A policy brief by Arunima Malik, Guillaume Lafortune, Sarah Carter, Mengyu Li, Manfred Lenzen on behalf of Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH

SDSN USA is pleased to share their newest project in conjunction with the National Center for Faith Based Initiatives and Howard University: Never More Urgent: A Preliminary Review of How the U.S. is Leaving Black, Hispanic and Indigenous Communities Behind. This report examines how well the United States, and US states in particular, serve communities of color by using the United Nations’ Sustainable Development Goals (SDGs) as a tool for evaluating performance. In doing so we affirm the potential of these communities as a driver for sustainable development, through the specific contributions that they can make throughout society. Using the SDGs, the report evaluates gaps in how well Black, Hispanic and Indigenous communities are served compared with how well white communities are served. We used disaggregated data from 37 topics across ten Goals to find the biggest disparities, and found they were spread across five main areas: Justice, Food and Housing Security, Education, Economic Security, and Health. These indicators and others will contribute to a forthcoming racially disaggregated data dashboard depicting how well the US delivers the SDGs to these communities. This report has been produced at the request of the National Center for Faith Based Initiatives (NCFBI) via a collaboration between researchers from SDSN USA (Alainna Lynch and Caroline Fox), and Howard University (Dr. Helen Bond and Dr. Clarence Lusane) with Earl Hamilton (NCFBI). Read the full report here.

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The 2020 Networks in Action report features the innovative solutions and partnerships being led by the SDSN’s networks. This edition highlights the flagship initiatives and global collaboration from our 37 national and regional networks and 5 thematic networks, and includes a special introduction on how the SDSN networks are working together to respond to the COVID-19 pandemic and achieve the SDGs.

Universities and other higher education institutions have a critical role in helping society achieve the Sustainable Development Goals (SDGs) through their research, learning and teaching, campus operations and leadership. One of the most important ways they can contribute to this is to support students and other learners within their sphere to develop the necessary knowledge, skills and mindsets to contribute to solving the complex sustainable development challenges our world faces. Accelerating Education for the SDGs in Universities is a new guide from the Sustainable Development Solutions Network (SDSN) that aims to help universities, colleges, and tertiary and higher education institutions implement and mainstream this “Education for the SDGs” within their institutions. The guide was prepared in collaboration with the SDSN Regional Network for Australia, New Zealand & Pacific, the Technical University of Madrid (Universidad Politécnica de Madrid), and Monash University, and includes contributions from dozens of universities and higher education institutions around the world. It updates and expands on the Education section of the widely referenced 2017 publication, Getting Started with the SDGs in Universities. The need to greatly expand society’s capacity to solve complex challenges has never been more important or more urgent, with just ten years remaining to the 2030 deadline of achieving the SDGs, the growing understanding of the urgency of addressing climate change, and now the added challenges of managing the COVID-19 pandemic and its fallout. This need is strongly recognized in SDG 4.7, which calls for ensuring that “all learners acquire the knowledge and skills needed to promote sustainable development…” As the providers of general, professional, and lifelong education to hundreds of millions of learners around the world, universities have a unique and critical role in meeting this need. Universities have been providing some aspects of Education for the SDGs to some of their students through their traditional learning and teaching activities. However, there is a need to both scale up existing activities, as well as implement and mainstream new types of transformative learning activities, which employ interdisciplinarity, action-based learning, and multi-actor involvement, and which go beyond usual operations. Mainstreaming Education for the SDGs can be difficult within existing university structures, and deeper transformations in how universities operate will be needed to ensure this happens fast enough and deep enough. This guide aims to inspire universities to take action and support them through this process, regardless of their context, capacity or starting point. It does this by offering practical approaches and guidance, including the case for action, the different ways Education for the SDGs can be implemented in a university, the outline of a strategic implementation process, the roles of different stakeholders, how to overcome common barriers, and in-depth analysis of transformative examples. The guide is accompanied by a website, blogs.upm.es/education4sdg , with almost 50 examples of how universities around the world are already accelerating their implementation of Education for the SDGs.

Who is the typical SDG Academy learner? How do we create our content? How has COVID-19 impacted course enrollments? How can you get involved? Discover this and more in the SDG Academy 2020 Annual Report!

As biodiversity loss and ecosystem degradation continue largely unabated, it is becoming critical to strengthen nature-based solutions in national climate strategies, including Nationally Determined Contributions (NDCs) and Long-Term Low-Emission Development Strategies (LT-LEDS) under the UN Framework Convention on Climate Change (UNFCCC). With the upcoming COP15 of the UN Convention on Biodiversity and the COP26 of the UNFCCC, interest in nature-based solutions and their operationalization as part of national climate strategies is growing. Spatial data is necessary to identify priority areas for conservation and restoration that underpin nature-based solutions. In this working paper we determine to what extent governments incorporate maps and other spatial information in their climate strategies. We find that out of 196 NDCs a mere 4% include a map and only one NDC contains actionable maps but these do not focus on nature-based solutions. Similarly, there are few references to spatial planning in NDCs.

Five years after adoption of the 2030 Agenda, there is a general lack of progress in reaching its Sustainable Development Goals—be it on national, regional, or global scales. Scientists attribute this above all to insufficient understanding and addressing of interactions between goals and targets. This study aims to contribute to the methodological conceptualization of the 2030 Agenda’s implementation at the national level. To this end, taking the case of Switzerland, the authors tested and enhanced existing approaches for assessing interactions among the 2030 Agenda’s targets and for analysing the systemic relevance of priority targets. Building on their insights, the article concludes with an eight-step proposal for creating knowledge to support national 2030 Agendas.

Most indicator-based assessments of progress on the Sustainable Development Goals (SDGs) focus on identifying priorities for implementation. However, once priorities are established, policymakers are called to implement them in an integrated way which requires progress not just on a Goal’s targets (siloed approach) but also progress in interrelated policy areas. To assess baselines for integrated implementation, this article introduces a new family of SDG index based on a Goal’s targets and first-order interrelations with other goals that divides targets linked to the prioritized or focal SDG into pressure, impact, and response components. Focusing on an application to SDG14, the conservation and sustainable use of marine resources, an important priority for many small island developing states, the article develops an integrated SDG14 (I-SDG14) index based on an international study of SDG14 interlinkages with indicators selected from SDSN’s global indicator set for all island states with sufficient data avail