Elementary School Track (Grade 4-5)
Every country has been affected by COVID-19, with nearly a quarter of a billion cases and almost 5 million deaths reported globally as of the end of September 2021. According to the “Strategy to Achieve Global COVID-19 Vaccination by mid-2022” by World Health Organization (WHO), although over 6 billion doses of COVID-19 vaccine have already been administered, and global production is now reaching 1.5 billion doses per month, the world is not positioned to end the pandemic.
However, globally, vaccine access is highly inequitable with coverage ranging from 1% to over 70%, depending largely on a country’s wealth. In relation to Sustainable Development Goal 3, how could the distribution of vaccines during the COVID-19 situation be done in a more effective and efficient way? How could we ensure that all nations could equally receive the necessary aids?
Middle School Track (Grade 6-8)
The United Nations launched its sustainable development agenda in 2015, addressing urgent action to combat climate change and its impacts in relation to Sustainable Development Goal 13. Also, the Paris Agreement provides a framework for financial, technical, and capacity-building support from more developed countries to developing countries. However, according to the United Nations Framework Convention on Climate Change (UNFCCC), the economic and social development and poverty reduction are the first and overriding priorities of the developing country parties.
In relation to the commitment towards climate action and their rights of development, how do you think the Least Developed Countries (LDCs) can integrate SDGs into their policies? Use specific reasons and examples to support your answers.
High School Track (Grade 9-12)
According to the Technology and Innovation Report 2021 from the United Nations Conference on Trade and Development (UNCTAD), building a strong industrial base and promoting frontier technologies is required for the global vision of people-centered, inclusive, and sustainable societies. However, this progress has been mostly concentrated in developed countries, and every wave of progress was associated with sharper inequality between countries – with widening disparities in access to products, social services and public goods – from education to health, from ICT infrastructure to electrification.
In relation to Sustainable Development Goal 8, how could we more effectively accelerate the technologies such as artificial intelligence (AI), robotics, biotechnology, and nanotechnology? How could developing countries catch the wave of frontier technologies balancing innovation with equity? Use specific reasons and examples to support your answers.
Every goal in the 2030 Agenda requires education to empower people with the knowledge, skills and values to live in dignity, build their lives and contribute to their societies. Ambitions for education are essentially captured in Sustainable Development Goal 4 which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030.
As a human right and a force for sustainable development and peace, how do learning systems need to change to match a rapidly changing world with technological shifts? What actions can countries take to monitor the quality of education and ensure better learning outcomes? Use specific reasons and examples to support your answers.