The Sustainable Development Goals Sample Clauses

The Sustainable Development Goals. Goal 1. End poverty in all its forms everywhere Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture Goal 3. Ensure healthy lives and promote well-being for all at all ages Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Goal 5. Achieve gender equality and empower all women and girls Goal 6. Ensure availability and sustainable management of water and sanitation for all Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
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The Sustainable Development Goals. An analysis of the SDGs with regards to green products and technology is conducted in this section. To compare the SDGs and the EGA initiative and to see whether a direct link between the SDGs and the EGA can be found, the Development EGs identified by Xxxxxxx et al. (2015) are compared with the suggested products and technologies, and the Norwegian product nominations. This provides answers to whether any products emanating from the analysis of the SDGs, have been included in the EGA through already conducted nominations. The mandate for establishing the new sustainable development goals for the UN post-2015 agenda came from the outcome document “The Future We Want” after the Rio+20 conference. The Open Working Group was tasked with creating SDGs that should be “coherent with and integrated into the United Nations development agenda beyond 2015.” (UN OWG, 2014) The working group who presented the proposed SDGs recalled that the UNFCCC “provides that parties should protect the climate system for the benefit of present and future generations of humankind on the basis of equity and in accordance with their common but differentiated responsibilities and respective capabilities.” (ibid.) The reaffirmed objectives from the outcome document of the OWG is summarized in Table 7. These objectives are reflected in the goals and sub-goal of the SDGs, and are backed by the UN document “The road to dignity by 2030” where Xxx Xx-xxxx describes six essential components for reinforcing the post-2015 development agenda as described in chapter 4.3. These are dignity, people, prosperity, planet, justice and partnership (Xxx Xx-xxxx, 2014:1).

Related to The Sustainable Development Goals

  • Sustainable Development 4.1 The Authority will review the Contractor’s Sustainable Development Policy Statement and Sustainable Development Plan submitted by the Contractor in accordance with the Schedule (Sustainable Development Requirements) and then at least annually thereafter.

  • Program Development NWESD agrees that priority in the development of new applications services by XXXXX shall be in accordance with the expressed direction of the XXXXX Board of Directors operating under their bylaws.

  • Workforce Development MPC’s technical training program is having a major impact in the region. Online modules, short courses, webinars, and on site/videoconferencing events are reaching state and local transportation department employees and tribal transportation planners. By harnessing the capabilities of the four LTAP centers located at the MPC universities and the multimedia capabilities of the Transportation Learning Network (which was founded and is partly funded by MPC) more than 46 technical training events were offered in the second half of 2016. These training modules and short courses are critical to transportation agencies that need to improve or renew the skills of engineering technicians and other frontline workers. Many MPC courses or training events result in the certification of workers. Even when certification is not required, TLN’s online learning management systems allow employees and employers to set learning goals and monitor progress towards these goals. MPC is making another major impact in workforce development. Altogether, 48 graduate students are working on MPC research projects under the tutelage of faculty researchers. These graduate students represent the researchers and technical analysts of tomorrow. Without the MPC program and the stipend funds that it provides, these students may not be specializing in transportation; but, instead would be seeking career opportunities in other fields. The MPC research program allows faculty to mentor graduate students while allowing the students to work on projects for federal and state transportation agencies—thereby, gaining valuable practical experience.

  • Design Development Phase INDICATE IN STATEMENT OF WORK “NOT APPLICABLE” IF SECTION IS NOT APPLICABLE

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