Implementation of the Ocean Observation System in Conservation Units on Oceanic Islands
Ministry of Science, Technology and Innovation (MCTI) and Ministry of Defense - Brazilian Navy - Secretariat of the Interministerial Commission for Sea Resources (SeCIRM) - Brazil
(
Government
)
#OceanAction59128
Description
This voluntary commitment aims to integrate the Ocean Observation and Monitoring
Systems related to the Global Ocean Observing System (GOOS) Brazil, which
supports a research network for the execution of actions linked to the observation
system.
The commitment contributes to the objectives of the United Nations Decade of Ocean
Science for Sustainable Development (2021-2030), aligning with the vision of a clean,
healthy, productive, resilient, predictable, safe, accessible and valued ocean.
It focuses on the challenges of the Decade: Through the collaboration of various
stakeholders, develop a comprehensive digital representation of the oceans, including
a dynamic, open-access map that allows exploring, discovering and visualizing ocean
conditions in the past, present and future, in a way that can be relevant to all
stakeholders; as well as ensuring the development of global skills and equitable access
to data, information, knowledge and technology regarding all aspects of ocean science
and for all stakeholders.
awareness, capacity building and fostering scientific understanding of the role of the
ocean in sustainable development.
Objectives:
•
The expansion of ocean observation systems to remote areas of the National
Territory, i.e., the Oceanic Islands, as platforms for monitoring climate variables.
Implementation methodologies:
•
•
•
Collaborative strategy development between MCTI and MD, include SeCIRM
and INPO;
Mobilization of national and international partners;
Engagement in forums and events to foster knowledge exchange.
MD/SeCIRM: Ministry of Defense – Brazilian Navy (Secretariat of the Interministerial
Commission for Marine Resources);
MMA: Ministry of Environment and Climate Change
MCTI/INPO: National Institute of Oceanic Research
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
SDG 14 targets covered
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Ocean Basins
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Contact Information
Leandro, Director, Thematic Programmes