International Environmental Education Program on Micro-plastics
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Scientific community
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#OceanAction41360
Description
1. The results of MP fieldworks by the students worldwide will illuminate the global environmental problem for all mankind on our planet.
2. Scientifically simple fieldwork procedures for MP extraction and picture analysis tools (i.e. Smartphone app.) will be provided as one package with free and multi-lingual version.
3. Each result will be collected in our website and visualized as a global MP distribution map. Those MP surveys and their results will expand spatiotemporally, and become a powerful tool for students to understand global environmental problems. The MP survey results will also be utilized as a fundamental dataset for the scientists to investigate the origin of plastic debris and its transportation.
4. Domestic and international students, meeting on the MP investigations will be organized. This will contribute to fostering capable future scientists and to the improvement of ocean literacy.
5. The planning and implementation of this program will be conducted mainly by the Hachinohe Institute of Technology (and the City of Hachinohe), the School of Marine Science and Technology, Tokai University (and the City of Shizuoka) and JAMSTEC, as the core organizations. This program could be expanded internationally, in particular in Asia region (Taiwan, Province of China, and South Korea, etc.) and in European countries, as well as among the private sector groups and NGOs, which are interested in the environmental protection.
School of Marine Science and Technology, Tokai University (Japan) (Academic Institution)
Special Education Center, Tokai University (Japan) (Academic Institution)
Fisheries Science Museum of Hachinohe City Marient (Japan) (Academic Institution)
Board of Education of Hachinohe City (Japan) (Government)
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 12
Ensure sustainable consumption and production patterns
12.1
Implement the 10-Year Framework of Programmes on Sustainable Consumption and Production Patterns, all countries taking action, with developed countries taking the lead, taking into account the development and capabilities of developing countries
12.1.1
Number of countries developing, adopting or implementing policy instruments aimed at supporting the shift to sustainable consumption and production
12.2
By 2030, achieve the sustainable management and efficient use of natural resources
12.2.1
Material footprint, material footprint per capita, and material footprint per GDP
12.2.2
Domestic material consumption, domestic material consumption per capita, and domestic material consumption per GDP
12.3
By 2030, halve per capita global food waste at the retail and consumer levels and reduce food losses along production and supply chains, including post-harvest losses
12.3.1
(a) Food loss index and (b) food waste index
12.4
By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment
12.4.1
12.4.2
(a) Hazardous waste generated per capita; and (b) proportion of hazardous waste treated, by type of treatment
12.5
By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse
12.5.1
National recycling rate, tons of material recycled
12.6
Encourage companies, especially large and transnational companies, to adopt sustainable practices and to integrate sustainability information into their reporting cycle
12.6.1
12.7
Promote public procurement practices that are sustainable, in accordance with national policies and priorities
12.7.1
Number of countries implementing sustainable public procurement policies and action plans
12.8
By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature
12.8.1
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
12.a
Support developing countries to strengthen their scientific and technological capacity to move towards more sustainable patterns of consumption and production
12.a.1
Installed renewable energy-generating capacity in developing and developed countries (in watts per capita)
12.b
Develop and implement tools to monitor sustainable development impacts for sustainable tourism that creates jobs and promotes local culture and products
12.b.1
Implementation of standard accounting tools to monitor the economic and environmental aspects of tourism sustainability
12.c
Rationalize inefficient fossil-fuel subsidies that encourage wasteful consumption by removing market distortions, in accordance with national circumstances, including by restructuring taxation and phasing out those harmful subsidies, where they exist, to reflect their environmental impacts, taking fully into account the specific needs and conditions of developing countries and minimizing the possible adverse impacts on their development in a manner that protects the poor and the affected communities
12.c.1
Amount of fossil-fuel subsidies (production and consumption) per unit of GDP
Goal 14
Conserve and sustainably use the oceans, seas and marine resources for sustainable development
14.1
By 2025, prevent and significantly reduce marine pollution of all kinds, in particular from land-based activities, including marine debris and nutrient pollution
14.1.1
(a) Index of coastal eutrophication; and (b) plastic debris density
14.2
By 2020, sustainably manage and protect marine and coastal ecosystems to avoid significant adverse impacts, including by strengthening their resilience, and take action for their restoration in order to achieve healthy and productive oceans
14.2.1
Number of countries using ecosystem-based approaches to managing marine areas
14.3
Minimize and address the impacts of ocean acidification, including through enhanced scientific cooperation at all levels
14.3.1
14.4
By 2020, effectively regulate harvesting and end overfishing, illegal, unreported and unregulated fishing and destructive fishing practices and implement science-based management plans, in order to restore fish stocks in the shortest time feasible, at least to levels that can produce maximum sustainable yield as determined by their biological characteristics
14.4.1
14.5
By 2020, conserve at least 10 per cent of coastal and marine areas, consistent with national and international law and based on the best available scientific information
14.5.1
14.6
By 2020, prohibit certain forms of fisheries subsidies which contribute to overcapacity and overfishing, eliminate subsidies that contribute to illegal, unreported and unregulated fishing and refrain from introducing new such subsidies, recognizing that appropriate and effective special and differential treatment for developing and least developed countries should be an integral part of the World Trade Organization fisheries subsidies negotiation
14.6.1
Degree of implementation of international instruments aiming to combat illegal, unreported and unregulated fishing
14.7
By 2030, increase the economic benefits to Small Island developing States and least developed countries from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture and tourism
14.7.1
Sustainable fisheries as a proportion of GDP in small island developing States, least developed countries and all countries
14.a
Increase scientific knowledge, develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing States and least developed countries
14.a.1
14.b
Provide access for small-scale artisanal fishers to marine resources and markets
14.b.1
Degree of application of a legal/regulatory/policy/institutional framework which recognizes and protects access rights for small‐scale fisheries
14.c
Enhance the conservation and sustainable use of oceans and their resources by implementing international law as reflected in United Nations Convention on the Law of the Sea, which provides the legal framework for the conservation and sustainable use of oceans and their resources, as recalled in paragraph 158 of "The future we want"
14.c.1
Number of countries making progress in ratifying, accepting and implementing through legal, policy and institutional frameworks, ocean-related instruments that implement international law, as reflected in the United Nations Convention on the Law of the Sea, for the conservation and sustainable use of the oceans and their resources
SDG 14 targets covered
| Name | Description |
|---|---|
| 14.1 | By 2025, prevent and significantly reduce marine pollution of all kinds, in particular from land-based activities, including marine debris and nutrient pollution |
| 14.a | Increase scientific knowledge, develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing States and least developed countries |
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Contact Information
Tsuyoshi Sugiura, Deputy Manager of International Affairs Division, JAMSTEC