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HOPE TO THE FUTURE ASSOCIATION CSO Representative at the United Nations Department of Global Communications Official Member of the United Nations Academic Impact Korea
Web: www.hopetofuture.org I Address: 4F, Bongeunsa-ro 176, Gangnam-gu, Seoul, Korea Tel: +82-2-6952-1616 I Email: webmaster@hopetofuture.org
Editor in-Chief Hyeonkyung HA I ha_hannah@hopetofuture.org
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Program Introduction 1. What is SDG Book Club?
The UN SDG Book Club, advocated by the UN Publications, declares to provide resolute contributions towards achieving the 2030 Agenda with the support of the youth. It will bring the young readers closer to the challenges of our world, and provide them with keys to shape the world of tomorrow.
2. Sustainable Development Goals The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planetand improve the lives and prospects of everyone, everywhere. The 17 Goals were adopted by all the UN Member States in 2015, as part of the 2030 Agenda for Sustainable Development. With just under ten years left to achieve the SDGs, all sectors of society should mobilize for a decade of action on three levels: global action to secure greater leadership, local action embedding the need transitions in the governments, cities, and local authorities, and people action, including by the youth, civil society, the media, and other stakeholders, to generate
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an unstoppable movement pushing for the required transformations, We should all achieve the Goals by the target date of 2030, leaving no one behind.
3. Definition & Purpose of the SDGs Goal 1: No Poverty Poverty is one of the greatest challenges facing humanity. There is less poverty than there was in 1990, but some people still live a poor life. Most countries lack food, safe drinking water, and clean facilities. Many other countries with well-growing growth gave benefits to poverty countries. However, across South Asia, and sub-Saharan Africa, which accounts for 80 percent of the poorest people, they haven't ended poverty. So SDG though they still needs a great idea of effort to get people out of poverty and not just have food and services. But it does not mean that they won't provide the food; they will continue with another way.
Goal 2: Zero Hunger Ending hunger by 2030 and ensuring food security is the uttermost important part in order to achieve this goal. The goal is to ensure that everyone has enough food that is in good quality to lead a healthy life. Sustainable Development Goals (SDGs) aim would require increased access to food and widespread promotion of sustainable farming. Improving the productivity and incomes of small-scale farmers by promoting equal access to land, technology and markets, sustainable food production systems, and resilient agricultural practices. It also requires increased investments through international cooperation to bolster the productive capacity of agriculture in developing countries.
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Goal 3: Good Health and Well-being The goal is to promote people's well-being and ensure healthy lives by improving reproductive and maternal and child health and eliminating non-communicable and environmental diseases. Achieving this goal will lead universal health coverage and ensure universal access to safe, affordable and effective drugs and vaccines. So world leaders are committed to supporting research and development, increasing health resources, and improving all countries’ capacity to mitigate and manage health risks.
Goal 4: Quality Education The goal is to ensure access to quality education and lifelong learning opportunities for all people. The SDGs aim on the acquisition of basic and higher-order skills at all stages of education and development. In addition, giving more equal access to quality education at all levels and to give opportunities for all.
Goal 5: Gender Equality After the 13th amendment and the 15th amendment every slave was freed and had human rights, but until the 13th amendment, women had no right to vote. Finally, after the 15th amendment, they got the right to vote. Discrimination has existed between men and women since ancient times, and it still occurs wherein labor. Women are discriminated against not only in the workplace but in many other problems. There is a lot of discrimination not only between men and women but among children as well. The SDGs hope to resolve all problems facing women.
Goal 6: Clean Water and Sanitation Water scarcity affects more than 40 percent of people, an alarming figure that is now known to rise as temperatures do. Although 2.1 billion people
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have improved water sanitation since 1990, diminishing drinking water supplies are affecting every minute. More and more countries are experiencing water stress. By 2050, it is projected that at least one in four people will suffer due to water shortages. Safe and affordable drinking water for all by 2030 requires investigation of inadequate infrastructure, providing sanitation facilities, etc. By prioritizing clean water, we can improve the health and livelihoods of millions of people. This is what the SDGs are working on to prevent serious problems from happening.
Goal 7: Affordable and Clean Energy Between 2000 and 2016, the number of people with electricity increased from 78 to 87 percent, and the numbers without electricity dropped to just below one billion. As the population continues to grow, so will the demand for cheap energy. Furthermore, an economy reliant on fossil fuels is creating drastic changes to our climate. Investing in solar, wind and thermal power, improving energy productivity, and ensuring energy for all is vital if we are to achieve SDG 7 by 2030. Clean, sustainable energy is not just about the environment. Around 4.3 million people die every year from pollution resulting from indoor cookstoves that use fire or toxic fuels. These deaths are entirely preventable. We can make sure every person has access to renewable energy by 2030.
Goal 8: Decent Work and Economic Growth Over the past 25 years, the number of workers living in extreme poverty has declined dramatically, despite the lasting impact of the 2008 economic crisis and global recession. In developing countries, the middle class now makes up more than 34 percent of total employment – a number that has almost tripled between 1991 and 2015. However, as the global economy continues to recover, we are seeing slower growth, and an insufficient amount of jobs to keep up with a growing labor force. According to the International Labour Organization, more than 204 million people
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were unemployed in 2015. Encouraging entrepreneurship and job creation are key to this, as are effective measures to eradicate forced labor, slavery, and human trafficking. With these targets in mind, the goal is to achieve full and productive employment, and decent work, for all women and men by 2030.
Goal 9: Industry, Innovation, and Infrastructure Investment in infrastructure and innovation are crucial drivers of economic growth and development. With over half the world's population now living in cities, mass transport and renewable energy are becoming more important, as are the growth of new industries and information and communication technologies. Technological progress is also key to finding lasting solutions to both economic and environmental challenges, such as providing new jobs and promoting energy efficiency. Promoting sustainable industries, and investing in scientific research and innovation, are all important ways to facilitate sustainable development.
Goal 10: Reduced Inequality Income inequality is on the rise—the richest 10 percent have up to 40 percent of global income whereas the poorest 10 percent earn only between 2 to 7 percent. If we take into account population growth inequality in developing countries, inequality has increased by 11 percent. We cannot live in a truly developed world without equal opportunities for both countries and their citizens. Equality is at the core of all the sustainable development goals. Together we can empower and promote the social, economic and political inclusion of all people irrespective of age, sex, disability, race, ethnicity, origin, religion, economic or another status.
Goal 11: Sustainable Cities and Communities About a quarter of the world's population resides in cities. By 2050, twothirds of all humanity—6.5 billion people—will be urban. Sustainable
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development cannot be achieved without significantly transforming the way we build and manage our urban spaces. The rapid growth of cities—a result of rising populations and increasing migration—has led to a boom in mega-cities, especially in the developing world, and slums are becoming a more significant feature of urban life. By 2030, almost 60% of the world's population will live in urban areas, and most of that urban expansion will be in the developing world. Rapid urbanization puts pressure on supplies of fresh water, sewage systems, the living environment, and public 28 health. The SDGs are working to resolve this by investment in public transport, creating green public spaces, and improving urban planning and management in participatory and inclusive ways.
Goal 12: Responsible Consumption and Production Achieving economic growth and sustainable development requires that we urgently reduce our ecological footprint by changing the way we produce and consume goods and resources. The efficient management of our shared natural resources, and the way we dispose of toxic waste and pollutants, are important targets to achieve this goal. Encouraging industries, businesses, and consumers to recycle and reduce waste is equally important, as is supporting developing countries to move towards more sustainable patterns of consumption by 2030.
Goal 13: Climate Action The UN aims to take action in the fight against climate change by reducing the amount of pollution and carbon emissions around the world, specifically in developed countries. To take action against global warming, the UN aims to mobilize $100 billion annually in an attempt to aid developing countries to adapt to climate change and invest in the development of low-carbon emitting technologies. Achieving SDG 13 would contribute to not only preventing global climate change but would also contribute to other SDGs including Goals 14 and 15, saving life on land and below water.
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Goal 14: Life Below Water The world’s oceans – their temperature, chemistry, currents, and life – impact global systems that make the Earth habitable for humankind. How we manage this vital resource is essential for humanity as a whole, and to balance the effects of climate change. Over three billion people depend on marine and coastal biodiversity for their livelihoods. However, today we are seeing 30 percent of the world’s fish stocks overexploited, reaching below the level. Marine pollution, an overwhelming majority of which comes from land-based sources, is reaching alarming levels, with an average of 13,000 pieces of plastic litter to be found on every square kilometer of ocean. The SDGs aim to sustainably manage and protect marine and coastal ecosystems from pollution, as well as address the impacts of ocean acidification.
Goal 15: Life on Land Human life depends on the earth as much as the ocean for our sustenance and livelihoods. Plantlife provides 80 percent of the human diet, and we rely on agriculture as important economic resources. Forests cover 30 percent of the Earth’s surface, provide vital habitats for millions of species, and important sources for clean air and water. Every year, 13 million hectares of forests are lost, while the persistent degradation of drylands has led to the desertification of 3.6 billion hectares, affecting poor communities. Moreover, nearly 7,000 species of animals and plants have been illegally traded. Wildlife trafficking not only aggravates biodiversity, but creates insecurity, fuels conflict, and feeds corruption. Urgent action must be 29 taken to reduce the loss of natural habitats and biodiversity which are part of our common heritage and support global food and water security, climate change mitigation and adaptation, and peace and security.
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Goal 16: Peace and Justice Strong Institutions We cannot hope for sustainable development without peace, stability, human rights, and effective governance, based on the rule of law. Yet our world is increasingly divided. Some regions enjoy peace, security, and prosperity, while others fall into seemingly endless cycles of conflict and violence. This is not inevitable and must be addressed. Armed violence and insecurity have a destructive impact on a country’s development, affecting economic growth, and often resulting in grievances that last for generations. Countries must take measures to protect those who are most at risk. The SDGs aim is to significantly reduce all forms of violence, and work with governments and communities to end conflict and insecurity.
Goal 17: Partnerships to Achieve the Goal The SDGs can only be realized with strong global partnerships and cooperation. Official Development Assistance remained steady but below target, at US$147 billion in 2017. Furthermore, humanitarian crises and natural disasters continue to demand more financial resources and aid. Many countries also require Official Development Assistance to encourage growth and trade. The world is more interconnected than ever. Improving access to technology and knowledge is an important way to share ideas and foster innovation. Reference: United Nations
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4. Intensive Reading Study Group Access to English is increasing in Korea, where the flow of globalization and openness in the 21st centruty is accelerating and more than 70% of national income is accepted as trade. Also, as it is currently used in various fields such as poitics, economy, advanced science, and medicine, and exerts a strong influence on the international community beyond just a tool of communicaiton, deep education on English is required.
However, there are still concerns about indentity confusion and uncertainty in expression compared to the absolute time adolescents spend on English education. According to data released by the U.S. Educational Evaluation Institute (ETS) in 2018, the speaking field of Koreans’ TOFEL – iBT (Internet-Based Test) grades ranks 122nd in the world. This shows the lack of English education in Korea. Hope to the Future Association (HFA) has been conducting global citienship through cooperation with the United Nations Academy Korea (UNAK) and continuing lectures on the practical tasks of global citizenship education in Korea. In addition, HFA have been operating SDG Book Club Korea for domestic and foreign teenagers to present the direction and tasks of UN Publications and the 2030 SDGs of the UN Headquarters in New York. Based on the application directly selected by the book selection committee composed of experts such as the UN Press and the world Publishers Association, this study is composed of ETS TOFEL Study and Model UN competition curriculum-based professional classes and aims to acquire advanced English.
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Instructor Profile Seo Young Hwang, Ewha Womans University
Member Profile
Hoa Tue Giang Hoang, Giang Vo Secondary School Jooha Lee, Gokjeong Elementary School Lê Vũ Quỳnh Thy, Lawrence S.Ting School
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Group Work 1. Class Slides Week 2
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Week 3
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Week 4
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Week 5
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Week 6
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Week 7
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2. Student Work Assignment 1 Short Book Report on Malala Your report may include, but not limited to: the author of the book, a brief summary of the book, theme and character analysis, quotes used to support the message being emphasized in the story, etc.
Hoa Tue Giang Hoang, Giang Vo Secondary School
Gender bias is undermining our social fabric and devalues all of us. It is not just a human rights issue; it is a tremendous waste of the world’s human potential. By denying women equal rights, we deny half the population a chance to live life at its fullest. Political, economic and social equality for women will benefit all the world’s citizens Am Malala" was a pretty great book, and is now one of my personal favourites. This book does contain some sensitive content and might not be great for younger kids unless the parents are okay with harsh and sad topics in the Middle East. The book does not contain a whole lot of content on what goes on in that area of the world, and it mostly focuses on Malala and her story. Malala Yousuf Zai was born on July 12 1997 in northern Pakistan. She's always had a passion for education growing up as her father was an educator at the school she attended. She learned about activism and the rights for women concerning education and thus promoted the importance of education at an early age. In 2007 her town Swat Valley which was at one time a popular tourist location had become a home for the terrorist. SWAT located in northern Pakistan was taken over by the Taliban in an attempt to bring about major changes. Such as no education for girls banning women in the public scene and bombings were happening at schools. She started to fight for rights with her father's support and started to make speeches about the basic fundamental rights for women in that area. She widely spoke against the Taliban and how they were using Islam for their personal benefit and twisting words and texts around to benefit them. Malala's hometown wasn't her hometown after an attempt to take it over by the Taliban which they succeeded in blowing up a vast majority of the schools and making it difficult for girls to attend schools. While Malala and her family went into hiding she still wrote for the daily newspaper on the violence and even went on TV to express her views and opinions as media attention started
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garnering around her. Taliban wanted to take action against her for defying all odds. Malala and her friends would still get up and go to school while other girls would be too scared to attend school. They would hide their books so they wouldn't get caught but that would suddenly come to an end when she was shot on her way home from school along with two of her friends. She was taken to a local hospital and then transferred to the United Kingdom for further treatments as her health was deteriorating. Malala luckily survived to tell it all and shared her experience and became the role model for girls all around the world to not give up the fight. She stood in front of a huge audience of more than 500 guests at the United Nations along with a receiving award from the United Nations for her work and her fight for girls' education. She also received in 2014 the youngest recipient of the Nobel Peace Prize. She did not let her dreams go in vain and had her Malala fund established to help girls to get an education as that is their basic right. She wrote two books which became a big hit. She continues her fund for girls' education and her political science degree at Oxford University in the UK. Malala opened a school near the Syrian border in Lebanon for Syrian refugees which were funded by her nonprofit organization her popularity is growing day by day and girls are following in her footsteps to be a Malala. Malala has dreams and aspirations to get into the political scenery and become a prime minister of Pakistan. One day her quote is very much echoed throughout the world that education will eradicate extremism and poverty. The Taliban shot her to silence her but instead, Malala has spread throughout the world in each and every person fighting for education equal opportunity fighting to end poverty or basic rights to life.
Jooha Lee, Gokjeong Elementary School
Pakistan was a country with freedom and prosperity until the day the Taliban came to the country. The Taliban is a political and religious group from Afghanistan which believes in a very strict and conservative religious law. They are known to be very ruthless, strict, and discriminating to women and due to their numerous terrorizing activities, such as the infamous 911 Attack, so the group has been labeled as a terrorist group in many countries. The book “Malala” by Malala Yousafzai portrays the importance of gender equality in education by explaining her encounters with the Taliban.
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Malala was a bright girl who was very intellectual with a very strong mind at a young age. She was the eldest daughter of her family. She had two younger brothers and parents who were very supportive of her with her dreams. Her school was run by her father, Ziauddin, as the principal, and the school was focused on giving inexpensive and quality education to students, especially for girls. When the Taliban came to her hometown, they insisted on their traditional and inequal ways and stopped Malala and her friends from going to school. After the Taliban had stepped into the country, they made every girl to follow their rules and laws and that prevented girls from getting enough education. Girls from Malala’s school started to drop out of their classes because they were forced to get married at a young age. If they didn’t get married, they were to be abused and hurt by the Taliban. Malala’s father and his school were also threatened by the Taliban. Thankfully, Malala’s father was able to them from taking control. Malala tried her best to make people aware of the problems and she never gave up. She went around the world to give out speeches and raise donations to help girls around the world in getting a quality education. It was then when the Taliban became aware of her existence and warned her of her actions that were against their religious and political beliefs. However, she still fought to raise interest in the problems like gender inequality in education. So, the Taliban came up to Malala and shot her in the head. Luckily, she survived from the attack and continued to fight her ways. Even with all the threats and dangers, Malala fought for the rights of girls and the opportunities for a better education and won the Nobel Peace Prize in 2014. She went to Oxford University and had a somewhat normal life like the other girls. She also made speeches at UN and made the Malala Fund to help other children who can’t go to school. Even now, many females struggle to get a quality education. They are forced to get married at a very young age without having the chance to plan their own future. It is our duty to be aware of those problems and do what we can do to help those in need, like Malala.
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Lê Vũ Quỳnh Thy, Lawrence S.Ting School
Published in, Malala Yousafzai’s story “Malala” is an autobiography about her own journey of standing up for girls’s rights. Malala’s story is remarkable to inspire other young girls to fight for their individuality. Malala Yousafzai is the youngest person to ever receive the Nobel Peace Prize! This edition is a chapter book adaption of Malala's memoir, "I Am Malala," written in a way that is appropriate for children in Key Stage 2. The original description of Malala's life up until this point has been omitted with care. Line-art pictures and simplified background information pages supplement the narrative, which is appropriate for youngsters aged 7 to 11. These are highly helpful in assisting the reader in comprehending the context of the events in the book as well as the timeline of those events. Malala was educated to speak up for what she believes by an intellectual father from a poor family and a beautiful, illiterate mother in a changing Pakistan. Her narrative of bravery and perseverance in the face of extremism is now more relevant than ever. Men, according to Malala, should guarantee that their daughters and sisters receive an education and "give them the right to take their own decisions for themselves." She also encouraged women and girls to " keep confidence in themselves.” What I admire most about Malala's biography is the self-sacrifice she made to continue fighting for girls' rights, particularly the ability to attend school, despite violence and extremism. Malala and her family had a typical and pleasant existence in the Swat valley in Northern Pakistan, a changing Pakistan. Her father is the principal of the local school, but their lives are turned upside down when terrorists invade their region and prevent girls from attending school. Malala disagreed, and thus started her heroic fight for all children's right to education. She was on the verge of losing her life in this battle. She was shot on her way home from school on October 9th, 2012. To recapitulate, Malala - My Story of Standing Up for Girls' Rights is a story full of hope and encouragement, and the reader will be moved by Malala's words and unwavering desire to fight for what she believes.
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Assignment 2 How do you think SDG #4 should be achieved in a post-COVID 19 era?
Hoa Tue Giang Hoang, Giang Vo Secondary School
It is worth noting that education is the long-term solution for economic recovery and education is the global public good that needs to be prioritised invested. Developing and lessdeveloped nations should try not to cut their education expenses as the limited public finance to achieve short-term goals at the expense of long-term prosperity of the educated population - human capital is the key to combating poverty and enhancing economic productivity. Moreover, governments in affected countries should make use of social protection programmes like in-kind transfers that grant education related-fees (tuition fees, educational supplies) and school meals for children, especially among the most disadvantaged to lessen the inequality in becoming educated. Affected countries can partner with public television and radio channels to offer free educational material for and develop a platform that distributes free online learning resources to low-income families can access without consuming their mobile data. Students need to get the hang of studying online then improve the quality by themselves. Moreover, parents should provide their children with a suitable environment to enhance their learning abilities. It’s time for society to raise a charity for children from lower than middle-income backgrounds. They should offer the disadvantaged the technology devices with a view to erasing one of the biggest problems. In the future, schools can be reopened safely rapidly and efficiently by vaccinating children with invaluable support from COVAC and the international community alongside the right protocols in places like ongoing COVID-19 testing, mask mandates, and infrastructure updates. Schools also need to support students in recovering unfinished learning through tutoring, after-school, or summer-school programs so no student be left behind academically or struggle to reintegrate into the traditional learning environment.
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Jooha Lee, Gokjeong Elementary School
COVID-19 is a recent pandemic, but due to the virus, going to school is getting more and more difficult. So, how can we achieve SDG Goal 4 Quality education during this pandemic? This question raises many problems because even if we do online classes, many people will have difficulties in getting a proper education. These are the problems found during the pandemic and the possible ways to solve them. The pandemic is spreading quickly so going to school can be a problem. As I mentioned earlier, even when we do online classes, many students find it hard to concentrate. Some students even look at their phones or play games during online classes. Also, to have online classes, students need devices, such as smartphones, computers, and tablet PCs. However, students in more undeveloped areas cannot afford these devices or the infrastructure, such as Wi-Fi and electricity, that are essential for attending online classes. In these cases, getting any education at all becomes a problem. To possibly solve the problems of online classes, firstly, we can have volunteer parents who can join the online platform during the lessons. Since the teachers can’t watch every student while teaching, any parent who isn’t busy can watch and see whether the students are concentrating in the lesson. This could keep the students tense, which will help them focus. As for children in more undeveloped areas, people can donate old smart devices that we do not use anymore to them. We can also make a fund that can support these students in providing the infrastructure they need to study during the pandemic. Even though COVID-19 has delayed the improvement, we can still achieve SDG goal 4 if we find suitable and practical ways to learn quality education. If we use the right solutions, we can learn safely without getting infected by COVID-19. Most importantly, we should try our best to educate the next generation who will grow up to be the leaders in the future. That is the reason why achieving SDG Goal 4 is so important. We should help others who are not fortunate enough to get quality education and try our best to overcome the problems together in these hard times.
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Lê Vũ Quỳnh Thy, Lawrence S.Ting School
We always say that children are the future of our world, but in this COVID-19 pandemic, many children face difficulties in receiving quality education. First and foremost, devices and internet connections for virtual classes are not easily accessible outside big cities. The lack of facilities for online studying can be helped with the government fund. The government should cooperate with its mobile network operators, such as Viettel Group in Vietnam or China Mobile Communications Corporation in China, etc. By working with these operators, the government can expand 3G network coverage in remote areas, so the citizens have more access to the internet. Additionally, there should be more public Wi-Fi hotspots in the areas to allow more stable Wi-Fi connections. Devices for online studying on the market are sometimes unaffordable. Therefore, it is a good idea that the government uses part of its funds so these students can have their devices at a discounted price. The next issue, however, is more concerning and heart-wrenching. Many children have lost their parents during the pandemic, and have nobody to rely on. Some of them are fortunate enough to be taken care of or adopted, while some others have to continue the rest of their lives on their own. The purpose of the Sustainable Development Goals is to leave no one behind. In this case, no children should ever be left to fend for themselves. To prevent minors from working, we have to make sure they have caretakers, whether they are relatives or workers at child-care centers. I also suggest that the government grant annual financial aid to the students until they finish high school and become independent. The General Statistic Office of Vietnam states that the average expenditure on education is 5 million VND (around $220) a year. If these fees are covered by the government, caretakers can buy necessary goods and facilities so children get better education, and in general, better lives. Education takes time, and thus we need to take action now in order to timely respond to the challenges that come with the pandemic. Malcolm X, an African American leader in the civil rights movement, once said, “Education is the passport to the future, for tomorrow belongs to those who
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prepare for it today.” We must pay attention to quality education, because it is the foundation to build our next generation.
Assignment 3 Short essay on SDG 4 What are some practical ways to improve access to quality education and life-long learning and deliver genuine impact both on people and sustainable development?
Hoa Tue Giang Hoang, Giang Vo Secondary School
Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Education is a basic right and elementary to human dignity. Access to quality education is an avenue for social mobility and reducing inequalities. Education will help youth prepare for employment in the high-skill jobs of the fourth industrial revolution. It is essential for building the knowledge base we need to tackle critical challenges like climate change. Education is essential for sustainable development, but investments in education that are not accompanied by concurrent progress in other aspects of human wellbeing will fall short. Good child health and nutrition are essential for securing learning outcomes – not only in terms of increased class attendance but also for improving educational achievements. Ending poverty, thereby reducing pressures to put children to work, may be essential to universal school enrolment. Closure of school and move to online learning due to the ongoing pandemic made the achievement in promoting quality education through all stages of life delayed as there is a significant unequal access to learning and increase the school drop-out rates.
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Secondly, Save the Children claimed that 10 million children in developing countries cannot go back to school if school closures go on. These unprivileged children will be more prone to child labour and child marriage, especially among young girls, as they will be more motivated to work and earn rather than to learn if the economic downturn continues to hit them hardest preventing them from reaching their potential. This makes ensuring rights to education among girls a priority to decrease the school dropout rates among these students in less advantaged nations. Thirdly, there is a widening gap between the poor and the rich countries in education spending during the pandemic as the financial crisis hit the developing and less developed countries the hardest. COVID-19 adds more financial burden on the government budget and further exacerbates pre-existing problems in education. Not all countries have the privilege to increase their education spending during the coronavirus pandemic There are some possible ways to solve this problem. Parents should provide their children with a suitable environment to enhance their learning abilities. It’s time for society to raise a charity for children from lower than middle-income backgrounds. They should offer the disadvantaged the technology devices with a view to erasing one of the biggest problems. It is worth noting that education is the long-term solution for economic recovery and education is the global public good that needs to be prioritized invested. Developing and lessdeveloped nations should try not to cut their education expenses as the limited public finance to achieve short-term goals at the expense of long-term prosperity of the educated population human capital is the key to combating poverty and enhancing economic productivity. Moreover, governments in affected countries should make use of social protection programmes like in-kind transfers that grant education related-fees (tuition fees, educational supplies) and school meals for children, especially among the most disadvantaged to lessen the inequality in becoming educated. Affected countries can partner with public television and radio channels to offer free educational material for and develop a platform that distributes free online learning resources to low-income families can access without consuming their mobile data. Students need to get the hang of studying online then improve the quality by themselves. Moreover, parents should provide their children with a suitable environment to enhance their learning abilities. It’s time for society to raise a charity for
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children from lower than middle-income backgrounds. They should offer the disadvantaged the technology devices with a view to erasing one of the biggest problems. In the future, schools can be reopened safely rapidly and efficiently by vaccinating children with invaluable support from COVAC and the international community alongside the right protocols in places like ongoing COVID-19 testing, mask mandates, and infrastructure updates. Schools also need to support students in recovering unfinished learning through tutoring, after-school, or summer-school programs so no student be left behind academically or struggle to reintegrate into the traditional learning environment. The importance of education cannot be overstated. It represents many children's hopes and dreams all over the world. Education leads to more productive, healthier, sustainable, and resilient societies where children can achieve their full potential. As a result, we must now accelerate our efforts to ensure that no child is left behind. It is not too late to achieve the global education goal. We may not succeed without reliable, up-to-date, and comparable data on education, as well as new approaches to education supply and quality."
Jooha Lee, Gokjeong Elementary School
Around the world, 50 million children of primary school age are being denied education and almost 65 million adolescents are living without access to secondary school. Every person has the right to have access to quality education, but due to many reasons, many children and adolescents are unable to receive quality education. Some of the reasons are poverty, bullying, and unsafe environment, and some practical ways to improve access to quality education and life-long learning and deliver genuine impact both on people and sustainable development are to increase antibullying programs, provide safer and more affordable learning environments for students. Quality education is the process of getting qualified and useful knowledge, skills and values. The United Nations has set different goals to achieve sustainable development and the fourth goal. Quality education is aiming to give quality education and promote lifelong learning opportunities
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to everyone. To achieve the goal, we need to make sure everyone has a complete access to education that is equal and affordable. It is crucial to provide and stimulate positive learning processes to help develop students' potentials and help them learn about different values. There are many reasons why a student may not be able to get a quality education and one of the major reasons is poverty. According to data from the National Center for Education, statistics show that as of the 2014-2015 school year, 52% of public school students in the US are found out to be low-income students. There have been studies showing that family income correlates to the students’ performance on standardized tests compared to other peers. Another example of educational problems is school safety. It is important to form and provide a safe environment for students in schools. Over the past several years, there have been numerous reports of students being harmed, either physically or mentally with issues like bullying, violence and terrorism. Bullying is a serious problem, because it can cause emotional, physical, and behavioral problems to the victims. And those problems can cause them to engage in violent acts or suicidal behaviors, which concludes to not getting the education the need in general. To achieve quality education, possible solutions could be to increase anti-bullying programs and campaigns and provide a safer and accessible educational environment. Antibullying programs can include producing regular counseling services for students. By doing that, students could feel more at ease with talking to adults when they need help and the teachers could also notice problems sooner by being aware of the situations, which can help reduce school bullying. We should also provide more affordable learning environments, such as free after-school programs and make more accessible educational resources, such as libraries and computers. One of the rising problems for children in poverty is buying electronic devices to participate in online classes. The school can lend these devices and after using them the students can return the devices. These solutions can possibly solve the problems for those who are struggling in school because of poverty. Quality education is extremely important so it is mandatory for all students to get one, but there have been many problems and issues. So we should try our best to provide students with a quality education because without students having a proper education, we may find ourselves facing a generation that isn’t educated enough to run the future society.
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Lê Vũ Quỳnh Thy, Lawrence S.Ting School
Education plays a crucial role in growing our youth. Quality education that invests in the educational community-the entire support structure necessary to uphold the curriculum and instructional process. Among the seventeen Sustainable Development Goals, which was formed by the United Nations, quality education is a goal to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. Firstly, the 4.1 target is to provide free primary and secondary education. A decent foundation of knowledge is important in order for an individual to build up their understanding and intelligence. Consequently, students, especially whose circumstances are poor, should be given free education in the early stages. The actions taken include the provision of 12 years of free, publiclyfunded, inclusive, equitable, quality primary and secondary education – of which at least nine years are compulsory, leading to relevant learning outcomes – should be ensured for all, without discrimination. Next, the 4.2 target is to give equal access to pre-primary education. A child’s personality is most easily shaped in early childhood. It is necessary to give young children experience in nursery before entering primary school. In order to achieve this, the provision of at least one year of free and compulsory quality pre-primary education is encouraged, to be delivered by well-trained educators, as well as that of early childhood development and care. 4.3’s is about ensuring equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. Each individual has his or her own strength, and their gender matter nothing. Therefore, we should have equal access for both genders in affording quality education. Contribute to substantially increasing the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship is compacted in goal 4.4. In this contribution, the Council of Europe’s Education Department has organised activities on foreign language acquisition and developed standards and tools in this area.
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Plurilingual competences enable people to be better prepared for employment, for further study, as well as to participate fully as citizens. 4.5 is by 2030, eliminate gender disparities in education and ensure equal access to all levels. For all girls and boys, men and women, education must be available across their lifetimes. Pre-primary education establishes a foundation on which all later schooling can build. Ongoing learning for adults broadens choices for productive and fulfilling lives. 4.6 is ensuring that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. 4.7 includes ensuring that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. Moreover, there are goals 4.A, 4.B, and 4.C, which consequently stand for build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all; substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries; substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.
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Assignment 4 Short essay on SDG 5 What are key recommendations to ensure the gender-responsive implementation of the 2030 Agenda and how can accountability for gender-responsive implementation of the SDGs be enhanced?
Hoa Tue Giang Hoang, Giang Vo Secondary School
Sustainable Development Goal 5 concerns gender equality and is fifth of the 17 Sustainable Development Goals established by the United Nations in 2015. The official wording of SDG 5 is "Achieve gender equality and empower all women and girls". Progress towards targets is measured by indicators. Women's equality and empowerment are one of the 17 Sustainable Development Goals (SDGs) and integral to all dimensions of inclusive and sustainable development. 49 countries still lack laws protecting women from domestic violence; 39 bar equal inheritance rights for daughters and sons. 1 in 5 women and girls under the age of 50 will have experienced physical and/or sexual violence by an intimate partner. With stepped-up action on gender equality, every part of the world can make progress towards sustainable development by 2030. UN Women acts to empower women and girls across all its programmes and advocacy. There needs to be a fair balance of responsibility for unpaid care work between men and women. Shortfalls in sexual and reproductive rights multiply other forms of discrimination, depriving women of education and decent work. Despite the progress made over the last two decades, women still lag behind men when it comes to economic opportunity, education and participation in decision-making. Gender roles and relations are rooted in deeply held, often subconscious norms, which define what success looks like; and in rather diverse ways across the globe. Achieving gender equality challenges us to put these norms to the test. An important question for gender equality is whether an intervention is " œfit for purpose". This requires probing the values embedded in both the context and intervention to
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unpack overt and hidden assumptions about gender roles, how they are changing, and the role that interventions play in that process. Such insights will contribute to dialogue and facilitate the difficult process of transforming gender balance. When people can see how measures to strengthen gender equality affect their lives, their communities, and prosperity, it becomes easier to accept and implement them. It is when programs go on for too long while having negative effects that harm is done and reputations are damaged. And it will take for evaluation to prove that it can deliver; not positive program outcomes, but positive incentives for change. The number of newborn boys and girls is unequal because of discrimination between the two genders. In 2020 there will be 4.3 million men more than women, according to the Ministry of Public Health in Vietnam. If this trend continues, it will lead to quite a few consequences in security and order of society before marriage age of children because there will be a lack of brides. According to a Blue Paper on Society released by the China Academy of Social Science, there will run short of brides in ten years because of severe gender imbalance among young people, particularly among under 19-aged people. The impact of gender inequality on the economy is found through the number of male and female students in primary and secondary school. As mentioned earlier, China is facing a lack of brides 10 years to go and this trend leads to the problems of women purchasing crime. According to Yang Juhua, a professor at Renmin University, the wages of women is much lower than men's despite the same level of position. Women's and girls' education is a vital component that helps in Gender Equality. By obtaining proper education, the door to many new opportunities will open up for women. The path of gender equality can be further reduced at work by reducing the gender pay, earnings and pension gaps. Another crucial step towards Gender Equality is eliminating all forms of violence against women and girls in public and private spheres, including trafficking and sexual exploitation. Maybe an organization, a campaign or laws can reinforce this idea. Eliminating all practices against women's rights for example fixed marriages and female infanticide opinion an organization
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for example UN is a big idea that can collect funds, raise aw has a council that also has divisions in particular sectors, so this is the perfect solution fo inequality on a global level. Then the campaigns are better for solving this on a nail fon because the smaller the area that the campaign is focusing on, the faster it would be s of these solutions and actions should not only be taken for women but also former keeping in mind that these courses of action will take a long time to abolish unequal should be given all rights but in a way that it does not crossover a person's religion. HEFORSHE' was started in 2014 by the UN an intergovernmental organization, also mad changes thus proved as useful. Inequality in education has been observed not only in this country but around the world. In reality, this results in a large number of failed social statuses, which is why procedures to address such forms of inequality should be developed. Education is one of the most important pillars of society, as it promotes the achievement of economic goals while also ensuring that different individuals live better lives. Every nation's dream for economic development should be to achieve this.
Jooha Lee, Gokjeong Elementary School
Have you ever been treated differently because of your gender? If you have, you will understand the issues about gender inequality. For instance, some girls cannot go to school because some cultures think females are there to take care of the family and the house instead of receiving education while males must learn more to get a suitable job to earn a living. Many women are treated differently in the society, especially in the workplace by having lower wages than men or being denied opportunities to rise to higher social and political status. Women around the world are discriminated against in different situations and many activists and organizations, such as Michelle Obama and UN Women, are working to make a better and sustainable environment for all genders. Gender equality is set as one of the sustainable development goals by the United Nations to achieve equality in fundamental rights for all genders. To do so females should be given equal choices and opportunities with males, which will help economic growth and development. Gender
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equality can be achieved if we start opening more opportunities for women. An example could be the labor market and educational institutes. Inequality in gender, especially for women, has been around us throughout history and even though there has been progress, the problem hasn’t been completely solved yet. One of the major issues is the social discrimination toward women. The discriminating behaviors include inequal payment of wage, sexual harassment, and inequal educational opportunities. In Afghanistan, only six girls for every 10 boys enrolled in secondary school even though the gender ration is similar at the age of enrollment. This shows that more girls aren’t given as many opportunities in education as the boys. There have been different actions and movements taken to improve the life of women, gender equality. The UN Women is a department of the United Nations, which works on closing the gap between rights for all genders. Some of the actions they have taken are partnering with governments, UN agencies and other civil institutions to find ways to prevent violence against women and monitor cases to enhance data collections to provide better understanding of the problem. Michell Obama, the former First Lady of the United States, is also famous for her fight for women’s rights. She started a campaign called “Let Girls Learn” to help girls around the world who do not have access to quality education. She also worked hard to get rid of violence against women in any form, in any place. A lot of groups and people are fighting for a better society for all genders. Our genders may be different but we are all people so we should respect each other for who we are. Everybody is different but that does not make the reason to discriminate against people with different qualities. Everybody has a right to be respected and acknowledged as themselves.
Citation The challenge of 'quality education'. Impakter. (2017, November 3). Retrieved March 23, 2022, from https://impakter.com/challenge-quality-education/
Goal 5: Gender equality. UNDP. (n.d.). Retrieved March 23, 2022, from http://www.my.undp.org/content/malaysia/en/home/sustainable-development-goals/goal-5gender-
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equality.html?utm_source=EN&utm_medium=GSR&utm_content=US_UNDP_PaidSearch _Brand_English&utm_campaign=CENTRAL&c_src=CENTRAL&c_src2=GSR&gclid=Cj CjwKCAjw_tWRBhAwEiwALxFPoYBr0sSWS05CotjB5K8RF35K9MUolqza86TipOjlOd2mQLrLvlPOBoCu9gQAvD_BwE
How much do teachers spend on supplies? AdoptAClassroom.org. (2021, August 18). Retrieved March 23, 2022, from https://www.adoptaclassroom.org/2021/07/29/how-much-doteachers-spend-on supplies/?gclid=CjwKCAiAsYyRBhACEiwAkJFKopI3hwz3WzKrPLheQVpOVR9PDdiJYatNeiZ6RXN YgR6VBsoOI5PiyRoC2IMQAvD_BwE
Assignment 5 The COVID-19 pandemic and the achievement of the SDGs
Hoa Tue Giang Hoang, Giang Vo Secondary Schoo
1. Introduction : The novel coronavirus disease (COVID-19) was first found in Wuhan, China, in December 2019. It was declared a pandemic by the WHO on January 30th, 2020, causing a major stir worldwide. While control measures are put in place, several studies have been conducted to develop reliable vaccines that can prevent the spread of this infectious disease. Vaccine production and distribution are crucial stages in mass vaccination and immunization programs, which require appropriate planning and implementation due to the enormous demands. Supply chain experts are burdened with the tasks of ensuring these potential vaccines reach the end-user population through the appropriate cold chain distribution channels right from the manufacturing plants to the points of administration. The primary aim of the COVID-19 immunization program is to have a large proportion of the entire world population vaccinated as early as possible. In this paper, we present a simulation-based analysis to improve the cold chain logistics performance for effective COVID-19 vaccine distribution
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through a case study in Norway. Several scenarios with different configurations were tested with a professional optimization-simulation package, named anyLogistix. Based on customer demands, the fleet size, and the types of vehicles, the transportation routes and vehicle assignments are first optimized, and these decisions are then evaluated in a more realistic simulation environment.
The highest-income countries had a per-capita vaccination rate of 125.3 vaccinations per 100 people, representing nearly 3-fold higher than the rate for lower-middle income countries of 45.3 per 100. This represents an astoundingly unequal distribution of this critical public good. The Covid-19 pandemic represents a unique case where inequality may not simply represent a temporary and unwanted consequence of progress but may actually undo our efforts to defeat the virus. Put simply, the rich countries are getting the majority of vaccines, with many poorer countries struggling to vaccinate even a small number of citizens. 2. Abstract According to the Global Dashboard for Vaccine Equity (established by UNDP, WHO and Oxford University) as of September 15, just 3.07 per cent of people in low-income countries have been vaccinated with at least one dose, compared to 60.18 per cent in high-income countries.
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The vaccination rate in the UK of people who have received at least one vaccine dose is around 70.92 per cent while the US is currently at 65.2 per cent. Other high-income and middleincome countries are not doing so well; New Zealand has vaccinated just 31.97 per cent of its relatively small population of around five million, although Brazil, is now at 63.31 per cent. However, the stats in some of the poorest countries in the world make for grim reading. In the Democratic Republic of the Congo just 0.09 per cent of the population have received one dose; in Papua New Guinea and Venezuela, the rate is 1.15 per cent and 20.45 per cent respectively. Any population where the virus is allowed to spread unchecked puts even fully vaccinated groups in jeopardy for subsequent rounds of infection. We draw on two theories from social science which show us that the current socioeconomic distribution of vaccinations is predictable, yet avoidable. How are you involved in the roll-out of the COVID-19 vaccines? The role of the Cold Chain Unit is to help ensure cold chain storage facilities are in place from the moment COVID-19 vaccines leave the manufacturer to the moment they are administered. We are distributing these vaccines to some of the most remote corners of the globe, by cargo plane, truck, even by foot, and throughout the entire journey the vaccines must remain at a stable temperature to ensure they remain effective when they are used. What makes COVAX unique compared to other major missions or projects you have been involved in with UNICEF? We have been investing in cold chain infrastructure for vaccines that must be transported and stored at different temperatures. Tens of thousands of cold chain units, including fridges, cold rooms and cold boxes, have been procured, distributed and installed in health facilities around the world as part of regular UNICEF vaccination programmes – and this is really benefiting us now. However, with COVID-19 we are operating with a lot of different vaccines with different cold chain and storage temperature requirements. Some of the COVID-19 vaccines may require storage at up to minus 70-degree Celsius, which is a challenge for existing cold chain infrastructure. The question is which vaccine will be coming, when and what sort of cold chain profile does it have? Then we have to ask how that fits with a country's existing cold chain capacity, and how we can make sure that the country is ready. We need to work together with countries, manufacturers and partners to figure out how we address this. Agility to react to the scenarios as they unfold is one of the big challenges we have now, but it is also one we are overcoming. What role do you play in the COVID-19 vaccine rollout? The Cold Chain Unit's job is to make sure that cold
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chain storage facilities are in place from the time COVID-19 vaccines leave the factory to the time they're given out. We are delivering these vaccines to some of the world's most remote locations by cargo plane, truck, and even foot, and the vaccines must remain at a constant temperature throughout the journey to ensure that they are effective when used. What distinguishes COVAX from the other major UNICEF missions or projects you've worked on? For vaccines that must be transported and stored at different temperatures, we have been investing in cold chain infrastructure. Data from UNICEF show that the average cost of a COVID-19 vaccine is $2 to $37 (there are 24 vaccines which have been approved by at least one national regulatory authority) and the estimated distribution cost per person is $3.70. This represents a significant financial burden for low-income countries, where, according to UNDP, the average annual per capita health expenditure amounts to $41. The vaccine equity dashboard shows that, without immediate global financial support, lowincome countries would have to increase their healthcare spending by between 30 and 60 per cent to meet the target of vaccinating 70 per cent of their citizens. 3. Solutions : It’s a crucial step, obviously, and in many richer countries, life is getting back to some sort of normality for many people, even if some pandemic protocols are still in place. The situation in less developed countries is more challenging. While the delivery of vaccines, provided under the COVAX Facility, is being welcomed across the world, weak health systems, including shortages of health workers are contributing to mounting access and distribution challenges on the ground. And equity issues don’t disappear once vaccines are physically delivered in country; in some nations, both rich and poor, inequities in distribution may still persist. It’s also worth remembering that the imperative of providing equal access to health care is, of course, not a new issue, but central to the Sustainable Development Goals and more precisely, SDG 3 on good health and well-being, which calls for achieving universal health coverage and affordable essential medicines and vaccines for all. The vaccines may put strains on national, regional, and local healthcare budgets, which vary dramatically in the resources available to them. Governments interested in decreasing withincountry health inequalities should aim at weakening the impact of financial resources on access to
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vaccines. It is in line with the diffusion of innovation theory that innovators and early adopters rate high on different measures of social status, such as literacy, education, and wealth. The COVAX program is supporting the research, development and manufacturing of a wide range of vaccine candidates. Nearly all countries in the world have signed into the public-private partnership. As all countries have similar needs for vaccination, the price of vaccines will increase in the early stages, when supply is low. This effectively increases the importance of financial resources, and potentially produces inequalities. Vaccines should be implemented through channels that ensure sufficient access to the whole population, irrespective of individual- or area-level socioeconomic standing. In the US, disadvantaged groups who have higher incidence rates of disease are lagging behind in the vaccine rollout. One solution to this issue would be mandatory vaccination, a radical policy associated with both ethical and practical problems. Another would be to ensure the spread of information on the collective benefits of vaccination. 4. Conclusion Pandemic disease and its countermeasures, such as social isolation, total lockdown, and vaccine development and distribution, demonstrate how medical phenomena cannot be separated from their social context. To ensure an equitable distribution of vaccines, we must ensure that price levels, access, and acceptability are not contingent on individual and national resources. This is only possible if all citizens are made aware of the vaccine's health-protective effects, if all citizens are treated as equal partners by the international community, and if political decision-making processes regarding vaccine distribution strategies are decoupled from traditional power structures. We will not only achieve lower inequalities and healthier populations this way. 5. Citation : https://www.unicef.org/supply/covid-19-vaccine-deliveries-major-challenge-need-speed https://www.nature.com/articles/s41599-022-01073-z https://news.un.org/en/story/2021/09/110019
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Jooha Lee, Gokjeong Elementary School
There have been many records of large infectious disease cases throughout world history. Few of the most infamous cases were the Spanish flu that started in 1918, which had about 17 million to 50 million deaths, the Black Death that occurred during 1346 to 1353, with estimation of over 75 million deaths in Europe, and SARS, or Severe Acute Respiratory Syndrome, that had its first case reported in Asia in 2003. Although SARS wasn’t a popular outbreak when it was first found, after research and tracking, the new virus from SARS are found in China, which is now called the coronavirus or COVID-19. Many vaccines are now being made to decrease the fatality rate and prevent the infection. However, many countries are still in need of vaccines due to unequal and inefficient distribution of available vaccines. To fight off and finish the pandemic, every country must work together by monitoring cases, sharing knowledge and helping each other. As of 12 January 2022, a total of nine vaccines to fight off COVID-19 have obtained Emergency Use Listing, or EUL, by WHO, World Health Organization. Out of all, there are four major vaccines, which are called the Pfizer vaccine, the AstraZeneca, the Janssen, and the Moderna vaccine. Each type of vaccine is similar in the basic structure, such as the mechanism, but they also are used differently to people in terms of who could get injected and the dosage of injections. Pfizer, for example, could be given to anyone ages 16 and older while Moderna could be given to anyone ages 18 and older. Depending on which country or community you are in, you will be able to choose the vaccine you want to take. After the vaccines are made, they are distributed throughout the world. It is the government of each country’s job to order and purchase these vaccines according to the right statistics and measurements. After the vaccines are purchased by the governments, only authorized healthcare providers are allowed to distribute to the citizens. Like said, healthcare providers play a critical role in helping to end the pandemic. To become a COVID-19 vaccine provider in the United States, there are a number of steps and procedures to be authorized as an official COVID-19 vaccinator since only healthcare professionals are allowed legally to possess, distribute, and use US governmentpurchased COVID-19 vaccines. Some of the procedures or regulations for authorization are to sign the CDC COVID-19 Vaccination Program Provider Agreement, and to receive the COVID-19 vaccine
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training for storing, handling, preparing, and administering. The healthcare provider also must enter the information about the vaccines they used into their medical record system within 24 hours of administration and report vaccine supply each day through vaccines.gov. Since the vaccination for COVID-19 has started, more than 11.4 billion doses have been administered across 184 countries, according to data collected by Bloomberg. The latest rate was roughly 13.9 million doses a day, which also means that 146 shots have been administered for every 100 people. Each vaccine manufacturing company is operating their own factories to produce the vaccines. Pfizer, for example, operates and manages over 40 sites and more than 200 suppliers globally and out of all, 11 sites across five countries are working on producing COVID-19 vaccine. Pfizer has the storing and distributing centers stationed mainly in the US and in Europe. When the COVID-19 vaccine must be delivered to the patients, the company provides detailed plans for transporting and tools to manage and monitor the temperature for vaccines, since the vials must stay frozen for the vaccine to work. The distribution is mainly done by shipping to their closest existing distributing center before delivering them to the point of use. For developing countries, such as the countries in Latin America and the Caribbean are facing difficulties in purchasing the vaccines due to having to wait for the normal vaccine timeline due to not having the right facilities to install and manufacture the vaccines while developed countries, such as the United States, are able to produce the vaccines within their country. Underdeveloped countries, such as the African countries, are recorded to have only 15.85% of the total population finished vaccinating. Their critical problem is the lack of medical supplies and infrastructures needed to store, distribute, and administer the vaccines to the patients quickly and effectively. So the developing and underdeveloped countries must plan on how they should invest and distribute the vaccines safely and effectively with limited resources they have. It is easier for developed countries to find the right supplies and facilities to store and administer the COVID-19 vaccines effectively. However, countries that lack proper infrastructures find it harder to complete the vaccination to its people effectively. To distribute the vaccines, the medical necessities, and the necessary aids to the ones needed equally is to monitor and manage the medical supplies and vaccines used in medical centers throughout the world by regularly reporting and running inspections from the government. While these are being done, thoroughly
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planned investments in medical and educational areas must be done as well. For effective distribution, there should be more distribution centers around the world either built or renovated to help store the COVID-19 vaccines longer. The pandamic is still a crictical issue through out the world, and many people still haven’t gotten the vaccines they need, most haven’t even finished their vaccines. To end the pandemic for all, everybody must work together. It is especially challenging for underdeveloped countries to vaccinate everyone and give out the nesseary aids that are needed. I personally felt trapped and annoyed living in a pandemic because, I couldn’t do somethings and had to do online classes instead of going to school. We must remember that helping each other is the only way to overcome the pandemic, and that vaccines play a major role in overcoming the pandemic.
References How to Enroll as a COVID-19 Vaccination Provider | CDC. (n.d.). Centers for Disease Control and Prevention (CDC).
Retrieved
April
16,
2022,
from
https://www.cdc.gov/vaccines/covid-19/provider-
enrollment.html Africa Centres for Disease Control and Prevention. (2021, November 3). COVID-19 Vaccination –. Africa CDC. Retrieved April 16, 2022, from https://africacdc.org/covid-19-vaccination/
Purchasing COVID-19 Vaccines at Risk: Costs and Benefits for Latin America and the Caribbean. (n.d.). InterAmerican Development Bank. https://publications.iadb.org/en/purchasing-covid-19-vaccines-riskcosts-and-benefits-latin-america-and-caribbean
Why Africa needs to manufacture its own vaccines. (2021, July 20). Gavi, the Vaccine Alliance. https://www.gavi.org/vaccineswork/why-africa-needs-manufacture-its-ownvaccines?gclid=EAIaIQobChMI9qC3hJip9wIV7cEWBR3-hATuEAAYASAAEgJ3cPD_BwE
Manufacturing and distributing the COVID-19 vaccine. Pfizer. (n.d.). Retrieved April 30, 2022, from https://www.pfizer.com/science/coronavirus/vaccine/manufacturing-and-distribution World Health Organization. (n.d.). Severe acute respiratory syndrome (SARS). World Health Organization. Retrieved April 30, 2022, from https://www.who.int/health-topics/severe-acute-respiratorysyndrome#tab=tab_1
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Instructor Profile Chaerin Park, University of Pennsylvania
Member Profile
Raphael Joon Hee Kim, Cornerstone Collegiate Academy of Seoul Edward Hyung-Joon Cho, Daewon International Middle School
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Group Work 1. Class Slides Week 2
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2. Assignments / Student Work Assignment 1 Short Book Report on Malala Your report may include, but not limited to: the author of the book, a brief summary of the book, theme and character analysis, quotes used to support the message being emphasized in the story, etc.
Raphael Joon Hee Kim, Cornerstone Collegiate Academy of Seoul
Malala Yousafzai is often referred to as Malala. She is a Pakistan activist for female education and won the 2014 Nobel Peace Prize laureate. She was born in the Swat Valley, in Pakistan. Many children in Pakistan cannot go to school, especially if they are girls, but her father thought that education was very important and he operated a school. When she was about 12 years old, the Taliban took control of the Swat Valley. She comes from a country that was in chaos. When the Taliban took control of the Swat Valley in Pakistan, she spoke out bravely. She refused to be silenced and fought for the to an education. In 2012, when she was fifteen, she paid the ultimate price. She was shot in the head while riding the bus home from school, and few expected her to survive. Instead, Malala’s achievement has taken her on an extraordinary journey from a valley in Pakistan to the halls of the United Nations in New York. When she was sixteen, she became a global symbol of peaceful protest for the Nobel Peace Prize. She is a remarkable person for global terrorism, of the fight for girls’ education. Her father himself operated the school, and championed and encouraged his daughter to write and attend school; of brave parents who have a love for their daughter in a society. She will make belief in the power of one person’s voice to change the world. She is friendly, charming, and kind, possessing a high empathy that guides her work. She has dedicated her life to raising awareness of the issue that many people around the world still lack access to education. The theme of this book is Fame, Power, and the Importance of Role Models. As a result, one of the most impressive themes of Malala is the theme of fame itself. How heroes and role models, known by millions of people they've never met, can contribute to change or distract from it. Malala is surrounded by good role models in a young age.
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Edward Hyung-Joon Cho, Daewon International Middle School The novel begins with Malala, a Pakistani girl, who spoke out against the Taliban's oppressive regime and their ban on women's education. Subsequently, Malala gets shot by the Taliban but survives and them becomes an internationally accepted person on human rights and education. Malala describes her life in Pakistan with her family. Her family had a peaceful life, and her father, a community leader and activist, encouraged her to speak aloud about education. As a result of the 9.11 terror, the Taliban became increasingly powerful and quickly invaded the region where Malala lived. During the invasion, women were only allowed to stay at home and were only permitted to go out when a male relative accompanied them. The region becomes more dangerous due to the attack of the Taliban. Luckily, the returned female Prime Minister offers hope, but she gets assassinated two months later. Terror increased, and countless schools were blown away by bombing campaigns. Although women are banned from going to school, Malala continued to attend school. Malala and her father spoke aloud in interviews and were able to let girls under eleven receive education. Malala's family feared the Taliban soldiers until they could return to their everyday life. However, the hardship continues as heavy monsoons hinder her daily routine. Later on, she became accepted nationally as an activist. She talks about many problems of her country and decides to become a politician. Unluckily, in October 2012, Taliban soldiers stopped her school bus and shot her on the forehead. She needed several operations and was sent to a hospital in Birmingham, England. Her family was able to join her after the bureaucratic delay. The Pakistan government offers her family a new life in England. His family misses their home country, but Malala can earn equitable and highquality education. In this novel, Malala was courageous to speak aloud in public during the Taliban invasion because she could easily become a target by the Taliban to attack. This novel inspires me to think about human rights and also helped me understand better to read new stories in the New York Times because the author narrates her own story instead of being said by another person.
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Assignment 2 Short essay on SDG 4 What are some practical ways to improve access to quality education and life-long learning and deliver genuine impact both on people and sustainable development?
Raphael Joon Hee Kim, Cornerstone Collegiate Academy of Seoul
SDG4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This goal ensures that all boys and girls will complete primary education by 2030. The ways to improve quality education are first, revising educational programs based on industry changes. School’s goal is to teach students for their future. But as various studies suggest, changes are needed. The education that the school prepares can be outdated, so revising educational programs/systems is needed based on the industry changes. Aside from learning, if teachers show deficient teaching performance, we should terminate their work contract. It’s a hard decision to make, but we have to do it for its education quality. In a school, we also need to be business-minded. We should always be ready to interact with people that can drag down the cause. Next is to take advantage of technology. In starting a school, using technology in new education should be the first place of school. But for example, if you’re building a school, you need to consider technology in the educational programs is never too late. So, advanced technological tools today can definitely help in improving your school’s education quality. Some schools are using tablets as an alternative to pen and paper. According to an analysis by the Education Business regarding the use of tablets, students seem to process a great engagement in learning and collaborating with peers. In addition, teachers can keep track of their student's progress more efficiently. As a result, using tablets for your school’s classes is a great option to choose. There are many ways to take the positiveness of technology for learning. Just pick anything that you think would work best for your school’s improvement.
Edward Hyung-Joon Cho, Daewon International Middle School In pre-pandemic situations, the quality of education was inequivalent across the globe. However, the pandemic has worsened this situation. It propelled inequality in the quality of
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education, education opportunities have decreased, and many children worldwide are out of school due to school closures. According to the World Bank (2020), before the pandemic, learning poverty was at 53% but the pandemic compelled school closures, and learning poverty raised to 64% so far. 72 million school kids have become poor in education. In addition, since Covid 19 marks a different school education experience for remote learning in every place, now most students and learners access the internet world to learn. This phenomenon has been elongated for over a two years and has created a vicious cycle for society. Fortunately, there seem to be three practical ways to improve access to quality education for both pandemic and pre-pandemic situations. To begin with, we should donate more digital infrastructures to nations that lack online platforms. Due to the Covid 19 crisis, our daily lives have shifted to cyberspace. As a result, more people rely on digital facilities such as computers, headsets, and microphones. However, digital advances bring a huge impact for unequal learning opportunities and quality of learning since many middle and low-income nations lack digital gadgets, causing disparity between countries. There are many countries and regions who lack on the appropriate virtual education facilities due to having few infrastructures and a lower quality of life. Therefore, donating money to digital infrastructures can decrease inequivalent access to education and improve society. Moreover, through help constructing education infrastructures, we can decrease the disparity in access to education. The SDG goals, which are defined by the UN and scope the development of nations across the world, require countries to “build and upgrade education facilities that are child, disability and gender-sensitive and provide safe, non-violent, inclusive, and effective learning environments for all (Barret, Treves, Shmis, Ambasz, & Ustinova, 2019)”. Some students cannot get access to education in both pre-pandemic and pandemic situations due to lacking education infrastructure. Hence, in order to support those students, we need to help construct schools and other education facilities to improve their education and lifelong learning access. Furthermore, by reducing tuition fees, more students can access education. Expensive tuition fees are one of the main reasons for education inequality because some students may not be able to afford money to learn. Several African nations have started abolishing their school fees, which has increased school enrollment in primary school. For example, enrollment increased by 12% percent in Ghana, 18% in Kenya, and 51% in Malawi after abolishing tuition fees (Rehorn, 2017). In conclusion there are countless students who are suffering from the loss of education opportunities in many places such as unban regions, banished developing countries, refugee camps,
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and uncivilized areas, which were even worse than before COVID 19. By donating money to nations that lack necessary facilities and creating policies, we can improve our current education situations and provide quality education to every student. From these supporting, the Sustainable Development Goal, ‘Quality Education,’ ensures inclusive and equitable quality of education and promotes lifelong learning opportunities for all.
Assignment 3 Short essay on SDG 5 What are key recommendations to ensure the gender-responsive implementation of the 2030 Agenda and how can accountability for gender-responsive implementation of the SDGs be enhanced?
Raphael Joon Hee Kim, Cornerstone Collegiate Academy of Seoul
Gender equality is not only a basic human right but an obligatory structure for a peaceful, well-steeled, and sustainable world. There has been progress over the last decades. More girls are going to school. However, fewer girls are forced into early marriage, more women are serving in the legislature and place of leadership, and laws are being refined to improve gender equality. Despite these, many challenges remain. Discriminatory laws and social norms remain still, women continue to be diminished at all levels of political leadership, and women and girls between the ages of 15 and 49 report experiencing physical or sexual violence by a close partner within a 12-month period. The effects of the COVID-19 pandemic could be contrary to limited progress that has been made on gender equality and women’s rights. The covid outbreak aggravates existing inequalities for women and girls across every place, from health and the economy to safety and social defense. Women play an out of proportion to a role in acknowledging the virus, including as healthcare work careers at home. Women’s unsettled care work has increased notably as a result of school closures and the increased population of older people. Women are also harsh direct hit by the economic impacts of COVID-19, as they are out of proportion to work in unconfident labor markets. About 60 percent of women work in the casual economy, which makes them at high risk of falling into poverty. The
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covid19 has also led to a fast increase in violence against women and girls. With lockdown situations in place, many women are caught at home with their abusers, having a hard opportunity to access services that hurt from cuts and restrictions. Coming out data shows that since the outbreak of the covid-19 pandemic, violence against women and girls particularly has escalated.
Assignment 4 The COVID-19 pandemic and the achievement of the SDGs
Edward Hyung-Joon Cho, Daewon International Middle School The covid 19 pandemic has been around for over the years. It has affected society and individuals and delayed the SDG goals of the United Nations. For example, SDG target 4, aiming to address a better quality of education, has been infringed due to the pandemic crisis, causing a vicious cycle of harm to society and economic prosperity. According to the World Economic Forum, more than a billion students across the globe are affected by school closures, and 272 billion days of learning have been lost or disrupted (Grob-Zakhary, R. (2020). As a result, school enrollment has decreased worldwide, and the current inequality in education has been exacerbated. To begin with, the pandemic has propelled several inequalities in education, such as shifting our classrooms to the online platform, which has led several countries to require a developed digital infrastructure for education. As a result, many low and middle-income countries that lack great digital facilities were not able to educate their students and had to do school closures for months. In pre-pandemic situations, education opportunities were increasing worldwide because digital gadgets such as headsets and personal computers were unnecessary for learning. So, students who cannot afford computers could enroll in school. However, during the pandemic, some students could no longer go to school, causing hardship in achieving SDG target 4. Moreover, the digital platform cannot provide a high-quality education. According to covid19 and education, the impact of the pandemic was significant to K-12 students. As the pandemic attacked education, “high schoolers have become more likely to drop out of school, and high school seniors, especially those from low-income families, are less likely to go on to postsecondary education (Dorn, Hancock, Sarakatsannis, Viruleg, 2021).” Therefore, the pandemic has led parents
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concerned about their child’s mental health. In order to solve this problem, governments should create education policies, and more people should know the seriousness of our current education. Furthermore, this pandemic will affect society today and in the near future. Since students cannot study due to closures and poor digital technologies, it would affect their economic prosperity and cause unemployment problems in the future, causing a collapse in society and letting the country in danger. So, to stop the progress of this anticipated social issue, more countries would have to collaborate in creating an education network where every student worldwide can have an opportunity to learn again. In conclusion, to help people who are suffering from poor education and address the target of SDG 4, the government, non-profit organizations, and individuals should all participate in solving the many issues that exist in our education today to create a safer and equitable world for all of us.
Assignment 5 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?
Edward Hyung-Joon Cho, Daewon International Middle School The pandemic has been a threat to society for over a year, leading many entrepreneurs to invest their money in the Covid-19 vaccine. Currently, various vaccines have been created, and most people worldwide are vaccinated. However, some nations lack medical infrastructure and cannot provide their citizens with any vaccine or protection against the Coronavirus. So, developed nations should support those countries with enough medicine to have a better medical infrastructure. More countries should help their neighboring nations through trade to have a more efficient vaccine distribution method. Currently, most nations are vaccinated, but some countries have poor medications and lack vaccines. As a result, to help nations suffering from poor medical infrastructures, we should help them through various trades and donations to have a more fair and efficient vaccine distribution.
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In conclusion, to have a more effective way of vaccine distribution, not only the government and organizations but also individuals should participate in donating money to countries that are suffering from this pandemic in order to educate more people about the seriousness of the pandemic, which may be a faster route for a healthier and brighter future for us all.
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