- 3.5 The Sustainability Report: the Cases of Four Portuguese HEIs.

Introduction -- Varieties of Knowledge Society and the SDGs -- Lifelong Learning and the SDGs -- China's Economic Embrace of Africa in Comparative Perspective -- The AU's African Governance Architecture and SDG 16: A critical analysis of intersections -- African Mining and the SDGs: From Vision to Reality? -- Minding the Gap? The Media and the Realization of the SDGs in Kenya -- The SDGs and Human In/Security in Africa: A Ghanaian Example -- SDG 17 and Ghana's Development Agenda -- Research Data Management as a Strategic Imperative for SDGs Scientific Evidence -- Prioritising Health Systems to Achieve SDGs in Africa: A Review of Scientific Evidence -- Prioritising Women's Mental Health for the Achievement of the SDGs in Africa -- Talent Management in South Africa: Women's Experiences in Multinational Organisations -- Securing Inclusive Growth: Mentorship, Youth Employment and Employment Creation in Kenya -- The Challenge of Decent Work in Africa -- Upscaling Agriculture and Food Security in Africa in Pursuit of SDG 1, 2 & 8: What Role Does China Play?

In diesem Beitrag wird die Repräsentativität der deutschen Biosphärenreservate diskutiert. Die Nachhaltigkeitsziele der Vereinten Nationen dienen dafür als theoriegeleiteter Analyserahmen. Deutschland erreicht derzeit einen Anteil von rund 16 Prozent der Landfläche, die unter striktem Naturschutz stehen. Es stellt sich somit kein Mengenproblem, vielmehr steht die Frage der Anzahl, räumlichen Verteilung und inhaltlichen Qualität von Schutzgebieten im Vordergrund - hier der Biosphärenreservate. In bisherigen Arbeiten wurde ausschließlich die naturräumliche Repräsentativität der Biosphärenreservate in Deutschland beleuchtet. Das ist für die Bedeutung dieser Gebiete, die dem Paradigma der nachhaltigen Entwicklung explizit verpflichtet sind, nicht ausreichend. Deshalb zielt der Beitrag darauf ab, raumstrukturelle und sozioökonomische Defizite im Netz der deutschen Biosphärenreservate aufzudecken. Dazu werden zu ausgewählten Nachhaltigkeitszielen aussagekräftige Parameter analysiert und in Form thematischer Karten präsentiert. Weiter wird untersucht, ob und inwieweit die existierenden Biosphärenreservate in der Lage sind, als Modellregionen für nachhaltige Entwicklung ihrer gewünschten Vorbildfunktion für den Rest der Welt nachzukommen.