Ph.D. & Master of Sciences on the Sustainable Development Goals
Description
Originally proposed in the fall of 2015, the PMSDG has made substantial progress to date. That can be synthesized in the following steps: 1. Review and updating the new undergraduate program; 2. Defining the Ph.D. & Master program within the Sustainability framework of Sana’a University; 3. Defining the PMSDG structure and its Executive Program design; 4. Defining the PMSDG internal governance and coordination structure (Scientific Director, Ph.D. Coordinator, Master Coordinator, Strategic Advisory Board, Steering Committee) and drafting of the team project; 5. Defining the target of international students, from both developed and developing countries, and of the admission requirements; 6. Approval of the PMSDG project by the competent internal bodies of Sana’a University; 7. Defining the communication strategy and starting promotion activities: PhDMasterWebsite, SUWebsite, Workshops and seminars, Social networks, Creation of a space ‘SD Café dedicated to discuss the achievement of data deliverables related to SDGs; 8. Defining the budget plan, including fees; 9. Identifying a world-scale partnership and starting the activities for PMSDG implementation: World Bank Group Connect, Climate, Golden Network for Sustainability, UNESCO, UNEP, UNESCO, GIZ, JICA, Planetearth Forum, Yemen’s Ministry of Foreign Affairs, Yemen’s Ministry of Higher Education & Scientific Research; 10. Defining the main sponsors, and start of funding by some of them.
The main PMSDG benefits will be: 1. High education on Sustainable Development Goals; 2. Contribution to shape and disseminate a new, innovative, and integrated culture to address the joint environmental, technological and social challenges to sustainable development; 3. Knowledge and Technology Transfer to the following ends: - People: end poverty and hunger, in all their forms and dimensions; - Planet: protect the planet from degradation and to promote the sustainable management of natural resources and taking urgent action on climate change in the perspective to support the needs of the present and future generations; - Prosperity: ensure good level of prosperity at all human beings, and economic, social and technological progress occurs in harmony with nature; - Peace: strengthen peace around the world and guarantee peaceful, just and inclusive societies which are free from fear and violence; - Partnership: implement the Global Partnership for Sustainable Development, based on a spirit of strengthened global solidarity.
In the future we aim to accomplish the following steps towards a full implementation of the PMSDG: 1. Completing promotion activities; 2. Selection of students; 3. Hiring faculty staff; 4. Finalizing agreements with Partners; 5. Completing the fund raising; 6. Full implementation of the web portal and the SD Cafè; 7. Involving new Stakeholders within the Sustainability framework of Sana’a University; 8. Developing joint Ph.D. & Master activities with other universities; 9. Dissemination activities.The PMSDG is a problem-solving-oriented, creative, innovative, learning by doing Ph.D. & Master aimed to graduate students from around the world, in the acquisition of knowledge and competencies on managing sustainable development in a dynamic milieu.
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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Deliverables & Timeline
Resources mobilized
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Contact Information
Khalid A. Al-Thour, Professor of Earth Sciences & Environment