Internal Quality Assurance Cell

Crescent Sustainability Initiatives

Partnerships for the Goals (SDG 17)

Education for the SDGs Commitment to meaningful education

SDGs interwoven Curriculum Development considering Washington Accord Graduate Attributes and Professional Competencies

B.S. Abdur Rahman Crescent Institute of Science and Technology has been following outcome-based education since 2013 and adopted the graduate attributes of the National Board of Accreditation (NBA), New Delhi, which is a signatory member of the Washington Accord. Our curriculum of each undergraduate and postgraduate degree program is designed by following an outcome-based framework and Commonwealth curriculum framework for Sustainable Development goals. The revised graduate attributes of WA are:

Table XVII (4.1) – 1: Graduate Attribute Profiles by International Engineering Alliance (IEA)

Differentiating CharacteristicEngineer Graduate
Engineering Knowledge: Breadth, depth and type of knowledge, both theoretical and practicalWA1: Apply knowledge of mathematics, natural science, computing and engineering fundamentals, and an engineering specialization as specified in WK1 to WK4 respectively to develop solutions to complex engineering problems
Problem Analysis Complexity of analysisWA2: Identify, formulate, research literature and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences with holistic considerations for sustainable development* (WK1 to WK4)
Design/developm ent of solutions: Breadth and uniqueness of engineering problems i.e., the extent to which problems are original and to which solutions have not previously been identified or codifiedWA3: Design creative solutions for complex engineering problems and design systems, components or processes to meet identified needs with appropriate consideration for public health and safety, whole-life cost, net zero carbon as well as resource, cultural, societal, and environmental considerations as required (WK5)
Investigation: Breadth and depth of investigation and experimentationWA4: Conduct investigations of complex engineering problems using research methods including research- based knowledge, design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions (WK8)
Tool Usage: Level of understanding of the appropriateness of technologies and toolsWA5: Create, select and apply, and recognize limitations of appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems (WK2 and WK6)
The Engineer and the World: Level of knowledge and responsibility for sustainable developmentWA6: When solving complex engineering problems, analyze and evaluate sustainable development impacts* to: society, the economy, sustainability, health and safety, legal frameworks, and the environment (WK1, WK5, and WK7)
Ethics: Understanding and level of practiceWA7: Apply ethical principles and commit to professional ethics and norms of engineering practice and adhere to relevant national and international laws. Demonstrate an understanding of the need for diversity and inclusion (WK9)
Individual and Collaborative Team work: Role in and diversity of teamWA8: Function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multi-disciplinary, face-to-face, remote and distributed settings (WK9)
Communication: Level of communication according to type of activities performedWA9: Communicate effectively and inclusively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, taking into account cultural, language, and learning differences.
Project Management and Finance: Level of management required for differing types of activityWA10: Apply knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work, as a member and leader in a team, and to manage projects and in multidisciplinary environments.
Lifelong learning: Duration and mannerWA11: Recognize the need for, and have the preparation and ability for i) independent and life-long learning ii) adaptability to new and emerging technologies and iii) critical thinking in the broadest context of technological change (WK8)
*Represented by the 17 UN Sustainable Development Goals (UN-SDG)
Aim of the Curriculum Framework

The Curriculum Framework is intended to be a flexible, non-prescriptive tool that follows a competency development model through a combination of knowledge, skills, values and attitudes. It also aims to enable the delivery of the SDGs by ensuring that each population has the relevant skills, knowledge, values and attitudes for social, economic and environmental development, and to work in partnership to create peaceful societies.

The Curriculum Framework can support the design, delivery and evaluation of national curricula across the Commonwealth, set the foundations for research and development, provide consistency across programmes for achieving the SDGs, and support the creation of learning and evaluation tools to align with the framework.

This framework will guide degree programmes in defining their contextual needs and the basic requirements related to competencies that must be demonstrated or acquired in order to achieve the objectives of the SDGs through education.

The framework includes the following three components, which make up the competencies that learners develop (i.e. integrated competencies that consist of an interrelated set of competencies including foundational knowledge): (1) knowledge, (2) skills, and (3) values and attitudes. Appropriate knowledge and understanding provide fundamental opportunities for skills development and sharing of values and attitudes, while values and attitudes enable skills to be successfully deployed within the knowledge context.

Purpose of the Curriculum Framework

The purpose of the framework is to develop successful learners, confident individuals, and responsible citizens who are resilient and uphold the core values and principles Core competencies

Sustainable development depends critically on the competencies of all citizens to cover knowledge, skills, values and attitudes that build on individual capacity. These include team building, communication, decision making, problem solving, sense of community, self-esteem, personal responsibility, empathy, moral development, ethics, values, resilience and improved inclination for educational achievement.

Alongside traditional learning outcomes, core competencies for achieving the SDGs are:

  1. Envisioning – being able to imagine a better future. The premise is that when we know where we want to go, we will be better able to work out how to get there. The objective is to establish a link between long-term goals and immediate actions, and to motivate people to take action by harnessing their deep aspirations. Under this competency, key elements are: – identifying relevance and meaning to different people; – exploring how to achieve change; – offering direction and inspiration to take action; and – taking ownership of visions, processes and outcomes.
  2. Critical thinking and reflection – learning to question our current belief systems and to recognise the assumptions underlying our knowledge, perspectives and opinions. Critical thinking helps people learn to examine economic, environmental, social and cultural structures in the context of sustainable development, and challenges people to examine and question the underlying assumptions that influence their world views by having them reflect on unsustainable practices. Critical thinking leads to confidence in addressing the dilemmas and challenges of sustainable development. It encompasses the knowledge, skills and processes associated with intellectual development. Under this competency, key elements are: – developing the ability to participate in change; – providing a new perspective; – promoting alternative ways of thinking; and – developing metacognitive awareness.
  3. Systemic thinking – acknowledging complexities and looking for links and synergies when trying to find solutions to problems. Systemic thinking helps us recognise that the whole is more than the sum of its parts, and it is a better way to understand and manage complex situations. Under this competency, key elements are: – shifts in thinking from ‘things’ to wholes, and linking these to ‘processes’ and functions – understanding the nature of feedback and how feedback affects system behaviour; and – integrating decision-making and adaptive management techniques
  4. Building partnerships – promoting dialogue and negotiation, learning to work together so as to strengthen ownership of and commitment to sustainable action through education and learning. Under this competency, key elements are: – building a shared vision among a diverse range of stakeholders; – motivating and adding value to initiatives; and – communicating, imparting and exchanging information.
  5. Participation in decision-making – empowering oneself and others. This means being involved and involving people in joint analysis, planning and control of local decisions. Under this competency, key elements are: – decision-making and responsibility for outcomes; – a greater sense of ownership of and commitment to responsible action; – building capacity for self-reliance and self-organisation; and – empowering individuals to take action. Competencies relate to an aggregation of corresponding cognitive and practical skills, knowledge, motivation, values and ethics, attitudes, emotions, and other social and behavioural components that can be pulled together to achieve an aim in a specific setting (Rychen and Tiana 2004). According to the Institute of Electrical and Electronics Engineers (IEEE) reusable competency definition, a competency is defined as any form of knowledge, skill, attitude, ability or educational objective that can be described in a context of learning, education or training: ‘The goal of most learning, education and training is to acquire skills, knowledge and ability, i.e. competencies. Recognizing and validating the competencies that individuals have or should acquire are also fundamental to staffing, recruiting, credentialing, personal advancement, workforce development, curriculum development and policy making.
Methodology and review process

The methodology and review process for developing the Curriculum Framework entailed a number of phases: a literature review, including available national curricula, and consultative processes with member countries and relevant experts and partners. These included several technical workshops, as well as internal cross-divisional discussions and feedback.
Integrated competencies and learning outcomes are specified in three categories – knowledge, skills, and values and attitudes are shown in Figure.

Figure XVII (4.1) – 1: The three categories (knowledge, skills, and values and attitudes) of Integrated competencies and learning outcomes

The framework is developed as a matrix model with indicative core competencies that could be used to map the 17 SDGs (or as an auditing tool for the 17 SDGs).

Curriculum Framework mapping: overview

The following tables describe how education across all levels can shape learning outcomes, applying the competencies-based methodology. Each SDG is broken down to illustrate how this systematic methodology can be applied at technical/higher education and across all SDGs for the development of engaged global citizens, driven to support the achievement of the SDGs.

References:

https://www.ieagreements.org/assets/Uploads/IEA-Graduate-Attributes-and-Professional-Competencies-2021.1-Sept-2021.pdf
https://www.greenwich.edu.pk/images/PDFs/CFSDG_UPDF-003.pdf

Table XVII (4.1) – 2: Professional Competencies for all levels of education towards achieving the SDGs 1 – 17
 

Goal 1 – No Poverty

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 2 – Zero Hunger

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 3 – Good Health and Well-being

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 4 – Quality Education

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 5 – Gender Equality

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 6 – Clean Water and Sanitation

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 7 – Affordable and Clean Energy

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 8 – Decent Work and Economic Growth

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 9 – Industry, Innovation and Infrastructure

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.

Goal 10 – Reduced Inequalities

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 11 – Sustainable Cities and Communities

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 12 – Responsible Consumption and Production

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 13 – Climate Action

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 14 – Life below Water

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 15 – Life on Land

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 16 – Peace, Justice and Strong Institutions

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.

Goal 17 – Partnership for the Goals

 Knowledge and understandingSkills and applicationsValues and attitudes
TVET
  • 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.
Tertiary education
  • 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.
COMMITMENT TO MEANINGFUL EDUCATION AROUND THE SDGs ACROSS THE UNIVERSITY

B.S. Abdur Rahman Crescent Institute of Science and Technology initiated its curriculum for teaching the next generation to adopt sustainability in their Professional Career and in their personal lives. Targeted to commit a meaningful education around the SDGs, all the UG and PG programmes offered by this institute are framed and mapped with SDGs. Some of the sample courses for selected programmes are shown below. The detailed version of the curriculum and syllabi, which are mapped with SDGs is uploaded in the Institute Website and the links for the same are given below.

Table XVII (4.1) – 3: List of sample courses mapped to SDGs offered to B.Tech Mechanical Engineering students
S. No.Course CodeCourse NameLTPCMapped with SDG
1CHD1181ENGINEERING MATERIALS AND APPLICATIONS30249
2GED 1101ENGINEERING GRAPHICS20239
4GED 1104PROGRAMMING FOR PROBLEM SOLVING10228
5END 1281ENGLISH FOR ENGINEERS30034
6GED 1202BASIC ELECTRICAL AND ELECTRONICS ENGINEERING30243, 8, 12
7GED 1206ENVIRONMENTAL SCIENCES20023, 5, 6, 7, 13
8GED 2101ESSENTIAL SKILLS AND APTITUDE FOR ENGINEER002117
9GED 2201WORKPLACE SKILLS AND APTITUDE FOR ENGINEERS00218
10GED 2202INDIAN CONSTITUTION AND HUMAN RIGHTS200216

Weblink for the entire Curriculum and Syllabus :
https://bsacist.crescent.education/wp-content/uploads/2022/06/Dean-AA-B.Tech_.-Mechanical-R2021-CS-Amended-upto-Feb.2022-23.05.22.pdf

Table XVII (4.1) – 4: Sample Syllabus of B.Tech Mechanical Engineering denoting the SDGs
GED 2201WORKPLACE SKILLS AND APTITUDE FOR ENGINEERSLTPC
SDG: 80021
  COURSE OBJECTIVES:
COB1:To expose them to reading for specific purposes, especially in professional contexts
COB2:To expose them to the process of different kinds of formal writing
COB3:To prepare the students to be successful in their career
COB4:To familiarize various problem-solving techniques in aptitude and puzzles.
MODULE IEXTENSIVE READING & WRITING   07
Reading for comprehension – inferring and note-making – Process of writing- paragraph development – elements of business writing: Email, memos.
MODULE IIINTENSIVE READING & WRITING   08
Intensive reading and reviewing – Interpretation of charts, graphs – Résumé – Letter of enquiry, thanksgiving letters.
MODULE IIIQUANTITATIVE APTITUDE   08
Percentage – Ratio and Proportion – Profit and Loss – Averages, Allegations and Mixtures.
MODULE IVLOGICAL COMPETENCY   07
Syllogism – Blood Relations- Number,          Alpha and Alpha numeric series – Puzzles – Cubes and Dice – Odd One Out-Coding and Decoding
L – 30; TOTAL HOURS – 30
REFERENCES:
1.      Sharma, R.C. and Mohan, Krishna (2010). Business Correspondence and Report Writing. 4th edition. Tata McGraw Hill Education Private Limited, New Delhi 2.      Whitby, Norman (2014). Business Benchmark: Pre-Intermediate to Intermediate. Cambridge University Press, UK 3.      Tyra .M, Magical Book On Quicker Maths, BSC Publishing Company Pvt. Limited, 2009 4.      R. S. Aggarwal , Quantitative Aptitude for Competitive Examinations, S. Chand Limited, 2017 5.      R. S. Aggarwal , A Modern Approach to Verbal & Non-Verbal
SDG 8:Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.
GED 2202INDIAN CONSTITUTION AND HUMAN RIGHTSLTPC
SDG: 162000
  COURSE OBJECTIVES:
COB1: To explicate the emergence and evolution of Indian Constitution.
COB2: To have an insight into the philosophy of fundamental rights and duties, and Directive Principles.
COB3: To differentiate the structure of executive, legislature and judiciary.
COB4: To understand human rights and its implication – local and international and redressal mechanism.
MODULE IINTRODUCTION AND BASIC INFORMATION ABOUT INDIAN CONSTITUTION  8
Meaning of the constitution law and constitutionalism – Historical Background of the Constituent Assembly – Government of India Act of 1935 and Indian Independence Act of 1947 – The Constituent Assembly of India – Enforcement of the Constitution – Indian Constitution and its Salient Features – The Preamble of the Constitution. Citizenship.
MODULE IIFUNDAMENTAL RIGHTS, DUTIES AND DIRECTIVE PRINCIPLES   7
Fundamental Rights and its Restriction and limitations in different complex situations – Directive Principles of State Policy (DPSP) & its present relevance in our society with examples- Fundamental Duties and its Scope and significance in nation building – Right to Information Act 2005.
MODULE IIIGOVERNANCE IN INDIA   8
The Union Executive – the President and the Vice-President – The Council of Ministers and the Prime Minister – Powers and functions. The Union legislature – The Parliament – The Lok Sabha and the Rajya Sabha, Composition, powers and functions – Government of the State – The Governor – the Council of Ministers and the Chief Minister – Powers and Functions-Elections-Electoral Process and Election Commission of India – Indian judicial system.
MODULE IVHUMAN RIGHTS AND INDIAN CONSTITUTION 7
Human rights – meaning and significance – Covenant on civil and political rights – Covenant on Economic, Social and Cultural rights – UN mechanism and agencies – The Protection of Human Rights Act, 1993 – watch on human rights and enforcement – Roles of National Human Rights
Commission of India – Special Constitutional Provisions for SC & ST, OBC – Special Provision for Women, Children & Backward Classes.
L – 30; TOTAL HOURS –30
TEXT BOOKS:
1.      B.K. Sharma, Introduction to the Constitution of India, 6th ed., PHI Learning Private Limited, New Delhi 2011 2.      Durga Das Basu ―Introduction to the Constitution on India‖, (Students Edition.) Prentice –Hall EEE, 19th / 20th Edn. 2008 3.      M.P. Jain, Indian Constitutional Law, 7th ed., LexisNexis, Gurgaon. 2014.
COURSE OUTCOMES: At the end of the course, the students will be able to
CO1: describe the emergence and evolution of Indian Constitution.
CO2: realize the status and importance of fundamental rights, fundamental duties and directive principles of state policy and relation among them by understanding the articulation of its basic value under the Constitution of India.
CO3: compare the various structure of Indian government.
CO4: recognize the human rights, cultural, social and political rights and its relationship with Indian constitution. .
Board of Studies (BoS) : 4th BoS of SSSH held on 28.06.2021Academic Council: 17th AC held on 15.07.2021
 PO1PO2PO3PO4PO5PO6PO7PO8PO9PO 10PO11PO 12
CO1  M  HMLM M 
CO2  H  MHM  H 
CO3  M  HML  L 
CO4  H  HHMM  H

Note: L – Low Correlation M – Medium Correlation H – High Correlation

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
Application of human, legal and political rights leading to empowerment in real-life situations for protection of fundamental freedoms and freedom from violence, abuse, trafficking and exploitation are at the core of human rights.
Table XVII (4.1) – 5: List of sample courses mapped to SDGs offered to B.Tech Civil Engineering students
S. No.Course CodeCourse NameLTPCMapped with SDG
1PHD 1183MECHANICS OF SOLIDS30244
2CHD 1181ENGINEERING MATERIALS AND APPLICATIONS30249
3CED 2101MECHANICS OF STRUCTURES30039, 11
4CED 2102MECHANICS OF FLUIDS30036
5CED 2103CONCRETE TECHNOLOGY300311
6CED 2104WATER AND WASTEWATER ENGINEERING30246
7CED 2106CONCRETE AND HIGHWAY LABORATORY002111
8GED 2101ESSENTIAL SKILLS AND APTITUDE FOR ENGINEERS002117
9CED 2204ESTIMATION AND COSTING OF INFRASTRUCTURE PROJECTS20238
10CED 2206SURVEY AND SOIL INVESTIGATION CAMP002111

Weblink for the entire Curriculum and Syllabus :
https://bsacist.crescent.education/wp-content/uploads/2022/08/Dean-AA-B.Tech_.-Civil-R2021-CSAmended-upto-Feb.2022-12.08.22.pdf

Table XVII (4.1) – 6: Sample Syllabus of B.Tech Civil Engineering denoting the SDGs
PHD 1183MECHANICS OF SOLIDS (For Civil Engineering)LTPC
SDG: 43024
  COURSE OBJECTIVES: The objectives of the course are to impart knowledge on
COB1: the basic concepts of stresses, strains and deformation     due to internal forces
COB2: the principal stresses, strains and theories of failure
COB3: theory of torsion and stresses and deformation in circular and hallow shafts.
COB4: concept of stresses in thin cylinders and spheres with its application.
COB5: concept of stresses and strains in thick cylinders
MODULE IPROPERTIES OF MATERIALS   9
Introduction – stress – Types of stress – strain – Types of strain – Poisson’s ratio –Hooke’s Law – Elastic constants and their relationship – Volumetric Strain – Plastic deformation of metals; Tensile test – standards for different material (brittle, quasi-brittle, elastic and ductile) – True stress – strain interpretation of tensile test; and hardness of materials;
MODULE IISIMPLE     &     COMPOUND    STRESSES    AND STRAINS9
Deformation of simple and compound bars – Bar with uniform and varying section – Thermal Stresses – Principal Stresses, strain and maximum shear stresses – Mohr’s Circle for Plane stress – Principal theories of failure for a member subjected to biaxial stress.
MODULE IIITORSION   9
Theory of simple torsion – Stresses and deformation in circular and hollow shafts – Stepped shafts – Shafts fixed at both ends – Stresses and deflection of Leaf springs and helical springs.
MODULE IVTHIN CYLINDERS AND SPHERES   9
Thin Cylinders and Spheres- Derivation of formulae and calculations of hoop stress, longitudinal stress in a cylinder, and sphere subjected to internal pressures.
MODULE VTHICK CYLINDERS9
Stresses in Thick cylinders subjected to internal and external pressure and compound cylinders – Stresses and strains in thick spherical shell.
PRACTICALS  
1.   Properties of steel rebar by tension test 2.   Determination of hardness of metal by Rockwell and Brinell hardness test. 3.   Determination of impact strength of metal by Izod and Charpy method. 4.   Investigation of Hooke’s Law using timber and steel. 5.    Determination of Stiffness and Modulus of rigidity of steel specimen by torsion test. 6.   Determination of Stiffness and Modulus of rigidity of open coil spring
L – 45; P – 30; Total Hours – 75
TEXT BOOKS:  
1. Popov, E.P and Balan, T.A., “Engineering Mechanics of Solids”, Pearson India Education Services, 2nd Edition, India, 2018. 2. Stephen Timoshenko, “Strength of Materials: Elementary Theory and Problems”, CBS Publishers & Distributors, 3rd Edition, New Delhi, 2004.
REFERENCES:  
1. Jindal, U.C., “Strength of Materials”, Pearson Education, India, 2012 2. Ramamrutham, S and Narayan, S., “Strength of Materials”, Dhanpat Rai Publishing Company Pvt. Ltd., New Delhi, 2008.
COURSE OUTCOMES: At the end of the course, the student will be able to
CO1: describe stress, strain, elastic constants and their relationship.
CO2: determine the principal stresses and strains based on various methods.
CO3: develop the torsion equation and solve the problems based on torsion.
CO4: determine the stress in thin cylinders and spheres
CO5: determine the stress in thick cylinders and spheres
Board of Studies (BoS) : BOS of Physics was held on 21.6.21Academic Council: 17th AC held on 15.07.2021
   PO1  PO2  PO3  PO4  PO5  PO6  PO7  PO8  PO9PO   10PO   11PO   12  PSO1  PSO2  PSO3
CO1HMLLMMMLLLMM
CO2HMMLLMLLLLLM
CO3HMMLLLLLLLLM
CO4HMMLMMMLLLMM
CO5HMMLMMMLLLMM

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 4: Ensuring inclusive and equitable quality education for all persons and promote lifelong learning opportunities.
ED 2102MECHANICS OF FLUIDSLTPC
SDG: 6 3003
COURSE OBJECTIVES:
COB1: To impart   understanding   of   key   concepts   and   fundamental principles pertaining to fluid behavior.
COB2: To provide sufficient knowledge to understand the basic concepts of fluid flow.
COB3: To impart the basic knowledge on the dynamics of fluids and flow through pipes.
COB4: To expose to the significance of boundary layer theory and its applications.
COB5: To develop the basic knowledge on the dimensional analysis and model study.
MODULE IFLUID         PROPERTIES          AND        PRESSURE MEASUREMENTS10
Dimensions and units – Properties of Fluids – Ideal and Real fluid – Definition of pressure – Pressure at a point- Pascal’s law- Absolute and Gauge pressure – Measurement of pressure – Simple and Differential Manometer theory and problems – Pressure gauges.
MODULE IIFLUID STATICS AND FLUID KINEMATICS 10
Fluid Statics – Hydrostatic law – Definition of total pressure, Center of pressure, Metacentric height, Buoyant force –Problems on hydrostatic force and depth of center of pressure on plane surfaces and submerged surfaces (Vertical, Inclined and curved). Fluid Kinematics – Velocity and Acceleration- Stream, Streak and Path lines – Classification of flows – Continuity equation (one-, two- and three- dimensional forms) – Stream and Potential functions – Flow nets.
MODULE IIIFLUID DYNAMICS   9
Euler and Bernoulli’s equations – Application of Bernoulli’s equation – Venturimeter–Orifice meter- Laminar flow through pipes– Hagen Poiseuille equation – Turbulent flow – Darcy-Weisbach formula – Major and minor losses of flow in pipes – Pipes in series and in parallel – Moody diagram.
MODULE IVBOUNDARY LAYER   8
Definition of boundary layer – Thickness and classification –Displacement
and momentum thickness – Separation of boundary layer – Development of laminar and turbulent flows in circular pipes.
MODULE VSIMILITUDE AND MODEL STUDY8
Dimensional Analysis – Rayleigh’s method, Buckingham’s Pi- theorem – Similitude and Models- Dimensionless numbers – Scale effect and Distorted models
L –45; Total Hours– 45
TEXT BOOKS:
1.      Bansal R.K.,“A    textbook of Fluid   mechanics and hydraulic machines”, Laxmi Publications (P) Ltd., New Delhi, 10th Edition, 2019. 2.      Modi, P.N. and Seth, S.M.,” Hydraulics and Fluid Mechanics including Hydraulics Machines”, 21st Edition, Standard Book House, New Delhi, 2018. 3.      Som. S.K., Gautam Biswas and Chakraborty. S., “Introduction to Fluid Mechanics and Fluid Machines”, Tata McGraw Hill Education Pvt. Ltd., 2012.
COURSE OUTCOMES: At the end of the course the students will be able to
CO1: describe fluid properties, forces causing flow and will be able to solve problems involving fluid properties and fluid pressure measurements.
CO2: assess the knowledge related to hydrostatic forces acting on the floating bodies and analyze the flow using principles of fluid kinematics.
CO3: solve fluid problems using principle of fluid dynamics, estimate losses in pipelines and analysis of pipes connected in series and parallel.
CO4: demonstrate the concept of boundary layer and its application to find the drag force excreted by the fluid on the flat solid surface.
CO5: formulate the relationship among the parameters involved in the given fluid phenomenon and to predict the performances of prototype by model studies.
Board of Studies (BoS) : 16th BOS of Civil held on 5.1.2022Academic Council: 18th Academic Council held on 24.02.2022
 PO 1PO 2PO 3PO 4PO 5PO 6PO 7PO 8PO 9PO 10PO 11PO 12PSO1PSO2PSO3
CO1HMLLLLMLLLLMLLL
CO2HMLLLLMLLLLMLLL
CO3HMHLLMHLLLLHLLM
CO4HMMMLLMLLLLHLLL
CO5HMMMLLHLLLLHLLL

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 6: Clean, accessible water for all is an essential part of the world we want to live in.

CED 2103CONCRETE TECHNOLOGYLTPC
SDG: 11 3003
COURSE OBJECTIVES: The main objective of this course is to impart adequate knowledge on
COB1:significance of concrete constituent materials
COB2:workability of concrete and concrete mix design
COB3:hardened concrete properties and its significance
COB4: durability properties of concrete
COB5: different types of concrete currently used in the construction projects
  MODULE ICONCRETE CONSTITUENT MATERIALS AND WORKABILITY  9
Overview and significance of concrete constituent materials – Cement : chemical composition and compounds, hydration process, microstructure of concrete–Workability : water-cement ratio, influencing factors, site and laboratory methods to determine workability – Mineral and chemical admixtures : overview
MODULE IICONCRETE MIX DESIGN   9
Manufacture of concrete: Construction practices to be followed in site – Concrete Mix Design: significance, salient parameters, mix design as per Indian Standards and American Concrete Institute method, validation of mix design, fresh concrete properties.
MODULE IIIHARDENED CONCRETE PROPERTIES   9
Hardened concrete properties: overview and significance – compressive strength, flexural strength, splitting tensile strength, modulus of elasticity, bond strength, creep and shrinkage: test methods as per Indian standards, estimation of strength properties – NDT techniques for hardened concrete strength assessment : overview.
MODULE IV DURABILITY PROPERTIES OF CONCRETE 9
Sustainable construction – Durable concrete – life cycle cost benefits – Mechanisms affecting durability of concrete: physical mechanisms and chemical mechanisms : overview – Significance of proper selection of construction materials, mix design and good construction practices – Tests to assess durability of concrete : water absorption, water permeability, water
sorptivity, rapid chloride penetration test, accelerated corrosion test – test procedures and estimation methods.
MODULE VCONCRETE FOR SPECIAL APPLICATIONS9
High performance concrete – fibre reinforced concrete – polymer modified concrete – shotcrete – self compacting concrete
L – 45 ; TOTAL HOURS – 60
TEXT BOOKS:
1. Shetty.M.S., and A.K. Jain “Concrete Technology (Theory and Practice)”, S. Chand and Company Ltd.,2010. 2. Gambhir.M.L., “Concrete Technology”, 5th Edition, Tata McGraw Hill Education, 2017
COURSE OUTCOMES: On completion of the course the student will be able to
CO1: describe the composition and compounds of cement, hydration process and workability of concrete.
CO2: perform mix design of concrete as per Indian Standards and ACI method
CO3: describe the hardened concrete properties including its test method as per Indian Standard
CO4: describe the durability properties of concrete including its test method as per Indian Standard / ASTM
CO5: specify and describe the type of concrete for special applications.
Board of Studies (BoS) : 16thBoS of Civil held on 05.01.2022Academic Council: 18th AC held on 24.02.2022
   PO1  PO2  PO3  PO4  PO5  PO6  PO7  PO8  PO9PO 10PO 11PO 12  PSO1  PSO2  PSO3
CO1          L H  
CO2          M H  
CO3     MM   M H  
CO4     MM   M H  
CO5     MM   H H  

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 11: Make cities and human settlements inclusive, safe, resilient and sustainable
Designing of durable concrete by properly understanding the properties of concrete constituent materials, expected strength, exposure conditions and application; make the human settlements safe and resilient and leads to sustainable development.
Table XVII (4.1) – 7: List of sample courses mapped to SDGs offered to B.Tech EEE students
S. No.Course CodeCourse NameLTPCMapped with SDG
1EED 2201AC Machines30038, 9
2EED 2204Power System Protection30037, 9
3EEDX 62Solar Energy Technology30037, 13
4PHDX 01Non Destructive Testing of Materials30034
5PHDX 03Biomaterials20024, 7, 14
6PHDX 07Fundamentals of Nanotechnology and its Applications20024
7SSDX 02Sociology Of Science And Technology300317
8SSDX 03Industrial Economics and  Management30038, 9
9SSDX 11Economics of Sustainable Development20029, 12
10GEDX 216IPR and Patent Laws30039, 16

Weblink for the entire Curriculum and Syllabus :
https://bsacist.crescent.education/wp-content/uploads/2022/05/Dean-AA-B.Tech_.-EEE-R2021_CS-Amendments-updated-upto-February-2022.pdf

Table XVII (4.1) – 8: Sample Syllabus for the course “Essential Skills and Aptitude for Engineers” mapped with SDGs
GED 2101ESSENTIAL SKILLS AND APTITUDE FOR ENGINEERSLTPC
SDG: 170021
COURSE OBJECTIVES:
COB1:To enable them to make effective business presentations
COB2:To train them to participate in group discussions
COB3:To enhance the problem-solving skills
COB4:To train students in solving analytical problems
MODULE IORAL DISCOURSE   07
Importance of oral communication-verbal and non-verbal communication, Presentation Strategies- one minute presentation (using Audacity/vocaro) – Effective listening skills, listening for specific information
MODULE IIVERBAL COMMUNICATION   08
Understanding negotiation, persuasion & marketing skills – Listening to short conversations & monologues – Group Discussion techniques – Role plays – Interview techniques
MODULE IIIBASIC NUMERACY   08
Simplification and Approximation – Competitive Examination Shortcut Techniques – Number Systems – Simple and Compound Interest-Progression
MODULE IVANALYTICAL COMPETENCY   07
Blood Relations – Clocks and Calendars – Coding and Decoding – Analytical Reasoning(Linear           Arrangement,    Circular Arrangement,    Cross   Variable Relationship and Linear Relationship)– Directions .
L – 30; TOTAL HOURS 30
REFERENCES:
1.    Whitby, Norman (2014). Business Benchmark: Pre-Intermediate to Intermediate. Cambridge University Press, UK 2.    Swan, Michael (2005). Practical English Usage, Oxford University Press 3.    Bhattacharya. Indrajit (2008). An Approach to Communication Skills, Dhanpat Rai& Co., (Pvt.) Ltd. New Delhi.
COURSE OUTCOMES: 
CO1: Make effective business presentations
CO2: Speak English intelligibly, fluently and accurately in group discussions
CO3: To apply the various problem-solving techniques
CO4: Understand and solve aptitude problem
Board of Studies (BoS) : 13thBoS of the Department of English held on 17.6.2021Academic Council: 17th AC held on 15.07.2021
 PO 1PO 2PO 3PO 4PO 5PO 6PO 7PO 8PO 9PO 10PO 11PO 12PSO 1PSO 2PSO 3
CO1         H     
CO2        MH     
CO3    LL         
CO4 M L           
CO5               

Note: L- Low Correlation M – Medium Correlation H – High Correlation

SDG 17: Strengthen the means of implementation and revitalize the global partnership for sustainable development

Table XVII (4.1) – 9: Curricula and Syllabi of B.Tech, MCA and MBA programmes mapped with SDGs
S. No.DegreeName of the ProgrammeWeblink
1B.TechElectronics and Communication Engineeringhttps://bsacist.crescent.education/wp-content/uploads/2022/08/Dean-AA-B.Tech_.-ECE-R2021-CS-Amendments-updated-upto-Feb.2022_17.08.22.pdf
2B.TechElectronics and Instrumentation Engineeringhttps://bsacist.crescent.education/wp-content/uploads/2022/05/Dean-AA-B.Tech_.-EIE-R2021-CS-Amendments-updated-upto-Feb.2022.pdf
3B.TechComputer Science and Engineeringhttps://bsacist.crescent.education/wp-content/uploads/2022/06/B.Tech_.-CSE-R2021-CS-Amended-upto-February-2022-24.06.22.pdf
4B.TechInformation Technologyhttps://bsacist.crescent.education/wp-content/uploads/2022/05/B.Tech_.-IT-R2021CS-Amended-upto-Feb.2022-27.05.22.pdf
5B.TechPolymer Engineeringhttps://bsacist.crescent.education/wp-content/uploads/2022/05/B.Tech_.-Polymer-Engg.-R2021-CS-Amended-upto-Feb.-2022-25.05.22.pdf
6B.TechAeronautical Engineeringhttps://bsacist.crescent.education/wp-content/uploads/2022/05/B.Tech_.-Aeronautical-R2021-CS-Amended-upto-Feb.2022-27.05.22.pdf
7B.TechAutomobile Engineeringhttps://bsacist.crescent.education/wp-content/uploads/2022/06/Dean-AA-B.Tech_.-Automobile-Engg.-R2021-CS-Amended-upto-Feb.2022-19.05.22.pdf
8B.TechBiotechnologyhttps://bsacist.crescent.education/wp-content/uploads/2022/07/Dean-AA-B.Tech_.-Biotech.-R2021-CS-Amended-upto-Feb.-2022-20.07.22.pdf
9MCAMaster of Computer Applicationshttps://bsacist.crescent.education/wp-content/uploads/2022/06/MCA-R2019-CS-Amended-upto-Feb.2022-15.06.22.pdf
10MBAMaster of Business Administrationhttps://bsacist.crescent.education/wp-content/uploads/2022/06/MBA-R2021-CS-Amended-upto-Feb.2022-18.06.22.pdf

VI. Entrepreneurship Courses:

As part of the MoU signed with M/s.Wadhwani Foundation, National Entrepreneurship Network (NEN), Bangalore Basic Course in Entrepreneurship was taught to the students of B.Tech. programmes across discipline.

The course “Advanced Entrepreneurship” was offered as an elective for B.Tech.students aiming to become real-time entrepreneurs.

Table XVII (4.1) – 10: activities undertaken through Wadhwani Foundation, National Entrepreneurship Network (NEN):

Month & Year

Social

Entrepreneurship

Course

Advanced

Entrepreneurship

Course

Total No. of

Students

Enrolled

ODD 2022-23

July – Dec. 2022

28917306

EVEN 2022-23

Jan. – June 2023

452452
Total74117758

The orientation programme for “Social Entrepreneurship (MSC 3182)” course is arranged on 22.02.2023 for the V Semester students of ECE, EEE, EIE, CSE, CSE (IOT, AI & DS, CS) and IT. The key resource persons are Mr. Naveed Ahmed, Regional Manager and Mr. Ajay Chandran Jakle, Program Manager from Wadhwani Foundation, Bangalore.

 VII. Value-added Courses through IIT Bombay Spoken Tutorial:

 The staff and students of all programmes were encouraged to enroll in value added courses through IIT Bombay Spoken Tutorials portal. The courses help to enrich their knowledge and gather expertise in their areas of interest.

Table XVII (4.1) -11 : The number of courses and students enrolled in IIT Bombay – Spoken Tutorial Courses in the academic year 2022-23:

Details

IIT Bombay – Spoken Tutorial

Odd semester

Even semester

Total number of courses

38

19

Total number of faculty

involved / registered

52

52

Total number of students

2599

2400

The details of the number of courses and students enrolled in SWAYAM/NPTEL

courses in the academic year 2022-23 are:

Table XVII (4.1) -12 : Details of SWAYAM / NPTEL Courses offered during the AY 2021-22

Details

SWAYAM / NPTEL courses

Odd semester

Even semester

Total number of courses

526

319

Total number of faculty

involved / registered

98

125

Total number of students

753

1827

* 86 students pursued 13 NPTEL courses and availed credit transfer.

VIII. Courses offered by L&T Edutech:

 As a part of MoU with L&T Edutech, the following courses were offered through L&T in the odd semester 2022-23 for B.Tech. students:

Table XVII (4.1) -13 : Details of Courses offered during the AY 2021-22 as an outcome of MoU between the Institute and L&T Edu

Sl.No.

Department

Course Name

No. of Students

1

Civil Engineering

Sustainable Design of Buildings

39

2

EEE and E&I

Project Management

52

Policy for Partnerships for the Goals

Issue: 04; Revised on 2023

Policy Created onJuly 2009
1st  Revision amended onIQAC Meeting held on 27th October 2017
2nd Revision amended onIQAC Meeting held on 31st March 2021
3rd Revision amended onIQAC Meeting held on 16th  June 2023

17.1. OBJECTIVE

The primary objective of this policy is to establish and strengthen partnerships among universities, government bodies, NGOs, and the private sector to promote sustainable development through collaborative efforts, knowledge sharing, and resource mobilisation.

17.2 STATEMENT OF POLICY

The following metrics and indicators will guide the implementation of this policy.

  • Research into Partnerships for the Goals: Increase the proportion of academic publications co-authored with low or lower-middle-income countries to foster global collaboration.
  • Relationships to Support the Goals: Develop mechanisms to gather data on SDG progress and promote best practices through cross-sectoral dialogue.
  • Publication of SDG Reports: Institutions must commit to publishing data on their performance against each of the 17 SDGs, ensuring transparency and accountability.
  • Education for SDGs: Ensure a commitment to meaningful education around the SDGs across all university programs relevant to all students.
  • Collaboration for SDG Best Practices: Engage in international collaboration to review and develop best practices for tackling the SDGs.

17.3 RESPONSIBILITIES

  • Establish Collaborative Frameworks:
    • Create Memoranda of Understanding (MoUs) with local and international organizations, NGOs, and government agencies to formalise partnerships.
    • Engage in joint research initiatives that align with SDGs
  • Enhance Sustainability Literacy:
    • Integrate sustainability concepts into the curriculum across all disciplines, ensuring that students acquire the necessary knowledge, skills, and values to contribute to sustainable development.
    • Implement workshops and training sessions for faculty and students to enhance understanding of the SDGs and their interconnections.
  • Promote Cross-Sectoral Dialogue:
    • Organize annual conferences and seminars that bring together stakeholders from academia, industry, and government to discuss progress, challenges, and innovative solutions related to the SDGs.
    • Facilitate platforms for knowledge exchange, such as webinars and collaborative projects, to share best practices and successful case studies.
  • Monitor and Evaluate Partnerships:
    • Develop a robust monitoring and evaluation framework to assess the effectiveness of partnerships and their contributions to achieving the SDGs.
    • Utilize data collected from partnerships to inform policy decisions and improve collaborative efforts.

17.4 IMPLEMENTATION

  • Short-term (1-2 years): Establish partnerships, integrate sustainability literacy into the curriculum, and initiate cross-sectoral dialogues.
  • Medium-term (3-5 years): Expand collaborative research projects, publish annual SDG reports, and evaluate the impact of partnerships.
  • Long-term (5+ years): Foster a culture of sustainability within the institution and the community, ensuring ongoing commitment to the SDGs.

17.5 DISSEMINATION OF POLICY

. A. Signage and Visual Communication

  • Campus Signage:
    • Display clear and informative signage throughout the campus highlighting key aspects of the Partnerships for the Goals policy, focusing on sustainability practices.
    • Utilize engaging visuals and infographics that effectively capture attention and communicate important messages.

B. Awareness Programs

  • Regular Workshops and Seminars:
    • Conduct awareness programs at regular intervals, including workshops, seminars, and training sessions to educate the campus community about the importance of partnerships for sustainability.
    • Use interactive formats to promote engagement, encourage dialogue, and facilitate knowledge sharing among participants.
  • Student and Faculty Involvement:
    • Involve students and faculty in planning and executing awareness programs, fostering a sense of ownership and responsibility towards the policy’s implementation.
    • Encourage student-led initiatives that promote collaboration and sustainability practices across campus.

C. Digital Communication

  • Website Updates:
    • Post the Partnerships for the Goals policy on the Institute’s official website, ensuring easy access for all stakeholders.
    • Regularly update the webpage with new information regarding events, initiatives, and progress related to the policy.
  • Social Media Engagement:
    • Utilize social media platforms to raise awareness about the policy, share success stories, and promote upcoming events related to partnerships and sustainability.
    • Create engaging content, including videos, infographics, and testimonials, to reach a broader audience and enhance visibility.

D . Key Performance Indicators (KPIs)

  • Track the effectiveness of dissemination strategies through metrics.

17.6 ENFORCEMENT OF POLICY

a) The Dean of Schools and Head of the Departments monitor compliance and address breaches.

b) Awareness of the policy among students, staff, and visitors is essential.

c) Breaches may lead to disciplinary action per the Institute’s code of conduct.

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SDG 17 – Policy for Partnerships for the Goals

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