Chinese Youth Sustainable Development Goals Learning Research and Practice Action Water Resources Protection Special Action
“Cornerstone Project” Youth Science and Technology Innovation Education Base
(
Non-governmental organization (NGO)
)
#SDGAction50495
Description
Chinese Youth Sustainable Development Goals Learning Research and Practice Action Water Resources Protection Special Action originated from the SDG-themed project-based learning camp (#SDGAction43872) in 2018. Since 2020, Beijing Zhongjiao Rui Learning Data Technology Research Institute has expanded the camp into a comprehensive program that includes SDG popular science courses, SDG training camps, and support for youth SDG-themed public welfare activities. This program is dedicated to promoting SDG knowledge among Chinese youth through learning, research, and practical activities. Through the training camps, public welfare practices, and other means, Chinese youth are encouraged to participate in practical actions towards achieving the SDGs.
By promoting SDG awareness and engagement among Chinese youth, this program aims to cultivate a new generation of global citizens who are knowledgeable about sustainable development and motivated to take action. Through a combination of online and offline activities, such as lectures, workshops, field trips, and community service projects, the program provides young people with opportunities to learn about the SDGs and explore ways to contribute to their achievement.
The program also emphasizes the importance of collaboration and cross-sectoral partnerships in achieving the SDGs. By working with government agencies, NGOs, academia, and businesses, the program seeks to build a broad-based network of stakeholders who share a common vision of sustainable development.
Overall, China Youth SDGs Learn Research and Practice Action through this program not only help to raise awareness and understanding of the SDGs, but also empower young people to become active agents of change in creating a sustainable future.
China Youth SDGs Learn Research and Practice Action consists of three main activities, namely study, research and practice. The learning activities related to SDG knowledge mainly include the SDG open class for primary and middle school students and the SDG competition for college students. The open class is conducted by relevant experts in the field of sustainable development from partner universities Professor, the competition is organized by China Education Ruixue Data Science and Technology Research Institute, and each partner university will carry out specific cooperation and publicity. The research activity part is mainly composed of the youth sustainable development theme goal training camp. The practical part organizes young people of all ages to carry out social practice and public welfare activities on topics related to the sustainable development goals. consists of three main activities, namely study, research and practice. The learning activities related to SDG knowledge mainly include the SDG open class for primary and middle school students and the SDG competition for college students. The open class is conducted by relevant experts in the field of sustainable development from partner universities Professor, the competition is organized by China Education Ruixue Data Science and Technology Research Institute, and each partner university will carry out specific cooperation and publicity. The research activity part is mainly composed of the youth sustainable development theme goal training camp. The practical part organizes young people of all ages to carry out social practice and public welfare activities on topics related to the sustainable development goals.
Minzu University of China, Beijing Institute of Technology, Renmin University of China, Shanghai Jiaotong University, Xiamen University, Innovation and Development Working Committee of China Association of Science and Technology Entrepreneurs, Beijing LVDE Education Consulting Co., Ltd., China Primary and Secondary School Sustainable Development Goals Capacity Building Alliance
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
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
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
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
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.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
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 6
Ensure availability and sustainable management of water and sanitation for all
6.1
By 2030, achieve universal and equitable access to safe and affordable drinking water for all
6.1.1
Proportion of population using safely managed drinking water services
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
6.2.1
Proportion of population using (a) safely managed sanitation services and (b) a hand-washing facility with soap and water
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
6.3.1
Proportion of domestic and industrial wastewater flows safely treated
6.3.2
Proportion of bodies of water with good ambient water quality
6.4
6.4.1
Change in water-use efficiency over time
6.4.2
Level of water stress: freshwater withdrawal as a proportion of available freshwater resources
6.5
By 2030, implement integrated water resources management at all levels, including through transboundary cooperation as appropriate
6.5.1
Degree of integrated water resources management
6.5.2
Proportion of transboundary basin area with an operational arrangement for water cooperation
6.6
6.6.1
Change in the extent of water-related ecosystems over time
6.a
6.a.1
Amount of water- and sanitation-related official development assistance that is part of a government-coordinated spending plan
6.b
Support and strengthen the participation of local communities in improving water and sanitation management
6.b.1
Proportion of local administrative units with established and operational policies and procedures for participation of local communities in water and sanitation management
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
Feedback
Action Network
Share
Timeline
Entity
Region
- Asia and Pacific
Other beneficiaries
Chinese youth, teachers and schools
More information
Countries
Contact Information
Chuning, Director
There are currently no comments. Please log in to comment.