Description:
On 23 September 2015 under Government Resolution No34/2015, the Timor-Leste Government (RDTL) adopted the United Nations’ Sustainable Development Goals (SDGs) for attainment by 2030. The ‘roadmap’, as set up by the Prime Minster (PM), His Excellency Dr Rui Maria de Araújo and his SDG Working Group, specified the need to ‘harmonise’ the SDGs in the context of its strong commitment to the 2011-2030 Strategic Development Plan (SDP). This ‘roadmap’ approach was endorsed by the RDTL (2017). This paper reviews the roadmap by asking the following question: How has the RDTL been able to harmonise the SDGs with the existing SDP that currently guides policy in the economy? Based on an ‘eco- sustainable framework’ originally developed in Courvisanos (2005), this paper identifies both achievements and limitations of this roadmap. A deep six-month country-wide field-based method was undertaken for this review. Elements of a transition path towards an alternative sustainable development economic development for this fledgling nation are noted at the end.
Description:
On 23 September 2015 under Government Resolution No34/2015, the Timor-Leste Government (RDTL) adopted the United Nations’ Sustainable Development Goals (SDGs) for attainment by 2030. The ‘roadmap’, as set up by the Prime Minster (PM), His Excellency Dr Rui Maria de Araújo and his SDG Working Group, specified the need to ‘harmonise’ the SDGs in the context of its strong commitment to the 2011-2030 Strategic Development Plan (SDP). This ‘roadmap’ approach was endorsed by the RDTL (2017). This paper reviews the roadmap by asking the following question: How has the RDTL been able to harmonise the SDGs with the existing SDP that currently guides policy in the economy? Based on an ‘eco- sustainable framework’ originally developed in Courvisanos (2005), this paper identifies both achievements and limitations of this roadmap. A deep six-month country-wide field-based method was undertaken for this review. Elements of a transition path towards an alternative sustainable development economic development for this fledgling nation are noted at the end.
Description:
The chapter offers a road map that charts the key issues raised in this edited collection that contributes to the United Nations Sustainable Development Goal (SDG) series. Throughout the book, questions are raised, tensions observed, and practices highlighted, often through passionate discussion, regarding the ways in which considerations of equity, inclusion, and social justice are configured, challenged, observed, or ignored in a range of educational settings. All chapters address the United Nations Sustainable Development Goal 4: Quality Education which advocates for the provision of inclusive and equitable education and the promotion of lifelong learning for all. This chapter extends the focus of diversity, inclusion, and social justice to examine the inclusive approaches embedded in the production of the book. Rejecting potentially exclusionary publication processes, the editors mobilized inclusive approaches to selecting, reviewing, and editing chapters and the development of edited scholarship. Focusing on connections and capacity building, a diverse range of authors, reviewers, and editors worked together in a supportive, inclusive, and encouraging framework to produce an interwoven contemporary narrative about the state of diversity and inclusion in mainstream education settings.