UNCC300 Justice and Change in a Global World Report 2 Sample

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UNCC300 Justice and Change in a Global World Report 2 Sample

Assessment Task

Produce a feature article that analyses the following:

• How does a single SDG target (from the options below; LO2; Criterion 2) align with the concerns raised by the CST principles of human dignity and the common good (LO1; Criterion 1) in the context of a specific global community related to early childhood education (i.e., your course of study)?

Requirements include:

1. choosing one of the multiple SDG targets from the three goals below:

A. Goal 2: Zero Hunger - The Global GoalsLinks to an external site. (social option), e.g., 2.1 “Universal Access to Safe and Nutritious Food”

B. Goal 12: Responsible consumption and production - The Global GoalsLinks to an external site. (economic option), e.g., 12.4 “Responsible Management of Chemicals and Waste”

C. Links to an external site.Goal 14: Life below water - The Global GoalsLinks to an external site. (environmental option), e.g.,14.5 “Conserve Coastal and Marine Areas”

2. explaining the relevance of the CST principles human dignity and the common good to the SDG target and global community (NB: LO1)

3. naming your course of study,?chosen?SDG target, and?chosen specific?global?community

A. above or at the beginning of your article

B. completing the predeveloped template

4. citing (through the text and in the reference list/bibliography as a bare minimum)

A. clearly identified quotations, paragraphs, sections, and chapters (or a combination) from chapter 2 (pp. 35-65) of Steele, W., & Rickards, L. (2021). The Sustainable Development Goals in Higher Education: A Transformative Agenda? Springer, titled ;Sustainable Development in the Anthropocene

B. clearly identified quotations and ideas from Global Sustainable Development Report 2023Links to an external site.

C. one relevant course of study-specific resource (e.g., from Module 2b in Leganto)

D. following the advice already provided concerning referencing

Further instructions:

• Generative-artificial intelligence applications (e.g., ChatGPT), paraphrasing and translation tools are not permitted to be used to prepare this assessment task.

• Please refer to the Key unit glossary for definitions of important terms.

• Students may exceed the prescribed word limit on assessments by 10% +/- without penalty. Word limits do not include the student information (i.e., student name, student number, etc.), the reference list/bibliography, or any in-text referencing citations/footnoting.

Solution

Aligning SDG Target 4.2 with CST Principles In Early Childhood Education In Kerala, India.

1. Introduction of SDG Target Goal

The particular SDG also known as the Global Goals was also adopted through the specific United Nations in the year 2015. SDG goal 4.2 aims to ensure equitable as well as inclusive quality education as well as provide opportunities for lifelong learning for all. This particular target SDG follows assuring that every child, after everything of their circumstances as well as background, has appropriate as well as equal access to top-quality pre-primary education (Anderson et al., 2022). On the other hand, this also involves rapid child care, development as well as education services. According to Steele and Rickards, (2021), in chapter 2, paragraph 1, it has been written that “SDG agenda attempts to tackle at least some casual drivers of contemporary problems not just ‘symptoms’ such as environmental degradation, climate change and hunger”. Apart from this, the specific SDG target 4.2 also highlights the significance of developing a particular environment in which all young children can also create emotional, social, physical as well as cognitive skills important for their future learning as well as overall development and growth. Moreover, sustaining this particular target includes increasing infrastructure, enhancing the whole pre-primary education quality, providing affordability as well as training teachers internationally (Warchold et al., 2022). On the other hand, this is also essential for ensuring that each child also receives a powerful foundation of education via quality education of pre-primary.

Figure 1: SDG Target Goals
(Source: National Geographic, 2023)

2. Discuss the relevance of CST Principles of Human Dignity and Common Good

CST principles of the common good as well as human dignity provide relevance by highlighting the congenital value of each human as well as provisioning societal situation which encourages the flourishing of everyone. On the other hand, they also contribute a method for particular ethical action as well as reflection which is compassionate, oriented as well as inclusive towards creating a more human globe (Guitián, 2023). Moreover, human dignity is the most essential value as well as the worth of each individual and also regardless of every person’s background, characteristics as well as circumstances. Apart from this, CST principles of the particulate human dignity also guide practices as well as policies which also prioritise the development of well-being, also growth of every individual. However, make sure that they are also treated with fairness, compassion as well as respect in each factor of life. Apart from this, the common good highlights the interconnectedness of society interconnectedness, mutual responsibility as well as providing solidarity across communities as well as individuals. Moreover, the common good needs political, economic as well as social organisations to work towards the advantage of each individual (Holland, 2020). On the other hand, it also provides a way of being, seeing as well as thinking about the world. It also contributes to a vision for a society in which the dignity of every person is understood as well and those who are most vulnerable are also cared for. Both mentioned principles of CST are important in detecting systemic injustices as well as providing social justice (Marek and Jab?o?ski, 2021). Moreover, in professional as well as personal contexts, these particular principles contribute a compass for creating decisions which also prioritise the specific well-being of everyone for university assignment help.

 

Figure 2: Catholic Social Teaching or CST
(Source: Catholic Social Teaching, 2024)

3. Early Childhood Education in India

Australia has an appropriate as well as well-developed system of childcare which involves both informal as well as formal options. On the other hand, this mentioned formal childcare involves pre-school also. Moreover, the government of Australia plays an important role in regulating as well as funding childcare services. Apart from this, standards cover factors such as staff qualifications as well as staffing ratio as well as health standards as well as educational as well as safety programs (Paul and Singh, 2020). However, this study will mention early childhood education in India’s particular region Kerala. The particular state of India known for their higher rate of literacy as well as developing indicators of social factors has also a particular distinct approach to ECE compared to India’s other regions. Early childhood education faces various risks in India as well and efforts are also underway to extend access as well as enhance quality via community initiatives as well as government policies and many more. On the other hand, the particular teacher training in the country India also includes a different range of formal programs adapted to various education levels as well as particular educational requirements. On the other hand, the government of India generally provides preschool education through ICDS or Integrated child development services (Agrawal et al., 2021). Kerala has a robust method for this particular early childhood education under this before-mentioned ICDS. Apart from this the government of this state of India also provides the ECEC policy which has particular goals to give quality as well as comprehensive services of early childhood or pre-education.

4. SDG 4.2 with CST Principles in India’s Early Childhood Education

Aligning Sustainable Development Goal 4.2 with the particular Catholic social teaching principles in the particular region Kerala in India includes implanting ethical values into particular educational practices as well as policies to also provide quality, equal as well as inclusive education which also respects the dignity of every human as well as serves the specific common good (Hunnes, 2022). On the other hand, this particular approach provides the whole well-being as well as growth and development of communities as well as individuals in specific regions of Kerala as well as beyond besides the increasing outcomes of education. Moreover, making sure equitable as well as inclusive education also implies respecting the appropriate rights as well as the dignity of each child of the state. On the other hand, providing quality education also provides for the specific common good through encouraging inclusive societies, as well as, empowering everyone and decreasing inequalities to provide positively to the society as well as communities. Moreover, attaining SDG target 4.2 needs international solidarity to make sure that every child, in any case of particular circumstances as well as has appropriate access to a particular quality education (Goodpaster, 2022). However, meeting this specific target needs efforts from communities, governments as well as global firms to detect risks as well as invest in childhood education as the essential human right for sustainable growth. As per the United Nations, (2023), in their global sustainable development report they mentioned that, “Implementation of the 2030 Agenda requires the active mobilisation of political leadership and ambition for science-based transformation”.

5. Conclusion

From the above discussion, it can be concluded that preschool education provides children with a proper foundation on which everything learning relies as well as creating each phase of education which focuses more effectively as well as more productive. It also can be concluded that India’s government mainly provides preschool education through ICDS or Integrated Child Development services. However, human dignity is the most important value as well as the worth of every individual, also anyhow of every person’s background, as well as circumstances and characteristics.

6. Reference List

Agrawal, D., Patil, B., Kapoor, D. and Chaudhary, P. (2021) Intersectoral action for early childhood development in India: Opportunities, challenges and the way forward. Indian Pediatrics, 58(Suppl 1), pp.28-31. https://www.indianpediatrics.net/supplOct2021/S28.pdf

Anderson, C.C., Denich, M., Warchold, A., Kropp, J.P. and Pradhan, P. (2022) A systems model of SDG target influence on the 2030 Agenda for Sustainable Development. Sustainability science, 17(4), pp.1459-1472. https://link.springer.com/content/pdf/10.1007/s11625-021-01040-8.pdf

Catholic Social Teaching. (2024) Catholic Social Teaching – St Richard Reynolds Catholic College. [online] Available from: https://strichardreynolds.org.uk/high-school/catholic-social-teaching/. (Accessed 06 July 2024)

Goodpaster, K.E. (2022) The Common Good and the Anthropological Insight. In Times of Insight: Conscience, Corporations, and the Common Good (pp. 39-48). Cham: Springer International Publishing. https://link.springer.com/content/pdf/10.1007/978-3-031-09712-6_4.pdf

Guitián, G. (2023) How financial institutions can serve the common good of society: Insights from Catholic Social Teaching. Business Ethics, the Environment & Responsibility, 32, pp.84-95. https://onlinelibrary.wiley.com/doi/pdf/10.1111/beer.12376

Holland, J. (2020) Theological Economy, Catholic Social Teaching and Human Flourishing. Journal of Futures Studies, 24(3). https://jfsdigital.org/wp-content/uploads/2020/03/03-Holland-Theological-economy-Catholic-social-teaching-Ed.9.pdf

Hunnes, J.A. (2022) Wages, Work, and the Catholic Social Teaching. https://uia.brage.unit.no/uia-xmlui/bitstream/handle/11250/3064060/Article.pdf?sequence=4

Marek, A. and Jab?o?ski, A. (2021) Care of the Common Good as a Responsibility of Business Leaders. Catholic Social Teaching Perspective. Religions 12: 125. https://www.researchgate.net/profile/Agnieszka-Marek-3/publication/349345730_Care_of_the_Common_Good_as_a_Responsibility_of_Business_Leaders_Catholic_

Social_Teaching_Perspective/links/602bd33d92851c4ed577bdc3/Care-of-the-Common-Good-as-a-Responsibility-of-Business-Leaders-Catholic-Social-Teaching-Perspective.pdf

National Geographic (2023) Sustainable Development Goals | National Geographic Society. [online] education.nationalgeographic.org. Available from: https://education.nationalgeographic.org/resource/sustainable-development-goals/. (Accessed 06 July 2024)

Paul, R. and Singh, A. (2020) Does early childhood adversities affect physical, cognitive and language development in indian children? Evidence from a panel study. SSM-Population Health, 12, p.100693. https://www.sciencedirect.com/science/article/pii/S235282732030330X

Steele, W. and Rickards, L. (2021) The Sustainable Development Goals in Higher Education: A Transformative Agenda? [online] Google Books. Springer Nature. Available at: https://www.google.co.in/books/edition/The_Sustainable_Development_Goals_in_Hig/LqM_EAAAQBAJ?hl=en&gbpv=1&dq=The++Sustainable+Development+Goals+in+Higher+Education:+A+Transformative++

Agenda%3F%C2%A0Springer (Accessed 09 July 2024)

United Nations (2023) Global Sustainable Development Report (GSDR) 2023 | Department of Economic and Social Affairs. [online] Global Sustainable Development Report (GSDR) 2023. Available at: https://sdgs.un.org/gsdr/gsdr2023. (Accessed 09 July 2024)

Warchold, A., Pradhan, P., Thapa, P., Putra, M.P.I.F. and Kropp, J.P. (2022) Building a unified sustainable development goal database: Why does sustainable development goal data selection matter?. Sustainable Development, 30(5), pp.1278-1293. https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/sd.2316

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