Sustainable Development Goal 2
Developing the introduction
Overall Aim of Sustainable Development Goal 2 – Zero Poverty
The overall aim of SDG 2 is to end hunger, achieve food security and improved nutrition, and promote sustainable agriculture. The aim is to ensure that everyone everywhere has enough good-quality food to lead a healthy life. Achieving this Goal will require better access to food and the widespread promotion of sustainable agriculture. This entails improving the productivity and incomes of small-scale farmers by promoting equal access to land, technology and markets, sustainable food production systems, and resilient agricultural practices. It also requires increased investments through international cooperation to bolster the productive capacity of agriculture in developing countries.
The UN has defined 8 Targets and 13 Indicators for SDG 2. The targets are:
Target 2.1: Universal access to safe and nutritious food
Target 2.2: End all forms of malnutrition
Target 2.3: Double the productivity and incomes of small-scale food producers
Target 2.4: Sustainable food production and resilient agricultural practices
Target 2.5: Maintain the genetic diversity in food production
Target 2.A: Invest in rural infrastructure, agricultural research, technology and gene banks
Target 2.B: Prevent agricultural trade restrictions, market distortions and export subsidies
Target 2.C: Ensure stable food commodity markets and timely access to information
The three “means of achieving” targets include: addressing trade restrictions and distortions in world agricultural markets and food commodity markets and their derivatives. Four of the targets are to be achieved by the year 2030, one by the year 2020, and three have no target years. To achieve progress towards SDG 2 the world needs to build political will and country ownership. It also needs to improve the narrative around nutrition to make sure that it is well understood by political leaders and address gender inequality, geographic inequality, and absolute poverty.
Why is it important for educational community?
The SDGs are designed to bring people together to improve life around the world. Created by the United Nations, they are a set of common goals to help us overcome different global challenges. They seek to harmonize three core components for the future: economic growth, social inclusion, and environmental protection.
SDGs have a huge part to play in today’s classrooms. As a blueprint for making the world a better place, these goals can help engage students and inform lesson plans. The SDGs break down each goal into a set of achievable sub-targets. Educators can use these sub-targets to show their students the ways in which they can make an impact on improving the world that they live in.
Students will get a greater knowledge of challenges faced not only in their own lives but also in the lives of others all around the world. These SDGs highlight the structures behind our society – economic, legal, and political – and their complexities. They shed light on difficulties that students may not be aware of or even take for granted. A great benefit of learning about the SDGs is that it opens students’ minds to different communities and experiences outside of their own. In turn, this breeds empathy in the classroom.
Key dimensions of Sustainable Development 2 Zero Poverty
The interplay between Sustainable Development Goal 2 Zero Poverty and the acquisition of 21st century skills
Educators and workforce experts, often warn that our children need improved 21st-century skills. Without these skills, they will not be able to successfully participate in the global economy.
They won’t be adequately prepared for college and work. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first-century skills have been identified by UNESCO, OECD, and others as competencies required for a sustainable future of the knowledge society. The aim is to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT).
Although the incorporation of 21st-century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching-learning process can be personalized.
