RCE Greater Dhaka - 2021
Location
Bangladesh
See map: Google Maps
BD
Students Engagements in Sustainability Activities
Region:
Asia-Pacific
Country:
Bangladesh
Location(s):
Dhaka and all Districts of Bangladesh
Address of focal point institution for project:
4 Embankment Drive Road, Uttara Model Town
Uttara Model Town
Uttara Model Town
Ecosystem(s):
Target Audience:
Socioeconomic and environmental characteristics of the area :
The socioeconomic condition is very unequal, a huge gap between rich and poor, urban and rural. Religiously ignorant and conservative and many are deprived of education. During the pandemic situation, many people have lost their jobs and livelihoods. The COVID-19 pandemic impacted Bangladesh profoundly. In addition to the impact on health, GDP growth decelerated, and poverty increased. The pandemic may also have long-term economic implications as a result of reduced female labor force participation, learning losses, and heightened financial sector vulnerabilities. Bangladesh has a good record of implementing SDGs but this progress has seriously been affected due to the pandemic situation. The education sector, mostly the rising private education has been affected badly and resulted in huge unemployment, early marriages, and social crimes.
Description of sustainable development challenge(s) in the area the project addresses:
To overcome the sustainable development challenges only skilled human resources can help in this highly populated Bangladesh as the other natural resources are very limited. Since there are very limited natural resources are available here human resources are only the capital mainly the workforce for textile and apparel industries and for exporting overseas workforce. So, the country immediately needs ESD-skilled human resource development. The Undergraduate students and youths are the immediately available resources which we need to develop by engaging them in sustainability practices.
Status:
Ongoing
Period:
January, 2018
Rationale:
We were running ESD courses since 2013 and continuing mandatory for all to fulfil the Whole Institute Approach. Now we emphasized Students engagement in ESD activities by involving themselves in different projects in IUBAT Green Campus, also in the surrounding institutes and throughout the country.
Objectives:
1. To extend ESD to the students and youths in higher education, TVET, and ToT to make them skilled to become immediate human resources and workforce.
2. Spreading ESD throughout the country among the general people
3. To become a skill for resource management to attain sustainability
2. Spreading ESD throughout the country among the general people
3. To become a skill for resource management to attain sustainability
Activities and/or practices employed:
Students' engagement in Campus sustainability
Students' engagement in the Community with ESD practices
Students' engagement in the Secondary and Higher Secondary Schools and Colleges with ESD practices
Students' engagement in the TVET and Teachers Training Institutions and Colleges with ESD practices
Students' engagement in the Community with ESD practices
Students' engagement in the Secondary and Higher Secondary Schools and Colleges with ESD practices
Students' engagement in the TVET and Teachers Training Institutions and Colleges with ESD practices
Size of academic audience:
10,000 +
Results:
It is an ongoing project. Every year more institutions are coming under ESD cultivation from all over the country. As IUBAT has students from most of the Districts of Bangladesh the students are cultivating ESD practices in their own village thus expanding ESD knowledge throughout the country speedily.
Lessons learned:
It is a great success to spread ESD knowledge practices throughout the country. Students are been provided with an ESD project with financial support. For cultivation in distant areas needs more finance which is a challenge but both IUBAT and the students are sharing the costs. continue higher education utilizing the technological benefits extending financial support. This may be a global model for spreading ESD.
Relationship to other RCE activities:
This project has been progressing with the all-out cooperation and coordination of RCE Greater Dhaka Partners. IUBAT Institute of SDG Studies (IISS) has extended the work with the government SDG Office of Prime Minister and also communicating the General Economics Division (GED) of the Planning Commission of Bangladesh. RCE Greater Dhaka organized webinars on world environment day and also implementing programs as per ESD Road Map and a national program On Campus Sustainability was one of them (Ref RCE Bulletin Issues 112, 118, 120) also actively participating RCE Global and Regional Meetings and World River Day organized be RCE Kuching and THE 7th INTERNATIONAL (VIRTUAL) WORKSHOP ON UI GREENMETRIC WORLD UNIVERSITY RANKINGS 24-26 August 2020 Universiti Putra Malaysia, Malaysia. RCE Greater Dhaka is sharing its activities among its partner members locally and the local institutes and colleges are being involved.
Funding:
International University of Business Agriculture and Technology
Pictures:
File Name | Caption for picture | Photo Credit |
---|---|---|
IMG_1310.JPG (6.87 MB) | Learning to segregate waste | F. Ahmed |
IMG_1271.JPG (9.35 MB) | Involvement in cleaning campaign | F. Ahmed |
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere
Direct
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Direct
SDG 5 - Achieve gender equality and empower all women and girls
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all
Direct
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all
Direct
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation
Indirect
SDG 10 - Reduce inequality within and among countries
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable
Direct
SDG 12 - Ensure sustainable consumption and production patterns
Direct
SDG 13 - Take urgent action to combat climate change and its impacts
Direct
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development
Direct
Disaster Risk Reduction
Direct
Traditional Knowledge
Direct
Agriculture
Direct
Arts
Indirect
Curriculum Development
Indirect
Ecotourism
Direct
Forests/Trees
Direct
Plants & Animals
Direct
Waste
Direct
Priority Action Area 1 - Advancing policy
state:
Direct
Priority Action Area 2 - Transforming learning and training environments
state:
Direct
Priority Action Area 3 - Developing capacities of educators and trainers
state:
Direct
Priority Action Area 4 - Mobilizing youth
state:
Direct
Update:
No