Sustainable Development at Grass-roots

#SDGAction40428

Description

The partnership between Curtin University Sustainability Policy Institute (CUSPI) and the Government of Bangladesh represented by the Governance Innovation Unit (GIU) has been formalized by a Memorandum of Understanding (MoU) signed in August 2015. GIU monitors the performances of the other ministries through Annual Progress Agreement (APA) which is working on incorporating SDG indicators along with the existing key performance indicators. CUSPI in this partnership is aiming at providing technical support to GIU, providing training and education to the government officials from different ministries and departments.

Expected Impact

The primary methodology of the implementation of the SDGs in Bangladesh will be addressed by capacity building. The senior government officials will receive a two month course on "SDG Leadership". These officials upon return to the country will pursue sustainable development projects and other sustainability issues in their respective ministries. Curtin will also provide various levels of training and education to the mid level and junior government officials who work directly with people at the rural areas.

Capacity

The capacity building will take place through training and education in both Bangladesh and Australia. It will include sharing development experiences, case studies and site visits along with structured courses.

Governed

CUSPI has an Adjunct Senior Research Fellow based in Bangladesh to maintain the regular communication with the partners. CUSPI has appointed a University Associate who is dividing his time between Bangladesh and Australia to maintain liaison on both sides. The institute also has appointed a Program Coordinator based in the Curtin University campus in Australia who is regularly assisting the Director of CUSPI on the partnership issues.

Partners

Governance Innovation Unit (GIU), Prime Minister Office of Bangladesh, Ministry of Public Administration, Bangladesh Rural Development Board and Cutrin University Sustainability Policy Institute of Australia

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

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

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

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

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

Name	Description

Deliverables & Timeline

01 April, 2016

Conducting workshop in Bangladesh

Resources mobilized

Staff / Technical expertise

CUSPI has 3 academics who are entirely devoting their time to work on this partnership. However, the other staffs are providing supports and technical expertise.

Partnership Progress

No progress reports have been submitted. Please sign in and click here to submit one.

False

Feedback

This initiative does not yet fulfil the SMART criteria.

Timeline

01 January 1970 (start date)

01 January 1970 (date of completion)

Entity

Curtin University Sustainability Policy Institute

SDGs

Geographical coverage

Bangladesh

Website/More information

N/A

Countries