SDGs Managers' Assessment Bias and Their Implications for Preventing Violence Against Women in Companies

This study explores the role of managers' perceptions of Sustainable Development Goals (SDGs) in preventing violence against women in companies. Surveying 673 managers in Lima, Peru, it found gender-based discrepancies in SDG priorities, with men leaning toward industry goals and women toward well-being and gender equality. Socially ingrained gender biases influence prevention strategies: men often comply with mandatory measures, while women opt for noncompulsory strategic actions. Notably, a high valuation of SDG-5 (gender equality) correlates with diverse prevention efforts. The findings highlight the importance of addressing gender bias in company practices and improving business school formation.

Food-Energy-Water Nexus in compliance with Sustainable Development Goals for integrating and managing the core environmental verticals for sustainable energy and circular economy

Food, energy, and water resources are intricately interconnected, and nexus provides a holistic approach for addressing these complex links to minimize inefficiencies and waste. Nexus approach and circular economy are considered as effective solutions for sustainability. Quantification of these relations is the first step towards incorporating nexus modeling which helps sustainable production and consumption. For achieving the Sustainable Development Goals, understanding and effectively managing the FEW nexus becomes imperative. With an integral performance perspective, there is a need to address the interdependencies and trade-offs among food, energy, and water systems and challenges of economic, social and environmental sustainability. The aim of this study is to provide a comprehensive analysis of the FEW nexus, identify key opportunities and challenges, and propose integrated strategies for managing these core environmental verticals sustainably. The study addresses the accomplishment of these goals through nexus approaches and outlines the need for technological advancements for shared benefits among resources, contributing to conceptual development of nexus and circular economy. The results highlight the critical importance of adopting a nexus approach to advance sustainable development goals, enhance resource efficiency, and promote synergistic solutions across food, energy, and water systems.

One Health Education Nexus: enhancing synergy among science-, school-, and teacher education beyond academic silos

Introduction

The fact that the daily lives of billions of people were affected by the medical, social, and political aspects of the SARS-CoV-2 pandemic shows the need to anchor the understanding of One Health in society. Hence, promoting awareness and deepening the understanding of the interrelation between human health, animal health, and ecosystems must be accomplished through quality education, as advocated by UN Sustainable Development Goal 4. The often-questioned and discussed measures taken by governments to control the global pandemic between 2020 and 2023 can be seen as an opportunity to meet the educational needs of civil society solutions in multi-stakeholder settings between public, universities, and schools.

Methods

This paper focuses on the integration of One Health principles in educational frameworks, particularly within the context of the higher education teaching framework "Teaching Clinic." This master-level course in the domain of pre-service teacher education serves as a potent vehicle for facilitating One Health Education, bridging the gap between research, higher education, and schools. Through the presentation of two case studies, this article demonstrates how the Teaching Clinic approach fosters interdisciplinary perspectives and provides a dynamic learning environment for pre-service teachers, as well as for pupils involved in the educational process.

Results

In both cases, the integration of educational One Health school teaching-learning settings effectively enhanced pupils' understanding of complex topics and engaged them in active learning experiences. Pre-service teachers played a crucial role in developing, implementing, and evaluating these interventions. In Case I, pupils demonstrated proficiency in analyzing data and evaluating mathematical models, while in Case II, the chosen instructional approach facilitated One Health knowledge acquisition and enjoyment among pupils. These results underscore the potential of the One Health Teaching Clinic as a valuable educational framework for enhancing teaching and learning outcomes for pre-service teachers and fostering pupil engagement in socio-scientific One Health-related topics.

Discussion

The discussion delves into the significance of breaking down disciplinary silos and the crucial role of teacher education in promoting a holistic approach to education, emphasizing the intersectionality of One Health Education and Education for Sustainable Development. This article underpins the significance of collaborative efforts across multiple (scientific) disciplines and across secondary and tertiary education levels to reach a nexus. Moreover, it emphasizes the alignment of this approach with the 2030 Agenda, Education for Sustainable Development, and Sustainable Development Goals, highlighting the potential for collective action toward a more sustainable future.

Heavy metals/-metalloids (As) phytoremediation with Landoltia punctata and Lemna sp. (duckweeds): coupling with biorefinery prospects for sustainable phytotechnologies

Heavy metals/-metalloids can result in serious human health hazards. Phytoremediation is green bioresource technology for the remediation of heavy metals and arsenic (As). However, there exists a knowledge gap and systematic information on duckweed-based metal phytoremediation in an eco-sustainable way. Therefore, the present review offers a critical discussion on the effective use of duckweeds (genera Landoltia and Lemna)-based phytoremediation to decontaminate metallic contaminants from wastewater. Phytoextraction and rhizofiltration were the major mechanism in 'duckweed bioreactors' that can be dependent on physico-chemical factors and plant-microbe interactions. The biotechnological advances such as gene manipulations can accelerate the duckweed-based phytoremediation process. High starch and protein contents of the metal-loaded duckweed biomass facilitate their use as feedstock in biorefinery. Biorefinery prospects such as bioenergy production, value-added products, and biofertilizers can augment the circular economy approach. Coupling duckweed-based phytoremediation with biorefinery can help achieve Sustainable Development Goals (SDGs) and human well-being.

A conceptual framework for sustainable waste management in small municipalities: the cases of Langebaan, South Africa and Swakopmund, Namibia

Municipal waste management is a major challenge for local governments in South Africa and Namibia, as in other developing countries. The circular economy concept in waste management is an alternative sustainable development framework that has the potential to combat resource depletion, pollution, and poverty while achieving the SDGs. The purpose of this study was to investigate the current waste management systems in Langebaan and Swakopmund municipalities resulting from municipal policies, procedures, and practices in the context of a circular economy. A mixed method approach was used to collect qualitative and quantitative data through structured in-depth interviews, document analyses, and direct observation. The study found that the Langebaan and Swakopmund municipalities have not yet fully implemented the circular economy concept into their waste management systems. A mix of waste consisting of papers, plastics, cans, tyres, and organic products is dumped into landfills weekly at a rate of about 85%. The main challenges to implementing the circular economy concept include: lack of technical solutions, inadequate regulatory frameworks, insufficient financial resources, lack of private sector involvement, insufficient human resource capacity, and inadequate information and knowledge. A conceptual framework was therefore proposed to guide the municipalities of Langebaan and Swakopmund in implementing the circular economy concept in their waste management systems.

Sustainable Development Goals and the role of and implications for primary care physicians

The Declaration of Alma-Ata in 1978 and the subsequent Declaration of Astana in 2018 highlight the important role of primary health care in delivering 'health for all' and supporting progress towards universal health coverage. Alongside these key declarations, the United Nations' Sustainable Development Goals (SDGs) establish an ambitious framework aimed at promoting sustainable development worldwide by addressing poverty, inequality, climate change, health and other global challenges by 2030. There has been progress in respect of many SDGs since their launch in 2015. Nevertheless, many challenges remain, and there will need to be a significant increase in effort if the 2030 targets are to be met in full. Primary health care in Malaysia has evolved in line with broader, global developments. Nonetheless, there are opportunities for the country's primary care physicians to do more to support efforts to achieve the SDGs, including those that extend beyond the health sector as conventionally defined. This paper outlines a number of areas where primary care physicians, fulfilling roles as clinicians, community members, managers of their practices and influential members of society, can contribute to promoting sustainable development in line with the SDG agenda.

Citizen science for monitoring the health and well-being related Sustainable Development Goals and the World Health Organization's Triple Billion Targets

Achieving the health and well-being related Sustainable Development Goals (SDGs) and the World Health Organization's (WHO) Triple Billion Targets depends on informed decisions that are based on concerted data collection and monitoring efforts. Even though data availability has been increasing in recent years, significant gaps still remain for routine surveillance to guide policies and actions. The COVID-19 crisis has shown that more and better data and strengthened health information systems are needed to inform timely decisions that save lives. Traditional sources of data such as nationally representative surveys are not adequate for addressing this challenge alone. Additionally, the funding required to measure all health and well-being related SDG indicators and Triple Billion Targets using only traditional sources of data is a challenge to achieving efficient, timely and reliable monitoring systems. Citizen science, public participation in scientific research and knowledge production, can contribute to addressing some of these data gaps efficiently and sustainably when designed well, and ultimately, could contribute to the achievement of the health and well-being related SDGs and Triple Billion Targets. Through a systematic review of health and well-being related indicators, as well as citizen science initiatives, this paper aims to explore the potential of citizen science for monitoring health and well-being and for mobilizing action toward the achievement of health and well-being related targets as outlined in the SDG framework and Triple Billion Targets. The results demonstrate that out of 58 health and well-being related indicators of the SDGs and Triple Billion Targets covered in this study, citizen science could potentially contribute to monitoring 48 of these indicators and their targets, mostly at a local and community level, which can then be upscaled at a national level with the projection to reach global level monitoring and implementation. To integrate citizen science with official health and well-being statistics, the main recommendation is to build trusted partnerships with key stakeholders including National Statistical Offices, governments, academia and the custodian agencies, which is mostly the WHO for these health and well-being related targets and indicators.

Scoping the Need of Mainstreaming Indigenous Knowledge for Sustainable Use of Bioresources in the Indian Himalayan Region

Globally, Indigenous Knowledge Systems (IKSs), which have evolved through rigorously tested methods and practices, are a testimony of human intelligence and endurance. The diversity of goods such as food, beverages, herbs, etc., and its associated systems, which form an integral part of modern cuisine and healthcare systems, are deeply rooted in IKS and immensely contributing to overall well-being of mankind. The present study is an attempt to document and understand the contribution of indigenous and local knowledge to biodiversity conservation and management. Appreciation to the value of traditional and indigenous knowledge is globally recognized for their principles of coexistence and sustainable use practices. Past studies indicate a strong relationship between indigenous knowledge and sustainable development goals. This knowledge is valuable not only to dependent communities, but also to the modern world for ensuring food security and human well-being. The documentation of such valuable knowledge is therefore fundamentally essential for mainstreaming and strengthening the discourses on sustainable ecosystem management, and to address the preponderance of poverty among indigenous communities. Amid the changing scenario of consumption and the trend of revisiting nature-based solutions, the IKS hold a tremendous scope of engaging the community people in sustainable harvest and utilization of natural resources.

Unlocking and accelerating transformations to the SDGs: a review of existing knowledge

As we cross the 2030 deadline to achieve the Sustainable Development Goals (SDGs), there is a growing sense of urgency around the need to accelerate the necessary transformations. These encompass a broad range of systems and require fundamental changes in system goals and design. In this paper, we undertake a narrative review of the literature relating to the acceleration of transformations and offer a framework for unlocking and accelerating transformations to the SDGs. While there is no blueprint for acceleration, there is an expanding knowledge base on important dynamics, impediments and enabling conditions across diverse literatures which can help to inform strategic interventions by actors. The emerging literature on positive tipping points and deep leverage points identifies opportunities to rewire systems design so that important system feedbacks create the conditions for acceleration. Transformation takes time and actors will need to build momentum to reorient systems around new goals, informed by knowledge of common policy, technology and behavioural feedbacks that govern system dynamics. Where resistance is strong, actors can seek to augment system design in ways that weaken balancing feedbacks that stabilise existing system configurations and strengthen reinforcing feedbacks that promote emerging system configurations oriented towards the SDGs. Well-designed and sequenced interventions can promote innovation and behaviour change and build and maintain political support. This can build critical enabling conditions and push systems towards large-scale tipping points, paving the way for decisive policy action that is crucial for triggering acceleration. We conclude by highlighting gaps and priorities for further research.

Education of the public health workforce and the Sustainable Development Goals: An analysis of existing competency sets

Objectives

This paper describes a project designed to quantify the extent to which existing competency frameworks used for educating the public health workforce contribute to achieving the Sustainable Development Goals (SDGs) directly relevant to public health.

Study design

This was a qualitative study involving a content and thematic analysis and mapping of nine available public health competency sets against the World Federation of Public Health Association's Global Charter for the Public's Health and the SDGs.

Methods

First, the SDG targets directly relevant to public health were selected, then mapped against the elements of the Global Charter to illustrate their alignment with aspects of public health practice. Next, competencies from each respective framework were mapped against the SDG targets, and the results quantified as to the coverage of the SDG targets by each of the frameworks.

Results

Overall, very few competencies directly or fully covered the SDG targets in question, however, there were more competencies partially covering the targets. Except for one framework, many issues found in the SDG targets were not explicitly addressed by the competencies in most of the frameworks, namely, migration, human rights, violence, and food and water scarcity.

Conclusions

Overall, urgent action is required to ensure public health competency frameworks are more in line with the SDGs and include public health issues that disproportionally affect low- and middle-income countries.

Medicinal Chemistry for Sustainable Development

Pharmaceutical chemistry has many industrial processes that must be studied and adapted to a new reality where the environment must be the focus of all production chains. Thus, new technologies that are cleaner and use renewable sources of raw materials still need to be developed and applied to materials that go to the market, and they need to reach a level that is less harmful to the environment. This applies especially in areas related to the pharmaceutical industries since chemical products are used in the production of medicines and used in many other areas of everyday life and are included in the Sustainable Development Goals proposed by the United Nations. This article intends to provide insight into some relevant topics that can stimulate researchers toward medicinal chemistry that can contribute to a sustainable future of the biosphere. This article is structured around four interconnected themes that influence how green chemistry can be important for a future where science, technology and innovation are key to mitigating climate change and increasing global sustainability.

Building the speech-language pathology workforce in Cambodia through the lens of the Sustainable Development Goals

PURPOSE

Current speech-language pathology (SLP) services in Cambodia are limited in scope, service accessibility and integration into government systems. However, momentum is growing to develop an internationally recognised profession. This paper examines the depth and breadth of SLP support available to people with communication and/or swallowing difficulties in relation the Sustainable Development Goals (SDGs).

METHOD AND RESULT

Qualitative interview data collected from service facilities (n = 13) and speech therapy practitioners (n = 27) were mapped and analysed for accessibility and scope of SLP services. Data revealed a workforce density of 0.16:100 000. Disparity in service accessibility was identified between provincial and urban locations, adult and paediatric populations and range of practice areas.

DISCUSSION AND CONCLUSION

The findings demonstrate the importance of partnerships (SDG 17) among government departments, non-government organisations and private sector entities to establish a sustainable and culturally responsive SLP profession in Cambodia. Although there is no Cambodian university training program, there is a growing momentum and local commitment to establishing a workforce to support Cambodians with communication and/or swallowing difficulties. This commentary paper focuses on good health and well-being (SDG 3), decent work and economic growth (SDG 8), reduced inequalities (SDG 10), and also addresses no poverty (SDG 1), quality education (SDG 4) and partnerships for the goals (SDG 17).

Global partnerships to create communication resources addressing Sustainable Development Goals 3, 4, 8, 10, and 17

PURPOSE

This commentary describes the development of global partnerships, capacity-building, and the basis for the creation of a website (Leadersproject.org) used throughout the world that contains free educational resources for the assessment and treatment of people with communication disabilities (PWCD). This website contains speech-language assessment and treatment materials, online skill-building courses, over 200 instructional videos, train-the-trainer course materials, and syntheses of important research and trainings in over 30 languages. This commentary relates the work from leadersproject.org to the United Nations Sustainable Development Goals (SDGs).

RESULT

Through this website, the authors have established ongoing global partnerships with other health and education professionals. Moreover, PWCD and their families have used the website for information and support throughout the world. Speech-language pathologists (SLPs) and other health and education professionals use these materials to host capacity-building trainings and to support the development of knowledge and skills to local professionals for the benefit of PWCD. The Leadersproject.org resources have been influential and impactful as measured by approximately 24 000 visits from over 130 countries throughout the world.

CONCLUSION

The authors of this paper continue to establish partnerships worldwide to spread education and increase the quality of care provided to PWCD. This commentary paper focuses on the United Nations Sustainable Development Goals (SDGs): good health and well-being (SDG 3), quality education (SDG 4), decent work and economic growth (SDG 8), reduced inequalities (SDG 10), partnerships for the goals (SDG 17).

Supporting deaf learners in Nepal via Sustainable Development Goal 4: Inclusive and equitable quality education in sign languages

PURPOSE

To highlight the World Federation of the Deaf's (WFD) development of inclusive education policies for deaf learners as part of the community of people with communication disability. These policies were developed alongside and included baseline data collection regarding deaf education in Nepal.

RESULT

The commentary will report on sustainable partnership practices, the development of governmental accountability measurements, and data gathered during fieldwork in Nepal to provide evidence regarding deaf people's access to inclusive and equitable quality education in sign language.

CONCLUSION

The recommendations from this project focus on enhanced access, policy, and training to ensure a free education in sign language for all deaf learners and their families in low-income countries using Nepal as a model. Existing bilingual settings in sign languages should be considered as part of a national inclusive education system, and this is in keeping with the views of deaf organisations in Nepal. Free education in sign language for all deaf learners and their families is an integral and wholly attainable part of inclusive education systems. This commentary focuses on good health and well-being (SDG 3), quality education (SDG 4), peace, justice and strong institutions (SDG 16) and partnerships for the goals (SDG 17).

Interpersonal violence experienced by people with communication disabilities in Iraq: Sustainable Development Goals 16 and 5

PURPOSE

This paper presents an analysis of interpersonal identity-based violence experienced by persons with communication disabilities in Iraq and the barriers reported to accessing supports. The use of communication accessible data collection tools is discussed as a means of enabling an inclusive response for multiple marginalised groups in relation to Sustainable Development Goals (SDGs) 16 and 5.

RESULT

People with communication disabilities reported similar levels of interpersonal violence to those with disabilities of other types, characterised by high rates of deprivation and physical violence. Many participants did not seek support, but those that did were most likely to speak to a family member or friend, followed by consulting legal services. Barriers to accessing support were varied, with lack of transport being the most commonly reported. Satisfaction with research communication supports was high for all participants, including those with no communication difficulties, suggesting that the resources invested in communication access have benefits beyond those with communication disabilities.

CONCLUSION

Iraqi persons with communication disabilities, like those with other disabilities, face high levels of interpersonal violence. The use of communication supports in research addressing disability is likely to increase the representation of persons with communication disability in study samples and can benefit participants with other disabilities. This commentary paper, available in Arabic as a supplemental file, focusses on SDG 16 and also addresses SDG 5.

Participation, equality, and justice in Rwanda for people who experience communication disability: Achieving Sustainable Development Goal 16

PURPOSE

The right to communicate, by any means, is key to participation in peaceful and just societies. Participation relies on societal equality which, in turn, depends upon consensus that everyone has the same rights, as well as responsibility to uphold the rights of all. People who experience communication disability are, however, often invisible, misunderstood, stigmatised, and under-enumerated, particularly in resource-limited settings, including humanitarian contexts. A lack of identification and understanding of needs exclude this group from equal societal participation and exposes them to risks, including sexual and gender-based violence (SGBV), which has no place in a peaceful, just, and fair society.In this commentary we explore the importance of the full inclusion and participation of people who experience communication disability, to the fulfilment of Sustainable Development Goal (SDG) 16.

RESULT

There is a lack of specialist assistance for people who experience communication disability in resource-limited and humanitarian contexts. A broader approach to community and service-provider capacity-building on communication disability demonstrates potential to build stronger institutions and increase societal inclusion and participation, thereby reducing exposure to risks, such as SGBV. Such approaches include increasing public understanding and use of accessible communication strategies, as well as addressing negative attitudes/behaviours and fear.

CONCLUSION

Speech-language pathologists (SLPs) must be prepared to expand their spheres of influence and develop long-term relationships with stakeholders who can instigate change. This may involve de-emphasising our SLP credentials, instead rebranding ourselves as inclusion specialists, with a focus on communication disability.Increased inclusion, participation, and protection are achievable for people who experience communication disability if they are understood, counted, and served appropriately. This requires alignment of communication rights agendas with international development priorities. As such, this commentary paper focuses on peace, justice, and strong institutions (SDG16) and simultaneously addresses aspects of good health and wellbeing (SDG 3), gender equality (SDG 5), reduced inequalities (SDG 10), and partnerships for the goals (SDG 17).

Designing equitable speech-language pathology services in the Maldives to achieve Sustainable Development Goals 10 and 4

PURPOSE

The United Nations adopted 17 Sustainable Development Goals (SDGs) in 2015 as a universal plan to address challenges experienced around the globe. SDG 4 focuses on inclusive and equitable education while SDG 10 aims to reduce inequality within and among countries. To achieve these goals for children with communication disabilities living in underserved communities, equitable access to services is required. Service delivery should be tailored to the unique characteristics of specific communities to best cater to the needs of the population. This commentary presents the Context-specific Service Delivery Framework (CSDF) that can be used to explore contexts systematically and identify suitable speech-language pathology service delivery approaches. CSDF focuses on the three dimensions of sustainability that are emphasised in the SDGs: environmental, social and economic.

RESULT

We present how CSDF was developed in the case of one Majority world country, the Maldives. Five studies were conducted to complete CSDF and the findings were used to derive recommendations for service delivery approaches that could help achieve SDG 4 and SDG 10. These included, building capacity by using asset-based approaches, collaborating with service providers and the community, using population-based methods to focus on prevention of communication disabilities and using available technology to provide support.

CONCLUSION

Other underserved communities could also benefit from using CSDF to design equitable services for children with communication disabilities in their countries. This commentary paper focuses on SDG 4 and SDG 10.

Restoration of the senses and human communication: Sustainable Development Goals 3 and 9

PURPOSE

This invited commentary addresses the importance of the senses in human communication, outlines advances achieved with cochlear implants, and new research directions to improve neural prostheses.

RESULT

In severely deaf people, cochlear implants restore speech understanding and enable children to achieve spoken language. Research in neural prostheses is advancing the restoration of hearing, vision, tactile senses, movement and the management of epilepsy. Bio-inspired stimulation strategies incorporating temporal and spatial characteristics of neural responses may deliver improved speech, vision and tactile perception using prostheses. To achieve stable long-term stimulation, chronic inflammation at the brain-electrode interface may be reduced using ROCK/Rho signalling pathway inhibitors and materials with brain-mimicking properties.

CONCLUSION

This commentary paper addresses two Sustainable Development Goals: industry, innovation and infrastructure (SDG 9) and good health and well-being (SDG 3).

The Sustainable Development Goals: A framework for addressing participation of persons with complex communication needs in South Africa

BACKGROUND

Participation in society is the cornerstone to living a meaningful, connected, and healthy life. Persons with complex communication needs, however, often have restricted opportunities to participate in everyday contexts and situations. Reasons for this include societal attitudinal barriers, as well as limited knowledge and skills about augmentative and alternative communication (AAC) to enhance participation. Enhancing participation of persons with complex communication needs requires a holistic and multi-faceted approach. The 17 Sustainable Development Goals (SDGs) with their disability-inclusive agenda provide an impetus for shaping the approach of the Centre for Augmentative and Alternative Communication (CAAC) in enhancing participation of persons with complex communication needs in South Africa.

PURPOSE

This paper aims to provide a reflective description and application of the work conducted by the CAAC in addressing the SDGs in South Africa.

RESULT

Research and training conducted by the CAAC is shown to be aligned to five SDGs, namely zero hunger (SDG 2), good health and well-being (SDG 3), quality education (SDG 4), decent work and economic growth (SDG 8) and peace, justice, and strong institutions (SDG 16), with a focus on reaching these goals in order to benefit persons with complex communication needs.

CONCLUSION

The paper demonstrates that, despite some gains in addressing the SDGs, research and clinical practice still needs to be on these and the remaining SDGs. Furthermore, there is a need to also find ways to integrate the SDGs to ensure participation of persons with complex communication needs in major life activities and society.

Intermediaries in the justice system for people with communication disability: Enacting Sustainable Development Goal 16 in Ireland, Northern Ireland, and New Zealand

PURPOSE

Individuals with communication disabilities often face barriers when engaging with justice systems. Such barriers pose a material risk to the individual in relation to their right of equal access to justice. These barriers also pose a risk to the relevant State in potentially breaching Sustainable Development Goal 16 peace, justice and strong institutions (SDG 16). To mitigate these risks, many adversarial criminal justice systems have identified the need for accommodations to facilitate the participation of individuals with communication disabilities.

RESULT

At the forefront of this movement has been the introduction of intermediaries. By facilitating effective communication between vulnerable persons and stakeholders within the legal system, intermediaries play a pivotal role in ensuring active participation in legal processes. They can also improve the forensic accuracy of the fact-finding inquiry. In this article, we outline case examples of intermediary schemes across three common law countries. As various terms are used to describe the intermediary role including communication assistants and registered intermediaries, the term intermediary will be used throughout.

CONCLUSION

Although the scope of the role of intermediaries varies across settings in line with policy and legislative frameworks, we draw on shared learning across these countries to guide others in designing an intermediary scheme. We highlight the importance of knowledge sharing across contexts to realise equal access to justice for all (SDG 16).

The importance of SDG 17 and equitable partnerships in maximising participation of persons with communication disabilities and their families

BACKGROUND

Equitable partnerships across borders, sectors and communities are integral in creating shared understanding, novel solutions and sustainable development. Sustainable development goal (SDG) 17: Partnerships for goals, focuses on strengthening global partnerships. This highlights the importance of partnership as a tool to support the achievement of all SDGs. Partnerships are particularly vital to creating sustainable and appropriate services to support people who experience communication or swallowing disability and their families, in under-served communities, where services and expert personnel may be limited and where innovative strategies are required for working with families and communities to improve service accessibility.

PURPOSE

To reflect on key principles underpinning the creation of a speech-language pathologists' (SLPs') community of practice, designed to support SLPs from high-, low- and middle-income countries to develop equitable partnerships, aimed at supporting people who experience communication or swallowing disability their families.

RESULT

We draw on the authors' experiences of building partnerships to enhance participation for people who experience communication or swallowing disability. We discuss the need for global partnerships and challenges with current funding mechanisms.

CONCLUSION

We use the principles of the speech-language pathology community of practice and concepts from the Partnership Accelerator 2030 Agenda to frame reflections and recommendations. This commentary paper focuses on partnerships for the goals (SDG 17).

Ameliorating poverty-related communication and swallowing disabilities: Sustainable Development Goal 1

PURPOSE

More than 700 million people globally are still living in extreme poverty. No poverty (Sustainable Development Goal 1, SDG 1), is considered to be the greatest global challenge. This paper aims to outline the effects of poverty on communication and swallowing disabilities across the lifespan and steps to take for its amelioration.

RESULT

Poverty and disability are in a vicious cycle with each being a cause for and a consequence of the other. Poverty has incontrovertible and significant ramifications for communication and swallowing disabilities across the lifetime from pregnancy to old age. The individual, family and social burden and costs of these disabilities have lifelong economic and social consequences.

CONCLUSION

Considering poverty is a known and important determinant of communication and swallowing disabilities, the most potent weapon is to focus on preventing and ameliorating poverty-related communication and swallowing disabilities in children. A call to action is issued to speech-language pathologists to take steps towards this goal. This commentary paper focusses on Sustainable Development Goal of no poverty (SDG 1) and also addresses zero hunger (SDG 2), reduced inequalities (SDG 10), and climate action (SDG 13).

A bite closer: Using 3D food printing to achieve Sustainable Development Goals 2, 3, 9 and 17

PURPOSE

This commentary paper focuses on four Sustainable Development Goals (SDGs): zero hunger (SDG 2), good health and well-being (SDG 3), industry, innovation and infrastructure (SDG 9), and partnerships for the goals (SDG 17). Each bite of food has the potential to impact on nutrition and well-being, particularly for the older adult aged over 65 years with swallowing disability. Better attention to the shape of the foods presented for consumption may help improve access to food and nutrition through food shaping methods such as 3D food printing. Target objectives across these four SDGs should help to improve the physical and emotional health of older people with swallowing disability who need texture-modified foods.

RESULT

We discuss the potential for methods to improve food shaping and influence better health outcomes for older people, particularly those with swallowing disability. Texture-modified food should be both nourishing and enjoyable while being safe to swallow without coughing or choking; to improve nutrition, health, and quality of life.

CONCLUSION

Along with temperature and taste, the shape of texture-modified foods influences the appeal of the food as important elements of food design. The link between the enjoyment of food and nutrition sets the foundation for a good quality of life for older people. 3D food printing, among other food shaping methods, helps establish this link through the creation of nutritious and appealing foods. Applying the targets for SDGs relating to food shaping techniques will involve innovation and collaboration with older people and multiple disciplines.

Culturally safe speech-language supports for First Nations children: Achieving Sustainable Development Goals 3, 4, 8 and 10

PURPOSE

Self-determination is foundational to health and well-being for First Nations people. Colonisation has undermined self-determination and widespread effects are observed as disparities in health and well-being. Chronic middle ear disease is more highly prevalent in First Nations children, is associated with delays in speech and language and lower levels of educational readiness. However, there is a paucity of culturally and linguistically sensitive speech-language assessments and habilitation services globally. Focussing on high-income colonial-settler countries (including United States, Canada, Australia and New Zealand), where health disparities are significant, we aim to discuss the importance of and the challenges in providing culturally safe care to First Nations children with communication disabilities.

RESULT

To be effective, both cultural and linguistic diversity and cultural safety must be considered in all aspects of assessment and intervention. Furthermore, speech-language pathologists must be equipped to work with First Nations children with communication disorders.

CONCLUSION

To optimally support First Nations' children with communication disabilities, services need to be culturally safe, family-centred and strengths-based. This commentary focuses on the United Nations Sustainable Development Goals (SDGs)3, 4, 8 and 10.

Protecting people with communication disability from modern slavery: Supporting Sustainable Development Goals 8 and 16

PURPOSE

The 2030 Agenda for Sustainable Development identifies the need for inclusive societies and justice for people who experience, or are at risk of experiencing, modern slavery. The primary objective of this commentary paper is to consider current research and practice in relation to the protection of people with communication disability from modern slavery. The paper considers the role of SLPs in developing and disseminating accessible information to help achieve decent work and economic growth (SDG 8) and peace, justice, and strong institutions (SDG 16).

RESULT

This paper considers five areas for protecting people with communication disability from modern slavery: (1) accessible information, (2) advocacy, (3) rights-based approaches, (4) improved understanding about access to services, and (5) education. Practice examples are discussed across each of these areas, with a focus on accessible information.

CONCLUSION

This commentary asserts that information about modern slavery must be accessible so that people with communication disability experience inclusion, safety, and justice. SLPs are well placed to implement communication strategies, such as accessible information, to help protect people with communication disability from modern slavery. This commentary paper focuses on SDG 8 and SDG 16 and also addresses SDG 1, SDG 3, SDG 4 and SDG 10.

Sepsis, critical illness, communication, swallowing and Sustainable Development Goals 3, 4, 10

PURPOSE

Sepsis is a major global health problem with an estimated 49 million cases globally each year causing as many as 11 million deaths. The primary objective of this commentary is to describe the impacts of sepsis and critical illness on communication and swallowing function, and to discuss management strategies considering the Sustainable Development Goals (SDGs).

RESULT

Communication and swallowing disabilities can occur with sepsis and critical illness. A holistic framework to optimise function, recovery, and future research priorities across the lifespan can be developed through the SDGs.

CONCLUSION

Communication and swallowing disabilities following critical illness associated with sepsis have global impacts. Early multidisciplinary engagement is key to optimising individuals' function. Collaborative research, education, and public awareness is urgently needed to increase equity in health outcomes across populations. This commentary paper supports progress towards good health and well-being (SDG 3), quality education (SDG 4) and reduced inequalities (SDG 10).

Communication for all and the Sustainable Development Goals

PURPOSE

Communication is central to the accomplishment of each of the United Nations' 17 Sustainable Development Goals (SDGs) and is a fundamental human right.

METHOD

This special issue of the International Journal of Speech-Language Pathology (IJSLP, vol. 25, no. 1) is dedicated to communication, swallowing and the SDGs; particularly focussing on people with communication and/or swallowing disability and those who support them.

RESULT

The papers in the special issue of IJSLP demonstrate that successful communication is necessary for realisation of all 17 SDGs at both a global and an individual level and advance the international call for SDG 18: Communication for All. The 36 papers address all 17 goals, focussing on poverty, hunger, health, education, work, innovation, climate, cities, land, oceans, justice, and partnerships. Authors worked and undertook their research in Australia, Austria, Benin, Cambodia, Cameroon, Canada, China, Columbia, Denmark, Egypt, Ethiopia, Ghana, Greece, Iceland, India, Iraq, Ireland, Italy, Jordan, Kenya, Lebanon, Maldives, Mozambique, Nepal, New Zealand, Nigeria, State of Palestine, Peru, Philippines, Rwanda, Serbia, South Africa, Uganda, UK, USA, Vietnam.

CONCLUSION

Communication for all is essential for the achievement of the SDGs, "peace and prosperity for people and the planet" (United Nations, 2015a). Achievement of the SDGs is the role of all; including communication specialists, people with communication/swallowing disability, their families and communities.

Ensuring communication-friendly green and public spaces for sustainable cities: Sustainable Development Goal 11

PURPOSE

In this commentary article, we explore the needs of people with communication disability in relation to sustainable and inclusive communities. More green and public spaces is one strategy identified by the United Nations in the Sustainable Development Goals (SDGs) for creating sustainable and inclusive communities. We argue that through thoughtful design, these spaces could address the needs of people with communication disability and foster greater social interaction thereby supporting mental well-being. We present a model related to planning and design of green and public spaces that may provide a useful framework for considering the communication needs of people with a communication disability.

RESULT

Creative and practical approaches to planning green and public spaces, in consultation with local community members with lived experience of communication disability, helps to ensure inclusive meeting spaces that encourage connection over isolation.

CONCLUSION

Well-designed green and public spaces provide opportunities for natural communication for people with communication disability and may decrease their sense of isolation, thereby reducing the risk of concomitant mental health problems. Future research is needed to explore how stakeholder consultation could enhance planning processes and address the specific needs of people with communication disability. This commentary focuses on sustainable cities and communities (SDG 11) and also addresses good health and well-being (SDG 3) and partnerships for the goals (SDG 17).

Questions of suitability: The Sustainable Development Goals

PURPOSE

To stimulate critical thought, to challenge how speech-language pathologists (SLPs) achieve Sustainable Development Goals (SDGs) in supporting people with swallowing/communication disabilities, using a critical, political conscientisation approach.

RESULT

We generate data from our professional and personal experiences interpreted through a decolonial lens to demonstrate how Eurocentric attitudes and practices are at the core of SLPs' knowledge base. We highlight risks associated with SLPs' uncritical use of human rights, the bases of the SDGs.

CONCLUSION

While SDGs are useful, SLPs should take the first steps of becoming politically conscientised to consider whiteness, to ensure that deimperialisation and decolonisation are tightly woven into our sustainable development work. This commentary paper focusses on the SDGs a whole.

Going thirsty for the turtles: Plastic straw bans, people with swallowing disability, and Sustainable Development Goal 14, Life Below Water

PURPOSE

This paper relates to the Sustainable Development Goal (SDG) Life Below Water (SDG 14) and the need to consider Better Health and Well-Being (SDG 3) in interventions designed to reduce plastic straw waste. The aim of this paper is to explore the competing demands of saving the world's oceans and sea life from plastic straw waste, and simultaneously meeting the health and social needs of people with swallowing or physical disability who use plastic straws for drinking.

RESULT

In order to meet both SDG 14 and not compromise SDG 3 there is a need for collaborative and interdisciplinary, person-centred, inclusive innovation approaches to finding suitable and acceptable alternatives to plastic straws. Many people with swallowing disability will need a durable, flexible, and single-use straw that is resilient enough to withstand jaw closure without breaking. Co-design considerations include the alternative straw being (a) soft and flexible so as not to damage the teeth of people who bite to stabilise the jaw or who have a bite reflex; (b) suitable for both hot and cold drinks; (c) flexible for angling to the mouth; (d) readily, thoroughly and easily cleaned to a high standard of hygiene; (e) widely available for low or no cost wherever drinks are served; and (f) safe for people to use while reducing impact on the environment and being sustainable.

CONCLUSION

Plastic straws are an assistive technology critical for the social inclusion of people with disability. In an inclusive society, reaching a policy position on the provision of plastic straws must include seeking out and listening to the voices of people with sensory, intellectual, physical, or multiple disabilities who use plastic straws.

Amplifying children's voices: Sustainable Development Goals and inclusive design for education and health architecture

PURPOSE

This scoping review advocates for integrated approaches to the architectural design of education and health environments for children and young people, driven by diverse stakeholder perspectives.

RESULT

Limited empirical research specifically focuses on children and young people's direct involvement in architectural design decision-making processes. Few studies specifically include those experiencing communication disability, or articulate universal strategies to facilitate accessible consultation processes. Despite international agreement of the importance of children and young people's participation in decision-making (e.g. Sustainable Development Goals [SDGs]), there is limited application in architectural design consultation. Development of consistent guidance supporting inclusive, accessible co-design processes for all potential users and decision-makers is crucial.

CONCLUSION

It is necessary to integrate perspectives of those habitually marginalised or excluded from consultation processes, including children experiencing communication disability or with alternative communicative preferences. Doing so amplifies the imperatives articulated in the SDGs, specifically those relating to inclusivity and representativeness in decision-making (SDG 16.7), and designing and building inclusive, safe, child and disability-friendly environments (SDG 4a). This article addresses good health and well-being (SDG 3); quality education (SDG 4); sustainable cities and communities (SDG 11); peace, justice and strong institutions (SDG 16).

Assessment equity for remote multilingual Australian Aboriginal students through the lens of Sustainable Development Goals

PURPOSE

The Foundations of Early Literacy Assessment - Northern Territory (FELA-NT) was funded, developed, and implemented as part of a strategy designed to address the English literacy learning needs of the Northern Territory's Aboriginal student population. In this paper we question whether the FELA-NT English literacy learning benchmarks are representative of remote and very remote Aboriginal students since many speak English as an Additional Language (EAL) or Dialect (EAD).

RESULT

Using a new data set of scores from 72 Aboriginal students from remote, very remote, and outer-regional communities on the FELA-NT, we demonstrate that it is the student's experience with Standard Australian English, not their remoteness, that impacts their early literacy development.

CONCLUSION

We use this example to illustrate how current practices and policies homogenise the Australian Aboriginal student population, silencing linguistic diversity in the process. We call for clinical practitioners and educators to shift their practices to assessments and tools that recognise children and youths' diverse linguistic skills and pathways. We talk about what empowerment, participation, and inclusion might really mean in current Australian educational and clinical contexts. We argue here that we need to fundamentally rethink how we work with children with diverse language and literacy knowledge, skills, and backgrounds if we are to reduce inequalities (SDG 10), honour quality education (SDG 4), and support sustainable communities (SDG 11).

Communication services for First Nations peoples after stroke and traumatic brain injury: Alignment of Sustainable Development Goals 3, 16 and 17

PURPOSE

Colonisation and continuing discrimination have significantly and negatively impacted the physical, social and emotional wellbeing of First Nations peoples globally. In Australia, Aboriginal cultures thrive despite ongoing barriers to health care. This paper describes challenges and new initiatives for Australian Aboriginal people with acquired communication disability after brain injury and their alignment with the global aims forming the Sustainable Development Goals.

RESULT

Research undertaken by an Aboriginal and non-Aboriginal multidisciplinary team over a decade in Western Australia identified and responded to mismatches between community needs and services. Initiatives described include the Missing Voices, Healing Right Way, Brain Injury Yarning Circles and Wangi/Yarning Together projects. Recommendations implemented related to (a) greater incorporation of Aboriginal cultural protocols and values within services, (b) more culturally secure assessment and treatment tools, (c) support after hospital discharge, (d) Aboriginal health worker involvement in support. Implementation includes cultural training of hospital staff, trialling new assessment and treatment methods, and establishing community-based Aboriginal Brain Injury Coordinator positions and relevant peer support groups.

CONCLUSION

Culturally secure brain injury rehabilitation in Australia is in its infancy. Our initiatives challenge assumptions about worldviews and established Western biomedical models of healthcare through incorporating Indigenous methodologies and leadership, and community-driven service delivery. This commentary paper focuses on Sustainable Development Goals 3, 16 and 17.

Partnerships between Uganda, Kenya, and Rwanda and the United Kingdom to address Sustainable Development Goal 17 for people with communication disability

PURPOSE

Minority World countries have often been involved in supporting services for people with communication disability (PWCD) in Majority World countries. In East Africa, this support has historically involved speech-language pathologists (SLPs) from Minority World countries providing therapy; later evolving to include partnerships between Majority and Minority World organisations providing education, training, and support-sometimes with the aim of increasing service sustainability. Our objective is to provide an overview of how partnerships for the goals (SDG 17) has been realised for speech-language pathology services in three East African countries (Uganda, Kenya, and Rwanda). For SLPs, we consider training and education, research opportunities, and the development of the profession. For PWCD, we consider the equity of services.

RESULT

We identify key challenges and successes of UK/East African partnerships, identifying steps for improvement for robust speech-language pathology partnerships.

CONCLUSION

We suggest three key approaches for better-designed partnerships: (1) Improve accessibility, by expanding services to rural areas and coordinating fee setting. (2) Ensure local stakeholders and professionals are included in meaningful and agreed ways. (3) Ensure partnerships complement existing services and are culturally appropriate. These approaches support related goals to achieve better services for PWCD. This commentary paper focuses on good health and well-being (SDG 3); quality education (SDG 4); decent work and economic growth (SDG 8); industry, innovation, and infrastructure (SDG 9); reduced inequalities (SDG 10); partnerships for the goals (SDG 17).

Harnessing automatic speech recognition to realise Sustainable Development Goals 3, 9, and 17 through interdisciplinary partnerships for children with communication disability

PURPOSE

To showcase how applications of automatic speech recognition (ASR) technology could help solve challenges in speech-language pathology practice with children with communication disability, and contribute to the realisation of the Sustainable Development Goals (SDGs).

RESULT

ASR technologies have been developed to address the need for equitable, efficient, and accurate assessment and diagnosis of communication disability in children by automating the transcription and analysis of speech and language samples and supporting dual-language assessment of bilingual children. ASR tools can automate the measurement of and help optimise intervention fidelity. ASR tools can also be used by children to engage in independent speech production practice without relying on feedback from speech-language pathologists (SLPs), thus bridging the long-standing gap between recommended and received intervention intensity. These innovative technologies and tools have been generated from interdisciplinary partnerships between SLPs, engineers, data scientists, and linguists.

CONCLUSION

To advance equitable, efficient, and effective speech-language pathology services for children with communication disability, SLPs would benefit from integrating ASR solutions into their clinical practice. Ongoing interdisciplinary research is needed to further advance ASR technologies to optimise children's outcomes. This commentary paper focusses on industry, innovation and infrastructure (SDG 9) and partnerships for the goals (SDG 17). It also addresses SDG 1, SDG 3, SDG 4, SDG 8, SDG 10, SDG 11, and SDG 16.

The impact of climate-related disasters on children's communication and wellbeing: Addressing Sustainable Development Goals

PURPOSE

Natural disasters can significantly impact children's health, development, and wellbeing, as well as their access to education and support services (including speech-language pathology). Children's needs are often overlooked in the urgent aftermath of natural disasters. This is especially true for children with communication difficulties. This commentary explores the impacts of bushfire on Australian children, to propose a sustainable, community-based approach to supporting children's health, wellbeing, and communication.

RESULT

The Royal Far West Bushfire Recovery Program, a multidisciplinary allied health program, supported children's recovery, resilience, and development in the aftermath of Australia's Black Summer bushfires in 2019-2020. Children learnt coping strategies and were more able to communicate with adults and peers about their feelings and experiences, but residual impacts of bushfires remained for some children. Allied health telepractice services, including speech-language pathology, enhanced access for vulnerable children, highlighting the potential for technology to provide high-quality services to support recovery, particularly in remote areas.

CONCLUSION

Climate change increases the frequency and severity of bushfires and other natural disasters with significant consequences for vulnerable and at-risk communities. Children with communication needs are particularly vulnerable during and following these disasters. High quality, evidence-based interventions are needed to support the health, wellbeing, and communication needs of children, with opportunities for involvement of speech-language pathologists. This commentary paper focusses on SDG 1, SDG 3, SDG 4, SDG 9, SDG 10, SDG 11, SDG 13, and SDG 15.

Promoting early language development in the Arab world and Sustainable Development Goals 3, 4, 10 and 17

PURPOSE

This commentary describes a multi-national project which addresses gaps in the design and delivery of health and education services in Arabic-speaking countries in relation to early language development, with a focus on Egypt, Jordan, Lebanon and the Palestinian Territories. This includes: (1) co-production with early years professionals and NGOs of approaches to support early language development; (2) development and standardisation of tools to identify monolingual and multilingual Arabic-speaking children at risk of poor language development; and (3) examination of language development in refugee communities.

RESULT

The importance of inter-professional partnership and the inclusion of families in planning support for oral language development is highlighted. Arabic versions of the Communicative Development Inventory (CDI) Toddler were developed, and data collected from 1074 Egyptian, Jordanian and Palestinian monolingual infants aged 8-30 months. Data from 201 age-matched Palestinian infants in Lebanese refugee camps highlight inequalities resulting from limited maternal educational opportunities. Data from 230 multilingual Lebanese 2-year-olds enable the interpretation of CDI scores as a function of language exposure.

CONCLUSION

This work contributes to the promotion of robust language development for all Arabic-speaking children. This commentary focusses on sustainable development goal (SDG) 3, SDG 4, SDG 10 and SDG 17.

Communication partner training for healthcare workers engaging with people with aphasia: Enacting Sustainable Development Goal 17 in Austria, Egypt, Greece, India and Serbia

PURPOSE

This commentary describes how a grassroot-led partnership initiated by members of the organisations World Federation of NeuroRehabilitation and Collaboration of Aphasia Trialists is addressing the marginalisation of people with aphasia, through education and knowledge exchange related to communication partner training of health professionals.

RESULT

A partnership between academics and healthcare professionals across Austria, Denmark, Egypt, Ireland, Greece, India, Serbia and the United Kingdom was established in 2020. Through bimonthly online sessions in 2021-2022 a Danish communication partner training program was introduced while six teams adapted and translated the training and its materials to their local contexts.

CONCLUSION

A collaborative partnership enabled multiple translations of an existing communication partner training program for healthcare professionals working with people with aphasia to support a sustainable delivery model that is linguistic and culturally sensitive. This commentary paper focusses on Sustainable Development Goal (SDG) 17 and also addresses SDG 10.

Screening for unmet social needs in paediatric speech-language pathology to achieve the Sustainable Development Goals

PURPOSE

To examine the need, feasibility and acceptability of speech-language pathologists (SLPs) implementing a systematic, routine, unmet social needs identification and referral pathway, as a means of promoting health equity and addressing Sustainable Development Goals (SDGs).

METHOD

Quality Improvement methodologies were used to adapt and pilot an unmet social needs identification and referral pathway for use with parents/carers of children with communication disabilities referred to an urban Australian speech-language pathology service. SLPs were surveyed about the acceptability and feasibility of this practice.

RESULT

The majority of parents/carers, 289 of 293 (99%), agreed to participate in the study, with 31 of the 289 (11%) reporting concerns about unmet social needs. The most common unmet need related to household bills (n = 17, 28%), followed by childcare (n = 12, 20%), employment (n = 10, 16%), food (n = 8, 13%), housing (n = 7, 11%), and parent/carer education (n = 7, 11%). The majority of these families, 26 of 31 (84%), requested referral to, or information about, local community services/resources. SLPs reported high levels of acceptability (93%) and feasibility (98%).

CONCLUSION

This study demonstrates the need, feasibility and acceptability of SLPs implementing an unmet social needs identification and referral pathway, and the potential to scale this initiative across other speech-language pathology services and allied health contexts. This paper focusses on SDG 1, SDG 2, SDG 3, SDG 4, SDG 8, SDG 10, SDG 11, SDG 16, and also addresses SDG 17.

Diversity in the Australian speech-language pathology workforce: Addressing Sustainable Development Goals 3, 4, 8, and 10

PURPOSE

Individuals have multiple intersecting identities, unique perspectives, and experiences which provide opportunities for new ways to interact, support inclusion and equity, and address the Sustainable Development Goals (SDGs). This commentary explores the diversity of the speech-language pathology workforce in Australia.

RESULT

A survey of Australian speech-language pathologists (SLPs; n = 1,638) distributed in November and December 2021 explored personal characteristics and experiences of the workforce. Almost 30% of SLPs who responded reported having experiences or perspectives that were relevant to service users and a quarter described other lived experiences, which included disability, cultural and linguistic background, mental health, caring responsibilities, neurodiversity, and being LGBTQI+.

CONCLUSION

This commentary affirms the value of diversity among allied health professions to enrich practice with individuals and communities. By understanding the diversity of the speech-language pathology workforce and perspectives of historically marginalised or invisible groups, the profession can introduce strategies to more meaningfully engage and support people with diverse backgrounds and perspectives in the workforce and enhance service equity and accessibility for people with communication and swallowing disabilities. This commentary focusses on SDG 3, SDG 4, SDG 8, SDG 10.

Community and university partnerships: Integrating Sustainable Development Goals 3, 4, 10, 11, and 17

PURPOSE

Speech-language pathology graduates are not only expected to be proficient in their area of expertise but to have developed skills that contribute to society as a whole. The purpose of this paper is to illuminate the relationship between the Sustainable Development Goals (SDGs), in particular, good health and well-being (SDG 3), quality education (SDG 4), reduced inequalities (SDG 10), sustainable cities and communities (SDG 11), and partnerships for the goals (SDG 17) through the involvement of experts-by-experience in the classroom on a pre-registration speech-language pathology course.

RESULT

An innovative approach to student-centred learning involved Tom, a person with autism, his family, and his speech-language pathologist (SLP). This commentary is co-written with Tom's mother and advocate, his SLP, and a university educator. Tom's mother's writing was not changed in anyway as agreed in the writing contract.

CONCLUSION

Co-teaching with experts-by-experience (a parent, and a person with a communication disability) has the potential to strengthen the bonds between communities and universities. Involvement by experts-by-experience promotes equality in teaching and sees the person and the ability behind the disability. SLPs and university educators must collaborate to make this a reality. This commentary paper focusses on SDG 17 to illuminate the relationship between SDG 3, SDG 4, SDG 10, and SDG 11.

Realising economic and social rights for children with communication and swallowing disability: Sustainable Development Goals 1, 8 and 10

PURPOSE

This commentary describes the economic disempowerment of children with communication and/or swallowing disability and outlines why attending to their economic and social needs is essential for the realisation of the United Nations' Agenda 2030.

RESULT

Children with communication and/or swallowing disability encounter intersectional disempowerment on account of both their disability, and their status as children. In particular, they experience unique barriers to the realisation of their economic and social rights. This presents a number of challenges to the realisation of Agenda 2030, and its Sustainable Development Goals (SDGs). Drawing on the broader disability rights and child rights literature, we outline these issues, and describe four empowering solutions, within the scope of this special issue commentary.

CONCLUSION

We describe that speech-language pathologists must interpret the discussion of these issues as a call to action for our profession. This commentary focusses on the Agenda 2030 Sustainable Development Goals of, No Poverty (SDG 1), Decent Work and Economic Growth (SDG 8), and Reduced Inequalities (SDG 10), and also addresses the goals of Zero Hunger (SDG 2), Good Health and Well-Being (SDG 3), Quality Education (SDG 4), Gender Equality (SDG 5) and Partnerships for the Goals (SDG 17).

Maximise your impact: Sustainable Development Goals-Focussed content in communication intervention and teaching

PURPOSE

Communication specialists strive to develop communication skills of students and clients using evidence-based practices. There is limited discussion of the topic content of speech-language pathology interventions and language education strategies that act as the vehicle to deliver intervention/education. In this commentary we demonstrate ways materials based on the Sustainable Development Goals (SDGs; United Nations, 2015) can be integrated into daily practices when working with people with communication disability and people acquiring additional languages.

RESULT

Examples are provided as to how any or all SDGs can be used as the content base within speech-language pathology interventions and language education. A number of situations are presented illustrating SDG-focussed content across diverse settings.

CONCLUSION

This commentary paper focusses on how content from all 17 SDGS that can be embedded into speech-language pathology and language education services to enhance the speech, language, and literacy skills and SDG knowledge of both children and adults. In addition, educational and therapy resource developers are called to rise to the challenge of creating materials based on the SDGs.

SDG-11 and smart cities: Contradictions and overlaps between social and environmental justice research agendas

There is an increased role Information and Communications Technology (ICT) plays in the achievement of Sustainable Development Goals (SDGs). This paper focuses specifically on SDG-11 "Make cities and human settlements inclusive, safe, resilient and sustainable" and how cities are increasingly incorporating ICT toward this goal. The public discourse on Smart Cities suggests economic, social and environmental benefits are possible through the use of Information and Communication Technology (ICT). However, the increased deployment and use of digital infrastructure and processes in the name of sustainability and optimization itself is the focus of a growing body of critical literature on Smart Cities. This mini-review collates critical literature on digital infrastructures and processes related to SDG-11 and Smart Cities to identify areas of significance for further research. Although many Smart City projects discuss sustainability benefits, the distribution of benefits and risks across different communities is rarely examined. An increased use of ICT in Smart City projects can provide environmental benefits to some communities, while shifting the burden of risks to other communities. An increased use of ICT has its own energy and resource impacts that has implications for sustainability beyond the geography of individual cities to global impacts. The lifecycle and supply chain impacts of advanced ICT projects are being identified and documented. The end user of the Smart City projects may benefit significantly from the increased use of ICTs, while the environmental costs are often borne by disparate communities. In some cases, within the same city where a Smart City project is deployed, the inequities in distribution of environmental resources and services are exacerbated by layering new ICT implementations on top of existing socio-economic inequities. Therefore, this paper combines a broad view of Smart City environmental impacts, as well as a deep examination of the intersection of social justice and environmental justice issues to create more wholistic approaches for analysis of governance of Smart City projects. A more wholistic approach for governance of Smart City projects is required that includes combined social justice and environmental justice frameworks, toward achievement of SDG-11 goals.

Measuring and evaluating SDG indicators with Big Earth Data

The United Nations 2030 Agenda for Sustainable Development provides an important framework for economic, social, and environmental action. A comprehensive indicator system to aid in the systematic implementation and monitoring of progress toward the Sustainable Development Goals (SDGs) is unfortunately limited in many countries due to lack of data. The availability of a growing amount of multi-source data and rapid advancements in big data methods and infrastructure provide unique opportunities to mitigate these data shortages and develop innovative methodologies for comparatively monitoring SDGs. Big Earth Data, a special class of big data with spatial attributes, holds tremendous potential to facilitate science, technology, and innovation toward implementing SDGs around the world. Several programs and initiatives in China have invested in Big Earth Data infrastructure and capabilities, and have successfully carried out case studies to demonstrate their utility in sustainability science. This paper presents implementations of Big Earth Data in evaluating SDG indicators, including the development of new algorithms, indicator expansion (for SDG 11.4.1) and indicator extension (for SDG 11.3.1), introduction of a biodiversity risk index as a more effective analysis method for SDG 15.5.1, and several new high-quality data products, such as global net ecosystem productivity, high-resolution global mountain green cover index, and endangered species richness. These innovations are used to present a comprehensive analysis of SDGs 2, 6, 11, 13, 14, and 15 from 2010 to 2020 in China utilizing Big Earth Data, concluding that all six SDGs are on schedule to be achieved by 2030.

From the global to the subnational scale: Landing the compositional monitoring of drinking water and sanitation services

Monitoring of access to water and sanitation services is stipulated in Sustainable Development Goals (SDG) 6.1 and 6.2, respectively. The monitoring is carried out with a global, regional and country vision. However, in most developing countries, decentralization of services in water and sanitation management has tended to the sub-national level or has shared responsibilities between national and sub-national governments. Management at the subnational level becomes more important, since everything that is done there will impact the objectives and goals of the country. However, little or nothing progress has been made in harmonizing global indicators with those at the subnational level. Therefore, in this study we have proposed a way to disaggregate information and form WASH ladders at the subnational level. The results show using disaggregated data to interpolate models at the subnational level requires overcoming three main points: the validation of the data through statistical methods, interpolation techniques that go according to the compositional characteristics of the data and the incorporation of the uncertainty of the data into the model results. It also shows that subnational behavior is heterogeneous, which a general analysis does not capture correctly, i.e., there is a masking effect of subnational trends that the country's trend does not represent. However, these have been exceptional cases in some specific categories. Finally, the applicability of non-linear models is contrasted in a broader context, an issue that is still under discussion for its application to global monitoring. This study also provides a way to disaggregate information from the global to the sub-national level, allowing any sector analyst to replicate the methodology in a broader context.

Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location

Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual platforms. Sabah is one of the poorest states in Malaysia with the poorest infrastructure, with the technology and communication facilities in the state remaining inept. With the changes in virtual platforms in all higher education institutions in Malaysia, higher learning institutions in Sabah are expected to follow the lead, despite the state lagging in its development. This has certainly impacted the overall productivity and performance of students in Sabah. Therefore, this study aims to explore the challenges of the implementation of virtual learning among students in Sabah. More specifically, this study seeks to identify vulnerable groups among students based on their geographical location. To achieve the objective of this study, a survey has been conducted on a total of 1,371 students in both private and public higher learning institutions in Sabah. The sample selection for this study was determined using a purposive sampling technique. Based on Principal Component Analysis (PCA), it was found that there are five challenges in virtual learning faced by students in higher learning institutions in Sabah. These are the unconducive learning environment (var(X) = 20.12%), the deterioration of physical health (var(X) = 13.40%), the decline of mental health (var(X) = 12.10%), the limited educational facilities (var(X) = 10.14%) and social isolation (var(X) = 7.47%). The K-Means Clustering analysis found that there are six student clusters in Sabah (Cluster A, B, C, D, E & F), each of which faces different challenges in participating in virtual learning. Based on the assessment of location, almost half of the total number of districts in Sabah are dominated by students from Cluster A (9 districts) and Cluster B (4 districts). More worryingly, both Cluster A and Cluster B are classified as highly vulnerable groups in relation to the implementation of virtual learning. The results of this study can be used by the local authorities and policymakers in Malaysia to improve the implementation of virtual learning in Sabah so that the education system can be more effective and systematic. Additionally, the improvement and empowerment of the learning environment are crucial to ensuring education is accessible and inclusive for all societies, in line with the fourth of the Sustainable Development Goals (SDG-4).

The COVID-19 pandemic, the Sustainable Development Goals on health and education and "least developed countries" such as Nepal

In 2015, the United Nations (UN) declared 17 Sustainable Development Goals (SDGs) and 169 targets to be achieved by 2030, but the COVID-19 pandemic has stalled the world's progress in pursuing them. This article explores how the pandemic has impacted the public health and education sectors of the world's poorest 46 countries, identified by the UN as "least developed countries" (LDCs). Applying the theoretical lens of international political economy, the author first considers the historical, political and economic causes behind the pre-pandemic underdevelopment of LDCs' public health and education sectors. Next, he examines how the international support mechanisms forged in 2015 for the timely achievement of the SDGs have been affected by the pandemic, especially in the areas of health (SDG 3) and education (SDG 4). Based on a number of purposively selected international and national policy documents as well as a few related texts, the author uses the case of Nepal as an example to demonstrate what has particularly hampered LDCs' sustainable development - and indeed continues to do so during the ongoing pandemic. He identifies three main adverse factors: (1) the privatisation of health and education; (2) a lack of governmental accountability; and (3) dysfunctional international support mechanisms. The article appeals for a more egalitarian global collaboration and full accountability of LDC governments in the joint effort to achieve a sustainable recovery from the pandemic.

Coupling coordination analysis and spatiotemporal heterogeneity between sustainable development and ecosystem services in Shanxi Province, China

Excessive human activities destroy the structure and function of ecosystem and threaten sustainable development. As a typical resource-based area, Shanxi Province is facing an increasingly serious contradiction between ecosystem and sustainable development, with the overexploitation of resources. In view of this, the coupling coordination degree model was used to measure the association between sustainable development and ecosystem services (SDESs), and geographically and temporally weighted regression model was used to explore the correlation between SDESs and measure the correlation between ecosystem services (ESs) and sustainable development at the county level from 2000 to 2015 in Shanxi Province. The results showed an increase in the sustainable development level and all ESs except soil retention. The coupling coordination degree (CCD) of soil retention and sustainable development decreased, while other services increased. Habitat quality had the strongest negative correlation with sustainable development. There were obvious spatiotemporal heterogeneities in the CCD and correlation of SDESs, which is helpful for promoting regional sustainable development and optimize ecosystem decision-making.