1 No Poverty

This SDG represents the fight against poverty in all its forms.

We understand poverty not only as a lack of income but also as a violation of fundamental human rights. Poverty affects human dignity and denies access to essential resources. It can manifest itself in a lack of economic liquidity but also as a lack of food, education, health care, housing, employment, personal development, etc.

It is important to also consider the exclusion associated with poverty which causes those affected by it to be discriminated against and left without possibilities to participate in their communities. Since they are unable to participate in decision-making in areas that affect them, as a consequence, the decisions taken will usually even further profound their poverty.

Thus, students should be invited to reflect on the different forms of poverty and about the perceived importance of their economic development.

The SDGs can only be accomplished if they are accepted by all social actors, including educators. Moreover, since the agenda to reach and maintain sustainable development depends on future generations, its implementation in the education system is essential. The current students are future professionals. They will be capable of contributing to the promotion or hindrance of the policies and social habits through their actions.

The VET, oriented to the labour market, must take the responsibility that the current students – the future professionals – will stand on the side of their communities and their environment. The educational system must teach them not only knowledge but also civic attitudes. This means making students aware of their future service to society and the importance of using their work to improve people’s lives.

The SDGs can be also a good frame of reference to help understand the world from a global perspective – as a single entity where every person is related to their environment and where every small action has its consequences. And also as a place where the value of each person is important and can represent the beginning of small changes that can turn into great transformations.

Targets ▼

1.1 By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less than $1.25 a day.
1.2 By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions.
1.3 Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable
1.4 By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services, including microfinance.
1.5 By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events and other economic, social and environmental shocks and disasters
1.a Ensure significant mobilisation of resources from a variety of sources, including through enhanced development cooperation, to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensions.
1.b Create sound policy frameworks at the national, regional and international levels, based on pro-poor and gender-sensitive development strategies, to support accelerated investment in poverty eradication actions.

Action Area

Participation

The students must become aware of the power they have in society. They need to recognise themselves as agents of change and learn to identify ways to demand SDG oriented policies, and specifically, policies fighting against poverty. They also need to be able to identify tools and means of nurturing this seed of change in their community. The behaviours connected in some way to this SDG can be measured in this area, such as behaviours towards people in need, interpretation of the situation (critical or not), attitudes towards poverty (denial, passive, active, resigned, critical, etc.), knowledge, and the ability to promote movements against poverty.
Conscious consumption

Consumption is a powerful tool which we all have access to. It moves large amounts of money every day, creates social habits and global ideas, and defines policies. Because of this, promotion of responsible, social, sustainable and critical consumption is essential to accomplish the SDGs. In the current hyper-globalised society, our consumption in one part of the world can affect a different part of the world. Students must understand that a certain type of consumption may contribute to perpetuating poverty while another type of consumption may help to eradicate or reduce it. In this area, we can explore habits of consumption in the areas of food, technology, leisure, information, travelling, etc. (in home, education, and social settings).
Civic sense

The state of prosperity is maintained through everyone’s contribution. The politicians need to stay in service of their people while the citizens need to be informed, critical and supervise the common good. Social policies are financed with taxes, thus, their evasion or fraud is an attack on society, especially on those in need. Students must understand their civic power, their role in society as taxpayers and future professionals, and the importance of public welfare. You can analyse their attitudes towards the common good (how they care for it – in school, at home, outside, etc.) and also their ideas about their role as future professionals (what benefits they prioritise, how they see existence and distribution of social aid, etc.).

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Learning Objectives ▼

Cognitive ▼

The learner understands the concepts of extreme and relative poverty and is able to critically reflect on their underlying cultural and normative assumptions and practices.Test es
The learner knows about the local, national and global distribution of extreme poverty and extreme wealth.
The learner knows about causes and impacts of poverty such as unequal distribution of resources and power, colonisation, conflicts, disasters caused by natural hazards and other climate change-induced impacts, environmental degradation and technological disasters, and the lack of social protection systems and measures.
The learner understands how extremes of poverty and extremes of wealth affect basic human rights and needs.
The learner knows about poverty reduction strategies and measures and is able to distinguish between deficit-based and strength-based approaches to addressing poverty.

Socio-emotional ▼

The learner is able to collaborate with others to empower individuals and communities to affect change in the distribution of power and resources in the community and beyond.
The learner is able to raise awareness about extremes of poverty and wealth and encourage dialogue about solutions.
The learner is able to show sensitivity to the issues of poverty as well as empathy and solidarity with poor people and those in vulnerable situations.
The learner is able to identify their personal experiences and biases with respect to poverty.
The learner is able to reflect critically on their own role in maintaining global structures of inequality.

Behavioural ▼

The learner is able to plan, implement, evaluate and replicate activities that contribute to poverty reduction.
The learner is able to publicly demand and support the development and integration of policies that promote social and economic justice, risk reduction strategies and poverty eradication actions.
The learner is able to evaluate, participate in and influence decision-making related to management strategies of local, national and international enterprises concerning poverty generation and eradication.
. The learner is able to include poverty reduction, social justice and anti-corruption considerations in their consumption activities.
The learner is able to propose solutions to address systemic problems related to poverty

Organisational Perspective ▼

The three action areas can be analysed also from the perspective of a school, enterprise, company, or any other type of organisational unit.

This way, a company’s participatory attitude can be measured (possibilities for participation in and outside the company, tools for the inclusion of different disadvantaged groups, participation and collaboration with other campaign agents, meetings or coordinated work aimed at eradication of

poverty and its causes). The interactions between students, teachers (or staff in general) and other agents and areas in and outside the city regarding this issue can be also assessed.

Likewise, the applied consumption model can be evaluated (based on criteria such as choices made during choosing between various products or services, efficiency in the use of both own and third-party resources, implications which these decisions may have on the perpetuation of poverty of different groups). The use of water, electricity, internet etc. can be evaluated on the organisational level, in addition to the matter of acquisition of materials or equipment. The students, staff, and users are also invited to carry out this or a similar essential analysis to develop their studies or work or to receive the attention of offered services.

Lastly, in the area of civil sense, we can measure the contribution of an organisation in the reduction of poverty for their staff/students and for their community. We need to consider if the organisation pays special attention to their economic and social needs and needs of its surroundings and if any actions

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End poverty in all its forms everywhere

Targets ▼

Action Area

Learning Objectives ▼

Cognitive ▼

Socio-emotional ▼

Behavioural ▼

Organisational Perspective ▼

Find out more

United Nations - Sustainable Development - SDG1

Education for Sustainable Development Goals: learning objectives

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End poverty in all its forms everywhere

Action Area

Participation

Conscious consumption

Civic sense

Organisational Perspective ▼