{"id":6860,"date":"2017-01-24T07:42:40","date_gmt":"2017-01-24T07:42:40","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=6860"},"modified":"2017-01-24T07:42:40","modified_gmt":"2017-01-24T07:42:40","slug":"indicators-for-the-sustainable-development-goals","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2017\/01\/24\/indicators-for-the-sustainable-development-goals\/","title":{"rendered":"Indicators for the Sustainable Development Goals"},"content":{"rendered":"<p>Indicators have been <a href=\"http:\/\/indicators.report\">proposed<\/a> for the Sustainable Development Goals from the UN's Sustainable Development Solutions Network:<\/p>\n<blockquote><p><em>Indicators and a Monitoring Framework for Sustainable Development Goals: Launching a data revolution for the SDGs<\/em><\/p><\/blockquote>\n<p>Such indicators are, of course, vital if we are to have a handle on success and progress. \u00a0\u00a0There is much of interest in here and the whole thing is an informative read \u2013 clearly and obviously the product of much careful thought.<\/p>\n<p>I read the Education section [4] with particular interest and the indicators suggested are mostly sensible as far as they go. \u00a0For example,<\/p>\n<ul>\n<li>Primary completion rates for girls and boys<\/li>\n<li>Percentage of children (36-59 months) receiving at least one year of a quality pre-primary education program<\/li>\n<li>Percentage of children under 5 experiencing responsive, stimulating parenting in safe environments<\/li>\n<li>Tertiary enrollment rates for women and men<\/li>\n<li>etc.<\/li>\n<\/ul>\n<p>But when it comes to sub-goal 4.7 which you'll remember is:<\/p>\n<blockquote><p>\"by 2030 ensure all learners acquire 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\u2019s contribution to sustainable development\"<\/p><\/blockquote>\n<p>... you find this as the draft indicator:<\/p>\n<blockquote><p>4.1. [Percentage of girls and boys who acquire skills and values needed for global citizenship and sustainable development (national benchmarks to be developed) by the end of lower secondary] \u2013 to be developed<\/p><\/blockquote>\n<p><em>To be developed<\/em>, indeed. \u00a0Indicators are usually said to have to be SMART:<\/p>\n<blockquote><p><em>Specific<\/em> \u2013 target a specific area for improvement.<br \/>\n<em>Measurable<\/em> \u2013 quantify or at least suggest an indicator of progress.<br \/>\n<em>Assignable<\/em> \u2013 specify who will do it.<br \/>\n<em>Realistic<\/em> \u2013 state what results can realistically be achieved, given available resources.<br \/>\n<em>Time-related<\/em> \u2013 specify when the result(s) can be achieved.<\/p><\/blockquote>\n<p>But how SMART is <em>Percentage of girls and boys who acquire skills and values needed for global citizenship and sustainable development (national benchmarks to be developed) by the end of lower secondary<\/em>?<\/p>\n<p>There are two problems here. \u00a0One is to identify the\u00a0skills and values needed for global citizenship and sustainable development; the other is to measure their acquisition (by age 16). \u00a0The first needs conceptual coherence which I fear is lacking (though attempts will be made). \u00a0The second needs a mechanism which is wholly lacking. \u00a0You might think<em> if only there were a secondary subject (compulsory of course) called global citizenship and sustainable development<\/em>. \u00a0Only in your dreams, and my nightmares.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Indicators have been proposed for the Sustainable Development Goals from the UN's Sustainable Development Solutions Network: Indicators and a Monitoring Framework for Sustainable Development Goals: Launching a data revolution for the SDGs Such indicators are, of course, vital if we...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2,4],"tags":[],"class_list":["post-6860","post","type-post","status-publish","format-standard","hentry","category-comment","category-news-and-updates"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/6860","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=6860"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/6860\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=6860"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=6860"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=6860"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}