UN MILLENIUM DEVELOPMENT GOAL AND SUSTAINABLE DEVELOPMENT GOAL FULL DATA

MILLENNIUM DEVELOPMENT GOALS

    The Millennium Development Goals (MDGs) are eight goals with measurable targets and clear deadlines for improving the lives of the world's poorest people. To meet these goals and eradicate poverty, leaders of 189 countries signed the historic millennium declaration at the United Nations Millennium Summit in 2000. At that time, eight goals that range from providing universal primary education to avoiding child and maternal mortality were set with a target achievement date of 2015.

The MDG-F contributed directly and indirectly to the achievement of the Millennium Development Goals, with the main driver behind its work being the eradication of extreme poverty. The Fund adopted an inclusive and comprehensive approach to the MDGs, embracing the discourse on climate change as it relates to poverty while incorporating other programme areas that are recognized as prerequisites and/or mechanisms for MDG achievement. Our approach was guided by the Millennium Declaration and its emphasis on development as a right, with targeted attention directed towards traditionally marginalized groups such as ethnic minorities, indigenous groups and women.

Ø  Main UN millennium development goals

     There are eight goals

      1.eradicate extreme poverty and hunger

      2.achieve universal primary education

      3.promote gender equality and empower women

      4.reduce child mortality

      5.improve maternal health

       6.combact HIV/AIDS, malaria and other diseases

       7.ensure environmental sustainability

       8.develop a global partinership for development

Ø  NOTE

Here I will consider broadly in goal number two (2)

               UN MILLENNIUM DEVELOPMENT GOAL  (GOAL2)

  The second goal in the united nations millennium development goal is to achieve universal primary education, more specifically to ensure that by 2015, children everywhere, boys and girls alike will be complete full course of primary schooling. Education is a vital to meeting all other millennium development goals: educating children give the next generation the tools to fight  poverty and prevent diseases including malaria and AIDS despite the significance of investing in education. The recently report, fixing the broken promise of education for All :finding from global initiative on out-of –school children produced by UNESCO institute for statistics and UNCEF found that the world wide has missed 2015 target of universal primary education and the currently 58 millions children of primary school age out of school world wide

Ø  MAIN TARGET OF UN DEVELOPMENT GOALS IN GOAL 2

Target 2.A:

Ensure that by 2015, children everywhere, boys and girls alike will able to complete a full course of primary schooling

Indicators

·         Net enrolment ratio in primary education (UNESCO)

·         Proportion of pupils starting grade 1 who reach grade 5 (UNESCO)

·         Literacy rate of 15-24 years-olds (UNESCO)

·         Nearly 50% decrease in the number of out of school children or primary school age globally from 100 million in 2000 to around 57 million

·         Remarkable improvement primary education in subsahara Africa

                           SUSTAINABLE DEVELOPMENT GOALS

    The Sustainable Development goals (SDGs) are successors to the ‘Millennium Development Goals-MDGs’. The MDGs were adopted in 2000 by governments to make global progress on poverty,education, health, hunger and the environment. The MDGs expired at the end of 2015. During 25-27

September 2015, the member states of the United Nations converged in New York for the United

Nations (UN) Summit on Sustainable Development and adopted the new global goals for sustainable

development. The world leaders pledged their commitment to the new ‘2030 Agenda for

Sustainable Development’, encompassing 17 universal and transformative SDGs.

      The SDGs are a universal set of goals, targets and indicators that all UN member states are expected

to use to frame their development agendas, socio-economic policies, and actions towards low

carbon pathways for the next 15 years, in order to achieve a sustainable world where ‘no one is left

behind’ without compromising sustainability of the planet. These new global goals are much

broader and comprehensive than the outgoing MDGs, as they attempt to address all three

dimensions of sustainable development- economic, social and environmental

     The MDGs were highly influential in mobilizing international efforts to reduce poverty in the

developing countries during the period 2000-2015. Although significant progress has been made in

tackling poverty, the goal of reducing maternal mortality by three-quarters is unlikely to be met in

Africa and much of Asia. While the MDG to reduce the mortality of children aged under-five by twothirds

is unlikely to be achieved in sub-Saharan Africa, Southern Asia and Oceania.

Currently, around one billion people still live on less then $1.25 a day - the World Bank measure on

poverty - and more than 800 million people do not have enough food to eat. Extreme events, and

climatic changes are causing widespread damages to humans and physical systems. Across the

globe, women are still facing difficulties for their rights, and millions of women still die in childbirth.The MDGs’ progress review clearly suggests that achieving environmental sustainability and human wellbeing is a challenge, especially while considering the emerging threats of climate change. The

fossil fuel based economic growth, unsustainable consumption, income inequality, unchecked

urbanization, deforestation and climate change remain barriers to ensuring sustainable

development for all.

The global community has adopted SDGs to complete the MDG's unfinished development agenda

and meet sustainability challenges. The main difference between the MDGs and the SDGs is that the

new proposed development goals are universal in nature. Therefore, they are meant to apply to all

countries. ‘Sustainable Development’ is not something that only ‘developing’ countries should do.

Each UN member state should work towards a sustainable world for future generations. The SDGs

will expand the focus of development goals to rich countries. In short, these goals will now apply to

the whole world.

        THE MAIN UN SUSTAINABLEDEVELOPMENT GOALS (SDG_S)

17 Sustainable Development Goals
Goal 1	End poverty in all its forms everywhere
Goal 2	End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Goal 3	Ensure healthy lives and promote well-being for all at all ages
Goal 4	Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Goal 5	Achieve gender equality and empower all women and girls
Goal 6	Ensure availability and sustainable management of water and sanitation for all
Goal 7	Ensure access to affordable, reliable, sustainable and modern energy for all
Goal 8	Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
Goal 9	Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
Goal 10	Reduce inequality within and among countries
Goal 11	Make cities and human settlements inclusive, safe, resilient and sustainable
Goal 12	Ensure sustainable consumption and production patterns
Goal 13	Take urgent action to combat climate change and its impacts*
Goal 14	Conserve and sustainably use the oceans, seas and marine resources for sustainable development
Goal 15	Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
Goal 16	Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
Goal 17	Strengthen the means of implementation and revitalize the global partnership for sustainable development

Ø  NOTE

Here I will consider broadly on goal number four (4)

 The Sustainable Development Goals: 2015-2030In September 2015, at the United Nations Sustainable Development Summit, Member States formally adopted the 2030 Agenda for Sustainable Development in New York. The agenda contains 17 goals including a new global education goal (SDG 4). SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ and has seven targets and three means of implementation.

This goal came about through an intensive consultative process led by Member-States, but with broad participation from civil society, teachers, unions, bilateral agencies, regional organisations, the private sector and research institutes and foundations.

Ø  TARGET OF SDG_S NUMBER FOUR (4)

Ø  Goal 4 Targets

4.1

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.4

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.7

 By 2030, ensure 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 a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.b

By 2020, 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

4.c

By 2030, 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 .

THE EXTENT IN WHICH THE GOAL NO 2 (MDG_S) AND GOAL NO 4 (SDG_S)            ARE RELEVANT

International development agenda has been actively led by the United Nations (UN) and its technical agencies and funds from their inception in the late 1940s. Till 1990s, the approach was fragmented and disjointed initiated by its specialized agencies or funds at various World Summits and Conferences to address three dimensions of development — economic, social, and environmental. The Millennium Declaration and Millennium Development Goals (MDGs) saw the convergence of development agenda of United Nations Development Programme (UNDP); United Nations Environment Programme (UNEP); World health organization (WHO); United Nations Children's Fund (UNICEF); United Nations Educational, Scientific and Cultural Organization (UNESCO); and other development agencies.(1) Recently adopted Sustainable Development Goals (SDGs) reflect further strengthening convergence of thedevelopmentagenda. The SDGs also strengthen equity, human rights, and nondiscrimination.

 Progress in MDGs and Build Up to SDGs

The MDGs generated new and innovative partnerships, galvanized public opinion, and showed the immense value of setting ambitious goals. By putting people and their immediate needs at the forefront, the MDGs reshaped decision-making in the developed and developing countries alike. It helped to lift more than one billion people out of extreme poverty, to make inroads against hunger, to enable more girls than ever before to attend school, and to protect our planet. Yet inequalities persist and the progress has been uneven. The world's poor remain overwhelmingly concentrated in some parts of the world. Several women continue to die during pregnancy or from childbirth-related complications. Progress tends to bypass women and those who are lowest on the economic ladder or are disadvantaged because of their age, disability, or ethnicity. Disparities between rural and urban areas remain pronounced.(2)

          ACHIEVEMENT OF TANZANIA TOWARD MGD_S (GOAL2) AND SDG_S (GOAL4)

Ø  ACHIEVENENT TOWARD MGD_S  GOAL 2

Goal 2. Achieve universal primary education

Ensure that, by 2015, children everywhere, boys and girls alike will be able to complete full course of primary schooling     

Civil society

assessment of

progress

Possible to achieve

Government

assessment of

progress

 Very achievable

Civil society

perspectives on challenges

The net enrolment rate in primary education is 95.4 per cent, not far short of the 100 per cent target. Gross enrolment13 in primary education stands at 112.7 per cent.14 Despite impressive enrolment rates completion rates are still low, with only 60 per cent of pupils completing primary school education.15 Many pupils still do not know how to read and write.16 There is also a challenge with transition into continuing education, with secondary enrolment standing at only 45 per cent.17 CSOs assess that the push to  achieve the quantitative MDG target overlooked the need to train more teachers and invest in more secondary schools. They also more secondary schools. question whether education is sufficiently linked to employment opportunities

Ø  EXTENT AT WHICH TANZANIAN START TO ACHIEVE TOWARD SDG_S  GOAL 4

Current Context

    The global post-2015 consultation process of the United Nations identified the need to focus more on the quality than the quantity of social services, especially with regard to health and education. Tanzania will likely achieve MDG 2 on achieving universal primary education, but the quality of education has been a major concern for all. This concern was voiced during the Tanzanian government’s national consultations on the post-2015 agenda and REPOA’s consultative processes as part of the Post-2015 Data Test. The lack of skills and access to quality education were considered to be pressing issues by youth and CSOs.

Access to quality education at the primary, secondary and tertiary levels is a prerequisite for socio-economic and political development in any society. Conversely, low educational attainment and poverty are closely associated. According to Basic Education Statistics in Tanzania (BEST), literacy rates in the country improved marginally for women (from 67 percent in 2004–05 to 72 percent in 2011), but less for men (from 80 to 82 percent over the same period), though literacy remains higher among men by 10 percentage points. Substantial progress has been made to increase access to education. The net enrolment rate in primary schools increased from 66 percent in 2001 to a peak of 97 percent in 2007 and 2008. Since 2008, the net enrolment rate steadily declined and stood at 94 percent in 2011, a trend that must be reversed. In 2011, it was estimated that nearly half a million 7 to 13 year-olds did not enrol in school. Overall, however, gender parity in access to primary education has been achieved (URT 2011a).

The transition rate from primary to secondary school also rose dramatically from 12 percent in 2002 to 60 percent in 2006, but then fell to 45 percent in 2010. The net enrolment rate in secondary schools steadily increased from 6 percent in 2002 to 35 percent in 2011, which is an impressive achievement, but the rate falls short of the NSGRP target of 50 percent. Higher education has expanded even faster. The number of students in higher education institutions jumped over the last 10 years from less than 31,000 in the 2002–03 academic year to almost 140,000 students in 2010–11 (URT 2011a).

An analysis of learning outcomes, however, paints a worrying picture of the quality of education received by Tanzanian children. A large-scale national survey conducted in 2011 revealed alarmingly poor numeracy and literacy skills among primary school–aged children. The findings indicate an urgent need to improve education quality, which depends on an increase in the equitable deployment of qualified teachers and resources to all areas to the country. The significant decline in the number of students who pass the National Form Four Examinations also points to the need to address education quality.

CONCLUSION

  Generally both MDG_S  and SDG_S share a common global goals with the same target in a specific time were by The Sustainable Development Goals (SDGs), the successor program to the MDGs, are due to be adopted in 2016. In order to ensure that they are effective in mobilizing resources and action, we must take stock of the important lessons learned and experiences made from almost 15 years of MDG efforts. In my work as co-chair of UN Secretary- General Ban Ki-moon’s MDG Advocacy Group, I have made some observations that may be relevant to sustainably ending extreme poverty by 2030. In my view, this is the overarching purpose of the SDGs as a global development framework.

OUTHER 

FRANCIS ,F.M. (2O16).UN MDGS&SDGS TREND ,23(20),1-1O

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