vii
cutting, are inter-sectoral, and complement each other in many ways (Babier and
Burgess 2017). Thus, for example, provision of quality education (SDG 4) and safe
drinking water (SDG 6) to deprived areas and slum settlements helps the communities and cities become more sustainable (SDG 11), improves health conditions of
the people (SDG 3), and is also simultaneously an antipoverty (SDG 1) measure, as
it reduces livelihood vulnerabilities by building community capacity-building.
Thus, each of the SDG and targets are multidimensional in scope but also tied with
each other.
As the Sustainable Development Agenda now sets the vision for 2030 for global
action, its success depends on how far they are localized and integrated with
national, subnational, and local plans of various countries. Policy-makers, academics, educators, and practitioners have embarked in activities aimed to integrate
SDGs in policy documents, research agenda, and academic course curriculum. Yet,
a major problem confronting these actors is a lack of knowledge about the operationalization of SDGs, which compromises their ability to disseminate knowledge
in an impactful and contextualized manner. Some researchers and educators have
proactively become active participants in the implementation of the SDGs across
the world, representing a potential for global change.
Tokyo, Japan
Isabel B. Franco
Brisbane, Australia
Kakudia, Odisha, India
Tathagata Chatterji
Brisbane, QLD, Australia
Ellen Derbyshire
Sydney, NSW, Australia
James Tracey
Preface
cutting, are inter-sectoral, and complement each other in many ways (Babier and
Burgess 2017). Thus, for example, provision of quality education (SDG 4) and safe
drinking water (SDG 6) to deprived areas and slum settlements helps the communities and cities become more sustainable (SDG 11), improves health conditions of
the people (SDG 3), and is also simultaneously an antipoverty (SDG 1) measure, as
it reduces livelihood vulnerabilities by building community capacity-building.
Thus, each of the SDG and targets are multidimensional in scope but also tied with
each other.
As the Sustainable Development Agenda now sets the vision for 2030 for global
action, its success depends on how far they are localized and integrated with
national, subnational, and local plans of various countries. Policy-makers, academics, educators, and practitioners have embarked in activities aimed to integrate
SDGs in policy documents, research agenda, and academic course curriculum. Yet,
a major problem confronting these actors is a lack of knowledge about the operationalization of SDGs, which compromises their ability to disseminate knowledge
in an impactful and contextualized manner. Some researchers and educators have
proactively become active participants in the implementation of the SDGs across
the world, representing a potential for global change.
Tokyo, Japan
Isabel B. Franco
Brisbane, Australia
Kakudia, Odisha, India
Tathagata Chatterji
Brisbane, QLD, Australia
Ellen Derbyshire
Sydney, NSW, Australia
James Tracey
Preface