Crescent Sustainability Initiatives

• Knowledge of different poverty alleviation and eradication strategies.
• Training for livelihood improvement and poverty reduction, including access to decent work (including informal sectors and non-traditional areas).
• Training to access decent jobs and support smallholder market and inclusive business models.
• Micro-finance and youth learning.
• Training in non-agricultural occupations and non-traditional areas to respond to labour market demand.
• Sustainable economic enterprises.
• Training for workers in the informal sector (including small and micro-enterprises) for livelihood improvement and poverty reduction.
• Developing an understanding of economic sustainability.
• Understanding of pro-poor and gender-sensitive development strategies, social protection systems and measures.
• Knowledge of skills and competencies required to succeed in work.

• Ability to plan, implement and evaluate economic and social empowerment strategies and endeavours.
• Development of communication and negotiation skills for social development and financial application.
• Development and application of skills and aptitudes that allow engagement, adaptability and resilience within changing labour markets and economies.
• Ability to act on opportunities and have an understanding of how these initiatives can meet social and economic needs in the community.
• Demonstrate the basic skills and behaviours of entrepreneurship – risk, initiative, organisation, confidence, communication and collaboration.

• Productive participation in society.
• Self-assessment of personal values in choosing work, considering livelihood generation in relation to personal, community and societal needs.
• Considers benefits and drawbacks of different choices.
• Proactive.
• Contribute to a human resource base that supports poverty reduction and inclusive growth.

• Complex understanding of the relationship between poverty, economics, power, conflict, inequality and other environmental, social and economic issues.
• Research on global development and current societal need to identify skills demand in priority industries.
• In-depth research on poverty alleviation and sustainable development, locally and globally.
• Financial education to improve micro-finance projects.
• Research the relationships between poverty, vulnerability and other stressors that are impacted further by climate change.

• Complex financial and economic skills.
• Skills to support development co-operation activities.
• Ability to explain the relationship between poverty and other economic, social and environmental shocks and disasters.
• Application of data collection and analysis skills to develop strategies for poverty alleviation (e.g. report on consequences of poverty).
• Identify methods for mitigation and resilience.
• Ability to participate in debates related to poverty.

• Concern for social justice.
• Pro-poor awareness.
• Willingness to engage in social, economic and political inclusion of all groups (including vulnerable populations, disadvantaged groups and migrant workers).
• Motivated to influence decision making related to poverty eradication, and participation in pro-poor development and poverty eradication activities.

• Entrepreneurial and business skills courses to improve agricultural practices.
• TVET programmes on sustainable food systems that include environment, people, inputs, processes, infrastructures, institutions, etc., and activities that relate to the production, processing, distribution, preparation and consumption of food.
• Supply chain food safety management systems.
• Nutrition, crop diversification and farm management.
• Farm forestry; non-wood forest products and links with farming; artisanal food production; food tourism.

• Conducting a community audit to identify hunger and possibilities for food security and food gardens.
• Rural youth appreciate and enter a broader range of new technical areas such as farm management, agribusiness development, value addition and marketing.
• Understand and measure the income opportunity of a farm food business in added value food production and/or food tourism.
• Awareness of the cost issues of animal treatment, husbandry and feed alternatives.

• Promote best practice to ensure food safety in agriculture sector, food processing industries, food distribution system and in food value chains.
• Supervisors and managers appreciate nutritional needs of the workforce and ensure improved access to food at work through canteens and meal subsidies.
• Adaptive capacity among small-scale farmers.
• Motivated to become successful rural entrepreneurs.
• Appreciate artisan food production and food tourism as complementary to farming, adding value to entrepreneurial diversification and innovation.

• Research on food security and basic nutritional and calorie requirements for human populations.
• New areas of training in agriculture and food supply: environment and natural resource management, biotechnology, farming systems management and agribusiness.
• Conservation agriculture and agroforestry for enhancing food production in an ecologically sustainable fashion, and for providing mechanisms to expand and diversify livelihood options.
• Research on how to optimise conservation agriculture practices, including agroforestry and farmer-managed natural tree regeneration, conservation tillage, contouring and terracing, and mulching for strengthening ecological and social resilience.
• Impact of climate change on food security (production, access, availability, including transport, processing, storage, marketing and consumption).
• Climate change, energy, agriculture and food security nexus, within the context of sustaining and enhancing ecosystem services and agrobiodiversity.

• Building socio-economic resilience of communities through climate-smart agriculture.
• Ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production.
• Ability to consider the relationships between nutrition, lifestyle, health and disease, and take appropriate measures.
• Understanding of diversity, interdependence and global connections that are critical to achieving and maintaining food security and eliminating hunger.
• Develop policies for the food and agriculture sectors (both agriculture and fisheries) and welfare policies.
• Adoption of sustainable land use practices.
• Understanding of potential interactions between climate change and other key drivers of food prices that act at national, regional, and global scales, and how these can be moderated.
• Generate human capital for research and advisory services.

• Commitment to developing national policies and mainstreaming of food security concerns and awareness, at all levels.
• Adopt transformational change in agriculture and food systems to address environmental, social and economic challenges, and contribute to social equity and environmental stewardship in contexts of natural resource scarcity.
• Protect, promote and monitor rights and non- discrimination: right to adequate food and to be able to feed oneself in dignity, and all other related rights employment, land and water rights, with a focus on marginalised groups, poor households, children and women.
• Resilient to climate change impacts on food security including on livestock, fisheries and aquaculture.
• Respect for traditional medicine and indigenous knowledge systems.
• Enhanced producers’ capacities for innovation, and generating human capital for research and advisory services.

• Knowledge of different poverty alleviation and eradication strategies.
• Training for livelihood improvement and poverty reduction, including access to decent work (including informal sectors and non-traditional areas).
• Training to access decent jobs and support smallholder market and inclusive business models.
• Micro-finance and youth learning.
• Training in non-agricultural occupations and non-traditional areas to respond to labour market demand.
• Sustainable economic enterprises.
• Training for workers in the informal sector (including small and micro-enterprises) for livelihood improvement and poverty reduction.
• Developing an understanding of economic sustainability.
• Understanding of pro-poor and gender-sensitive development strategies, social protection systems and measures.
• Knowledge of skills and competencies required to succeed in work.

• Ability to plan, implement and evaluate economic and social empowerment strategies and endeavours.
• Development of communication and negotiation skills for social development and financial application.
• Development and application of skills and aptitudes that allow engagement, adaptability and resilience within changing labour markets and economies.
• Ability to act on opportunities and have an understanding of how these initiatives can meet social and economic needs in the community.
• Demonstrate the basic skills and behaviours of entrepreneurship – risk, initiative, organisation, confidence, communication and collaboration.

• Productive participation in society.
• Self-assessment of personal values in choosing work, considering livelihood generation in relation to personal, community and societal needs.
• Considers benefits and drawbacks of different choices.
• Proactive.
• Contribute to a human resource base that supports poverty reduction and inclusive growth.

• Complex understanding of the relationship between poverty, economics, power, conflict, inequality and other environmental, social and economic issues.
• Research on global development and current societal need to identify skills demand in priority industries.
• In-depth research on poverty alleviation and sustainable development, locally and globally.
• Financial education to improve micro-finance projects.
• Research the relationships between poverty, vulnerability and other stressors that are impacted further by climate change.

• Complex financial and economic skills.
• Skills to support development co-operation activities.
• Ability to explain the relationship between poverty and other economic, social and environmental shocks and disasters.
• Application of data collection and analysis skills to develop strategies for poverty alleviation (e.g. report on consequences of poverty).
• Identify methods for mitigation and resilience.
• Ability to participate in debates related to poverty.

• Concern for social justice.
• Pro-poor awareness.
• Willingness to engage in social, economic and political inclusion of all groups (including vulnerable populations, disadvantaged groups and migrant workers).
• Motivated to influence decision making related to poverty eradication, and participation in pro-poor development and poverty eradication activities.

• Skills for employability and entrepreneurship courses.
• Sustainable development.
• Eco-space, ecological footprint, natural capitalism, eco- efficiency.
• Lifecycles analysis, triple bottom line, environmental management system.
• Economic literacy, sustainable production/consumption.
• Managing small enterprises.
• Application of ‘6 Rs’: reduce, reuse, renew, recycle repair and rethink perspectives.
• The changing nature of work.

• Work independently and in teams, with integrity and honour, honesty, punctuality and responsibility.
• Adapt to varying situations.
• Identify existing TVET programmes that need to be updated.
• Use logical–abstract thinking to diagnose problems, research and apply knowledge to propose solutions, and design and implement those solutions.
• Application of concepts related to sustainable development in the work place.

• Values education, continues learning and pursues lifelong education in a learning society.
• Value and unleash the transformative potential of TVET.
• Plan a quality education awareness campaign or a community teaching and learning project.
• Envisioning alternative ways of working.

• Education as a public good.
• Education as a global common good.
• Education as a fundamental human right and a basis for guaranteeing the realisation of other rights.
• Sustainable development education and lifelong learning.
• Teacher education, pedagogy and andragogy.
• Competency–based curriculum and assessment of learning outcomes.
• Governance and management.
• Science, technology, engineering and mathematics (STEM)– related programmes and courses.

• Reconceive education to allow space for diverse ways of knowing and new ways of being and becoming that reflect inclusivity.
• Build on SDG 4 to find out where people’s true interests lie and help to make training in these fields possible.
• Describe the relationship between education and sustainable development.
• Describe the situational context of learning in local and national domains.
• Analyse the role that educators might play in degendering education.
• Research factors that affect success in primary and secondary education.

• Appreciation of the intrinsic value of quality education for all.
• Ambition to succeed in the larger community and the global realities of work and life.
• Appreciate and value the social benefits of education.
• Value different forms of knowledge including indigenous knowledge.
• Value education as a tool to act upon societal inequities.
• Appreciate education as a fundamental human right.

• Living and working with children: growth and development programmes for parents and teachers.
• Training to improve the capacity of the early childcare workforce.
• Understanding of the range of human rights as interrelated with education.
• The situational domain of teaching and learning nationally and globally.
• Understand the concept of education for sustainable development.

• Application of knowledge to create age-appropriate learning environments for preschoolers and primary- school pupils.
• Ability to deliver education based on the multifaceted nature of and the various influences on child development and the universal rights of children (the right to food, shelter, safety and a peaceable existence).

• Awareness of the value of inclusivity.
• Appreciation of gender equality.
• Commitment to the human rights agenda.
• Contribute to nation building and economic and social development through education.
• Value ECCE as the starting point for lifelong learning.
• Empowered kindergarten teachers and mothers, especially from underserved families.

• Gender economics.
• Barriers to women’s education and economic participation.
• Gender mainstreaming on issues of budgeting, development, etc.

• Analyse how gender inequality affects women in health, education, the labour market and national political participation, and develop solutions.

• Call to action.
• Analysis of gendered situations.
• Advocacy for good leadership qualities.
• Deepen understanding of gender inequality.

• Barriers to women’s education and economic participation.
• Teacher development and awareness of hidden curricula.
• Teacher development of inclusive education for girls.
• Encouraging men/boys to participate in discussions on the impact of patriarchal social relations.
• Focus on boys for developing an understanding of equality.
• Laws and regulations that guarantee women and men full and equal access to sexual and reproductive health care, information and education.
• Gender budget tracking.

• Analyse the role of the hidden curriculum in education.
• Ability to develop gender-neutral curricula and implement gender-neutral teaching practices.
• Give equal attention and treatment to boys and girls.
• Track public allocations for gender equality.

• Awareness of the hidden curriculum and how this supports gender inequality.
• Deepen understanding of gender inequality, particularly within education settings.
• Gender responsive classroom interaction.
• Greater social accountability.
• Better design and implementation of programmes and policies that support marginalised girls and women.

• Water supply technology: maintenance and monitoring machines and plants for water production, preparing, routing, laying and repairing water pipes.
• Wastewater technology: preparing wastewater and maintaining wastewater pipe systems, and monitoring and steering operations in sewage treatment plants and canal systems.
• Recycling and waste disposal management: organising the collection and sorting of waste, its reuse or environmentally sound disposal.
• Pipe, canal, and industrial services: cleaning, monitoring and attending wastewater pipelines and canals, tanks and waste structures in the private and public spheres.

• Assessment of energy and water use for wastewater management systems, improved renewable energy use, enhanced water storage and water resource management.
• Skills and capacity (including through TVET) to use natural resources more sustainably and promote hygiene.
• Ability to harness wind, solar, hydropower and geothermal energy.
• Monitor the evolution of knowledge and technology in the water use; identify existing TVET programmes that need to be updated.

• Involvement in renewable energy technologies.
• Demonstrate knowledge about the possibilities for keeping water and air clean, for waste disposal and recycling.
• Promote information about the effects environmental protection measures will have on businesses.
• Make professional contributions to societal transformation.
• Take interest in greening TVET institutions.
• Raise awareness of the need to save water and the link between unsafe drinking water and disease.

• Innovation in technology management, including integrated water resource management and treatment, and environmental modelling.
• Soil and water resource management practices, including improved methods for rainwater harvesting and irrigation.
• Transdisciplinary water security and research.
• Research on scarcity of fresh water, particularly in small island states.
• Governance to address water management crisis.
• Water security.
• Sustainable water resource base.
• Water infrastructure resilience, water governance and adaptive management.
• Water security complexities including competing demands (e.g. human right v. commodification), transboundary management.
• Links between water resources, poverty, conflict and the economy.
• Understanding of inequalities and complexities involved in water resource access and use, pollution, poverty.

• Use ICT to improve accountability of service providers.
• Capacity to set up low-cost and easy-to-manage technology to address groundwater scarcity.
• Implement water audits for populations to appreciate their water situation in a conscious way.
• Develop financially sustainable models for water projects, using fees and tariff structures that reflect future costs, and manage usage while subsidising water access for the poor.
• Innovation in technology and governance for sustainable water management.
• Water demand analysis and management, water demand modelling, water distribution systems analysis.
• Develop and implement water-related climate change mitigation and adaptation strategies.
• Applied research to promote access to clean water and sanitation in resource-poor areas.

• Committed to reducing the ecological footprint by environmentally friendly management of energy, water and other resources, waste management and reducing emissions.
• Make professional contributions to societal transformation.
• Raise awareness of current water crises.
• Reduce water usage and avoid releasing effluent.
• Solution-minded approach to sustainable water use and ecosystem health.
• Valuing water and sanitation as a human right, and proactive in addressing inequalities and competing uses.

• Different types of energy, with a focus on renewable energy.
• Renewable energy infrastructure and technologies, and energy efficiencies.
• Research into green trade opportunities.
• Highlight link between energy and climate change, mitigation and adaptive strategies.

• Energy and environmental management, auditing, design and implementation of sustainable energy transitions.
• Promotion of improved energy conservation and uptake of renewables.
• Green and renewable energy skills, application of renewable energy technologies.

• Increased awareness of the need for sustainable energy production.
• Ethical awareness pertaining to energy production and consumption.
• Environmental consciousness and advocacy for mainstream change.

• Complex understanding of the political, social and economic dimensions of energy, e.g. conflicting interests, rights of indigenous peoples, etc., and environmental and economic policies.
• In-depth research into green economy (e.g. trade opportunities, green investment, improvement models that support pro-poor growth and development, etc.).
• Research into sustainable energy development, costs and competition, alternative forms, socio-economic implications, etc.

• Energy, climate and pro-poor modelling and design.
• Economic and energy research to drive the transition towards a green economy.
• Managing and sustaining energy transitions and green trade opportunities.
• Research and development of energy sources, infrastructure and technological innovations (e.g. energy system engineering and design, wind mapping/modelling, heat storage).
• Engagement with stakeholders to support co-operative change.

• Advocate political change for a green economy and participation in development.
• Collaborative and proactive approach to change, and need for collective action.
• Focus of expanding and advancing technology, infrastructure and affordable access in developing countries.
• Motivated to influence cultural shift for sustainable energy adoption and addressing climate change.
• Concern for equitable access, and availability of safe and affordable energy solutions.

• Contribution of an economy to the well-being of people.
• Understanding financial systems and their influence on economic development (investment, credit, interest rates, inflation and the stock exchange).
• Formalised on-the-job training and vocational education, featuring closer interaction between educational institutions and industry.
• Small and medium-sized enterprise business training.
• Role of co-operatives in the global economy.

• Identify children at risk of child labour and work to make sure they attend school.
• Improve working conditions and social protection.
• Conduct needs assessment surveys.
• Ability to conduct a community audit in relation to sustainability.
• Establish decent work compliance in supply chains.
• Capacity to set up or manage co-operatives, including utility co-operatives and credit unions.

• Campaign against forced labour and trafficking.
• Encourage formalisation and growth of micro, small and medium-sized enterprises including access to financial services.
• Coping mechanism and resilience in times of hardship and adversity.
• Limit exposure to physical/mental health risk factors, as well as to chemicals in the workplace.

• TVET content adapted to life and job market requirements in terms of skills.
• Training for rural entrepreneurs, including women and young people.

• Ability to access micro-credit, capacity building, technical support and mentoring to lead business models.

• Motivated to become entrepreneurs.
• Respect rights to fair and just conditions of work.

• Education content and training in line with economic changes and demand for ‘green skills’ and ‘green jobs’.
• Training for local leaders to improve their practices and responsiveness to enhance local services.
• Training for labour inspectors.

• Practical application of ways of increasing access and employment opportunities for others.
• Ability to respond to employers’ expectations.

• Knowing that each individual has a role in providing solutions (agency).
• Take initiative to ensure that the voice of the poor and marginalised is heard.
• Recognise rural women as farmers and workers.

• Changing role of technology.
• Understanding and matching skills to jobs in a changing environment.
• Understanding of the labour market requirements and changing educational expectations.
• Principles of business.
• Formal and informal labour rights.
• Individual/psychological effects of unemployment.
• Nature and condition of work.
• Impact of current economic decision making on growth of businesses, manufacturing, and availability of decent jobs.
• Understanding of how present approaches to the world and national economic planning may undermine the potential of youth/adolescent employment roles and opportunities.
• Theoretical assumptions, models and indicators of economic growth (GDP, Gini index).
• Structural causes, patriarchal norms, values and practices that do not consider women as individual rights holders, workers and key players for the economic development of countries.

• Economical use of resources.
• Analyse labour markets to increase employment impact.
• Research, analyse and interpret examples of inequality.
• Critically analyse the root causes and systems of inequality in the labour market and the differentiation of income.
• Compare the impact of profit-driven capitalism and conscious capitalism in terms of employment opportunities and the availability of decent work.
• Develop labour migration indicators, including wage gap between migrants and nationals.
• Develop time-use data (time spent in paid and unpaid work, by gender).
• Identify roots of inequalities in labour.
• Capacity to assess risks associated with poverty, exclusion and youth not engaged in the world of work.
• Ability to respond to social change.

• Global citizenship.
• Active citizenship.
• Resilience.
• Collaborative problem solving and learning.
• Sensitivity to geopolitical forces.
• Appreciation of the value of hard work.
• Recognise that inequality is human made and can therefore be addressed.
• Belief in the human ability to solve problems.
• Valuing all roles in society.
• Responding and acknowledging interconnectedness.
• Making ethical choices and taking action to ensure rural women’s access, ownership and control of livelihoods.
• Women’s participation in decision making, governance and management of productive and natural resources (land, water, forests, livestock, etc.).
• Resilient, successful workforce.

• Understanding of concepts of sustainable infrastructure and industrialisation, and challenges in achieving sustainability.
• Knowledge of systemic and sustainable approach to development.
• An awareness of new opportunities and markets for sustainability innovation, infrastructure and industrial development.
• Understanding of value chains and markets.
• Understanding of different regional, national and transborder needs and challenges.
• Understanding of sustainability, environmental and health standards in industry.

• Application of specialised skills to build resilient infrastructures, environmentally sustainable technologies and more sustainable industrialisation.
• Holistic analysis and application of best practice.
• Planning and design of sustainable infrastructure and management systems.
• Entrepreneurship.
• Development of entrepreneurial opportunities and small- scale industrial services.
• Development and upgrading of technologies; provision of technical support.
• Innovation to contribute to sustainable infrastructure and development.

• Developing an awareness/consciousness of the need for sustainability.
• Proactive in mainstreaming of sustainable infrastructure.
• Resilient and sustainable economic development.
• Co-operation and capacity building.
• Greening of industry, infrastructure and service provision.
• Appreciation for the need for decent work.
• Awareness of social and environmental impacts of industrialisation and infrastructure choices.
• Promotion of best practice and upholding industry standards.
• Corporate responsibility.

• Tertiary education

• Research into innovations to contribute to sustainable infrastructure, development, industrial diversification and mitigating harm from pollution and climate change.
• The sustainability of transport infrastructure.
• Understanding of complex economic, social, political, cultural and historic industrial interrelationships (e.g. power dynamics, pollution outsourcing).
• Education for application of science, technology and innovation in sustainable practices.
• Development of expertise (e.g. specific economic and infrastructure areas).

• Research, technological improvements and innovations.
• Inform economic decision making (e.g. policy development, industrial diversification options).
• Promotion of economic, social and environmental arguments for private sector and government to increase research and development, knowledge and technology support.
• Incorporation of integrative and long-term thinking/planning.
• Research, innovation and ICT application for solutions to sustainable development challenges.

• Campaign for inclusive and sustainable industrialisation.
• Encourage technological and financial support across countries.
• Support for increased financial and human contributions for research and development.
• Engagement with policy-makers and industry leaders.

• Use of new technologies such as big data and cloud computing to gain new insights to enhance risk and opportunity analysis.
• Cash remittance technologies.
• Low-cost, safe and highly accessible remittance services.
• Regulation and monitoring of global financial markets.

• Develop strategies to increase access of vulnerable groups to financial services.
• Leverage new technologies such as mobile money payment services to create more efficient and effective operating and distribution models for new markets, which extends financial inclusion.
• Devise approaches to facilitate basic infrastructure and financial services in rural and peri-urban areas to improve economic opportunities for poor people.

• Willingness to serve disadvantaged communities in a philanthropic manner.

• Links between poverty, child development outcomes and widening inequalities.
• Financial education including financial services (innovations in savings, insurance, payments and remittances).
• ODA, foreign direct investment and migrant remittances.
• Understand the impact of inequalities across income, age, sex, disability, race, ethnicity, origin, religion, and economic or other status.

• Designing, planning, monitoring and evaluation of mechanisms for inequality and data on provision of social services, with regular monitoring of social security coverage.
• Develop strategies to remove structural barriers that may prevent people from exercising rights, to build people’s capabilities, and to provide them with the capacity to choose.
• Audit global positions of power for representativeness.
• Develop more inclusive financial markets and transparent, responsible financial services for all.
• Develop innovative uses of ODA (e.g. for strengthening leadership in developing countries in managing the diversity of finance and the mobilisation of domestic resources).

• Adopt a rights-based approach to inequality and poverty, viewing people who are poor as rights holders with dignity, aspirations, ambition and the potential to shape their own destiny.
• Seek to empower girls and women as entrepreneurs, consumers and managers.
• Appreciate that remittances are a key source of financing for sustainable development and relevant to economic inclusivity.
• Eliminate discriminatory laws, policies and practices.
• Empowerment of migrants and respect for their human rights.
• Act as a voice for developing countries in decision making in global international economic and financial institutions.

• Urban v. rural lifestyles.
• Spatial planning, planning theory and city planning.
• Architectural design including design innovation and design at times of social change.
• Design of roof lights that can separate light and heat.
• Self-built rentable housing.
• Environmentally responsive and responsible design in architecture.
• Management of waste and general pollution.
• Urban green infrastructure and stormwater management.
• Human and physical processes that shape urban ecologies and environments.

• Sustainable design and urbanisation.
• Master management of waste for efficiency and technological growth to minimise the use of resource and energy.
• Create affordable, sustainable, safe housing that harmonises with the surrounding environment.
• Evaluate the sustainability of the work environment.
• Identify environmental strengths of the work environment and areas where change may be effective.
• Evaluate how families are affected by new trends in household technologies.

• Appreciate safe, green spaces and their integral place in well-being.
• Motivated to restore natural environment to create buffer zones around built communities.
• Foster ‘culture change’ by engaging in alternative entrepreneurial initiatives.
• Motivated to engage in recycling industry.

• Urban agriculture and local food systems.
• Principles of permaculture.
• Contextual TVET to address rapid growth of cities in the developing world, coupled with increasing rural-to-urban migration.

• Apply concepts related to environmental sustainability in the workplace.
• Equipment maintenance and repair, and understanding technological change.
• Attention to the repair and recycling of modular components.

• Resilience and sustainability.
• Integration opportunities that mitigate urban violence.
• Adopt a sustainable system approach that does not deplete resources or damage the environment.

• Urban ecology, waste management, green design, climate change, urban planning, parklands, water systems, environmental justice and ecological restoration.
• Climate change and cities, and climate justice.
• TVET programmes aimed at slum dwellers.

• Regulate urban ecology, human activities in cities and associated water, energy, and chemical fluxes within city boundaries (e.g. vertical carbon fluxes in urban forests) or across rural-to-urban gradients.

• Consciousness of the need to protect the environment balanced with sustainable housing.

• Sustainable energy for cities including residential thermal-energy research, improving efficiency for schools and use of solar water heating.
• Technical environmental science.

• Incorporate a range of sustainable technologies and techniques that would maintain a growing urban population.

• Preserve unique urban cultures against a backdrop of globalisation and the homogenisation of city life.
• Reconnect with, value and restore the natural environment.

• Infrastructure and sustainable human settlements including use of green open spaces for urban resilience, spatial planning and infrastructure design.

• Plan resilient housing (especially in areas that are at risk from flooding) and address carbon emissions mitigation.
• Apply innovative urban governance.

• Appreciate how social norms and pressures (e.g. demographic change) affect spaces and shelter requirements, and commit to providing shelter for everyone.

• Urban networks, governance system development, climate services for adaptation and mitigation, green and safe transport systems and fresh water supply.

• Adapt and use existing urban spaces to provide food and employment for inner city areas.
• Build urban climate change resilience.

• Develop local responses to local issues.
• Tackle social exclusion.
• Appreciate and respect the diversity of cultures in urban settings.

• Understand ‘decoupling’ of economic growth from environmental impact, and production patterns.
• Food lifecycle – processing, engineering, energy use, etc.

• Research and identify opportunities within production and consumption for improved environmental impact.
• Identify influences on buying decisions, and how to influence sustainable choices.

• Responsible consumerism.
• Awareness of links between consumer behaviour and environmental impacts.
• Proactive in fostering widespread shift towards sustainable production and consumption.

• Waste minimisation methods and technologies, conservation and ecosystem health, ecological footprint reduction.
• Eco-audit and EMAS (Eco-Management and Audit Scheme).
• Circular economy: remanufacturing, repair, reuse, recycle (including recovery of materials into product design).

• Advanced product design skills to facilitate resource recovery and reuse.
• Analyse ecological footprint associated with different products and with consumer choices.
• Ability to analyse ecosystem effects and impacts of production and management systems.

• Driven to change wider consumption patterns, and address unsustainable consumer choices.
• Heightened awareness of responsible consumerism, involving consideration of factors related to the environment (e.g. in development/production of goods, environmental impact/energy efficiency of products/ services).

• Political economy of production and consumption, policies involved, corporate and consumer responsibility.
• Dynamics of transition at different scales, resilience and capability, options for greening the developmental phase, technological innovation for sustainable socio-ecological systems, and social learning for sustainability.
• Management of shared natural resources, including disposal of toxic waste and pollutants.

• Understanding of different scales of decision making or multilevel governance.
• Planning and design of corporate social responsibility strategies.
• Research into adaptation, innovation and resilience.
• Analyse production and consumption practices for sustainable planning.

• Appreciation of need to take decisions and co-ordinate resources at the right scale – subsidiarity.
• Greening of business and government.
• Importance of addressing interconnections between environment, society and economy to produce holistically sustainable systems.
• Appreciation of sustainable business models and lifestyles.

• Understanding of climate and environment including human influence, environmental degradation, vulnerability, and interrelationship between human actions, climate change and secondary effects.
• Integrated assessment of the economic, environmental and social aspects of issues.
• Intergenerational and future dimensions.
• Green and blue economy.
• Understanding of climate change and agriculture/food supply, marine resources, energy production/consumption, etc.
• Mitigation and adaptation solutions.

• Workplace skills, e.g. ocean management, green-economy planning, energy and natural resources management, energy technology skills (e.g. installation of solar water-heating systems).
• Develop possible adaptation and mitigation strategies for communities.
• Systems innovation skills.
• Holistic approaches to climate change and climate-compatible development.
• Connection of local actions with global processes.
• Integrate current and future climate risks into planning and practice.

• Awareness raising and communication.
• Solutions-oriented.
• Corporate responsibility.
• Committed to sustainable production and consumption.
• Society, economy and environment are seen as interacting in an interrelated system.
• Climate-compatible focus.

• Research on governance, participation and social-ecological system change to inform policies on climate change, and the development of institutions for adaptation and mitigation, as well as for systemic integration of climate change.
• Research on adaptive and integrated governance systems to operate across multiple scales, including co-management
• and transboundary management arrangements for collective management of natural resources.
• Population, urbanisation, migration and conflict.
• Climate-resilient pathways.
• Expertise, understanding complexities, specialised research (e.g. gender-related vulnerabilities, impact and management of climate-related diseases).
• Research on social change and social vulnerability aspects of climate change.
• Climate and impact projections.
• Research on limits to adaptation and transformational approaches to adaptation.
• Understanding of various technological/economic models, including industrial ecology, agroecology, ecological engineering and social enterprise.

• Research to identify innovative and creative approaches to enhance national and regional responses to climate change.
• Climate-resilient pathways to development.
• Research for strengthened knowledge base and addressing gaps.
• Integrated research, and development of holistic approaches to sustainable development.
• Cross-scale, integral systems thinking.
• Capacity for dealing with complexity (e.g. inequitable impacts).
• Climate modelling, scenario building and methodological development for adaptation.
• Understanding and assessments of risks, impacts and vulnerability aspects.
• Understanding of social, cultural, economic and political dynamics and influences on social practices and society.
• Strengthening of climate information and climate services through knowledge and research, including modelling, downscaling and scenario development.
• Capacities to access and manage climate finance.
• Ability to create linkages between various technologies/economic models.

• Proactive engagement, and advocating open and transparent governance.
• Climate compatible and responsive development.
• Awareness raising; generating interest and developing capacity.
• Systemic, integrated perspectives on global change and climate-compatible development concerns.
• Need for collective action; mobilisation for wider change, greater resilience and improved quality of life.
• Climate ethics.
• Changes in social practice and habits, which in turn require new values and ethics, learning, social innovation and social learning.
• Ethical leadership in decision making.
• Appreciation for technologies/economic models in climate change.

• Understand ‘decoupling’ of economic growth from environmental impact, and production patterns.
• Food lifecycle – processing, engineering, energy use, etc.

• Research and identify opportunities within production and consumption for improved environmental impact.
• Identify influences on buying decisions, and how to influence sustainable choices.

• Responsible consumerism.
• Awareness of links between consumer behaviour and environmental impacts.
• Proactive in fostering widespread shift towards sustainable production and consumption.

• Waste minimisation methods and technologies, conservation and ecosystem health, ecological footprint reduction.
• Eco-audit and EMAS (Eco-Management and Audit Scheme).
• Circular economy: remanufacturing, repair, reuse, recycle (including recovery of materials into product design).

• Advanced product design skills to facilitate resource recovery and reuse.
• Analyse ecological footprint associated with different products and with consumer choices.
• Ability to analyse ecosystem effects and impacts of production and management systems.

• Driven to change wider consumption patterns, and address unsustainable consumer choices.
• Heightened awareness of responsible consumerism, involving consideration of factors related to the environment (e.g. in development/production of goods, environmental impact/energy efficiency of products/ services).

• Political economy of production and consumption, policies involved, corporate and consumer responsibility.
• Dynamics of transition at different scales, resilience and capability, options for greening the developmental phase, technological innovation for sustainable socio-ecological systems, and social learning for sustainability.
• Management of shared natural resources, including disposal of toxic waste and pollutants.

• Understanding of different scales of decision making or multilevel governance.
• Planning and design of corporate social responsibility strategies.
• Research into adaptation, innovation and resilience.
• Analyse production and consumption practices for sustainable planning.

• Appreciation of need to take decisions and co-ordinate resources at the right scale – subsidiarity.
• Greening of business and government.
• Importance of addressing interconnections between environment, society and economy to produce holistically sustainable systems.
• Appreciation of sustainable business models and lifestyles.

• Pollution sources.
• Resilient landscapes, restoration ecology, conservation science (e.g. integrated ecological–agricultural systems and biodiversity).
• Environmental protection policies and regulations.
• Development of technical expertise (e.g. building energy, wind power systems).
• Sustainable energy and low-carbon development for climate change mitigation.

• Design and implementation of sustainable management.
• Application of environmental protection regulations.
• Integration of environmental thinking into company practices.
• Application of new and environmentally-friendly techniques and technologies.
• Identification of new strategies to respond to environmental issues.

• Willingness to address occupational environmental issues.
• Respect for land and environment.
• Integration of environmentally friendly design and thinking into the working environment.
• Solutions-focused.
• Motivated to make the transition to low-carbon energy for a resilient future.

• Interdisciplinary research for sustainable livelihood generation (e.g. focusing on crop varieties resistant to drought).
• Sustainable energy and low-carbon development for climate change mitigation.
• Understanding of complex dimensions that influence human impact (e.g. political, cultural).

• Advanced research and innovation for sustainable land use.
• Incorporation of indigenous knowledge into climate-proofing agriculture and food security.
• Documentation of traditional/indigenous knowledge and practices.

• Co-operation and transfer of best practices and technology.
• Commitment to combat ecosystem degradation, and promote sustainable use.
• Concern for fair and equitable use of resources.
• Motivated to influence decision making, and to support a cultural shift.

• Research on resilient landscapes to develop pro-poor, sustainable and productive landscapes (integrated ecological– agricultural systems).
• Sustainable energy and low-carbon development for climate change mitigation.

• Development of sustainable land-use management strategies appropriate to the local context.
• Development of low-carbon development strategies, and application of new technologies.

• Integration of ecosystem and biodiversity value.
• Respect for the land and environment.
• Keenness to make the transition to low-carbon energy for a resilient climate future.

• Virtual reality and cyber security.
• Supply chain auditing and security.
• Good governance of extractive and land resources.
• Skills training for ex-combatants and child soldiers.

• Identify conflict and governance challenges in the supply chain, and develop solutions.
• Capacity to audit supply chains for conflict minerals.
• Implement and apply zero-tolerance policy on bribery and corruption.
• Rehabilitation in society.

• Committed to making anti-corruption part of company culture and operations, and to promoting transparency and accountability at work.
• Advocate peace.
• Assertiveness and open-mindedness, as opposed to aggression or passivity, when looking for solutions to problems.

• Effective law enforcement, with adequate anti-corruption and anti-money-laundering training.
• Training for security and military staff.
• Rule of law for civilian police.
• Security technology and infrastructure including radar systems.

• Ability to counter transnational crime, corruption and terrorism.
• Identify drug trafficking routes and illegal fishing.
• Coastguards able to guard small island states that are relatively isolated.
• Operational skills of law enforcers to investigate links between crimes, corruption and money laundering.

• Motivated to ensure global security.
• Reducing violence, promoting the rule of law, combating corruption and bribery.
• Improve marine conservation efforts and protect the world’s oceans.
• Protect fundamental freedoms.

• Teacher training in sport, music and arts.
• Gender-based violence, rights and gender justice.
• Legal education.
• Conflict resolution.
• Globalisation and impact on migration and mobility.

• Co-operation and teamwork
• Assessing personal abilities and contributing to a group.
• Demonstrate understanding of globalisation in producing diverse forms of labour and dispossessed populations of migrants.
• Team building through sports, music and arts.

• Sportsmanship, respect and camaraderie (e.g. shaking hands after matches and competitions).
• Gender respect and awareness.
• Respect for others’ contributions and styles.
• Motivated to seek solutions to existing problems in human flows.

• Convention on the Rights of the Child.
• Social protection.

• Ability to promote and support the ending of violence against children (including trafficking).
• Critically reflect on the processes of participation.

• Taking part responsibly in activities.
• Willingness to co-operate in building and safeguarding a fair and democratic society.

• Environmental law and governance.
• Constitutional law.
• Legal pluralism.
• International human rights law.

• Capacity to ensure social cohesion through environmental law and governance, including water policy and water resource governance, as well as governance of rural livelihoods.

• Building effective institutions, ensuring responsive and inclusive decision making and public access to information.
• Promoting non-discriminatory laws and policies.
• Committed to building democratic societies that are just, sustainable, participatory and peaceful.

• Legal principles of climate change.

• Analysis of issues related to climate change, human settlements, migration and land conflicts, and development of solutions.

• Increase community participation, foster a sense of belonging among migrants and build social cohesion in the face of growing cultural diversity.

• Understanding of tax systems and government regulations.
• Environmentally sound technology.
• Social responsibility of the private sector.
• Training in sector planning to identify national educational targets for effective development co-operation by both the developing country government and providers of development co-operation.
• Training in monitoring and evaluation for senior officials, technical experts, local governments and non-executive stakeholders for review of progress and bottlenecks.

• Compliance of tax laws and other regulations.
• Capacity building.
• Innovation and technology application and diffusion.
• Ability to think creatively about new types of partnerships including public-private partnerships.
• Understanding of ODA, loan agreements, integrated impact assessments (IIAs), Retroactive Terms Adjustment (RTAs), etc.
• Mobilising and sharing of knowledge, expertise, technology and financial resources to support the achievement of the SDGs.
• Understanding of tax and fiscal burden.

• Corporate responsibility.
• Social benefits of the tax system.
• Co-operation.
• Committed to the sharing and transfer of knowledge, technology and technological support.
• Make available the benefits of new technologies, especially information and communications.
• Horizontal cooperation across sectors and actors that is key to achieving the SDGs.

• Support interventions and practices that allow knowledge produced in universities to be shared with, and also developed with, communities.
• Building collective ownership to encourage participation and shared leadership.
• Governance models of partnerships, accountability and stakeholder engagement.
• Developing a knowledge base for collaboration and trust building among multiple stakeholders.

• Knowledge that is produced nationally is fed into the community.
• Ability to review partnership strategy and structures to seize new opportunities.
• Establish and promote a common agenda across sectors.
• Apply knowledge to policy choices to drive development priorities.
• Awareness of bottlenecks to development through peer review and self-assessment.

• Partnership and engagement for social change practices.
• Partnership activities scaled up to maximise impact.
• Foster effective partnerships through enabling environments.
• Knowledge mobilised, processed, developed and shared.
• Appreciate the value of data as a powerful tool to compare and learn from partners’ experience.

PRACTICALS