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Goal15
Goal16
Goal17

End poverty in all its forms everywhere

Definitions of poverty

Poverty may be defined as either absolute or relative: 

  • Absolute poverty or destitution refers to the lack of means necessary to meet basic needs such as food, clothing and shelter. Absolute poverty refers to a set standard, which is consistent over time and between countries. First introduced in 1990, the international dollar-a-day poverty line measured income poverty with respect to a line that reflects the standards of absolute poverty in the world’s poorest countries. The World Bank defined the new international poverty line as USD 1.25 a day in 2008; and in October 2015 they reset it to USD 1.90 a day.
  • Relative poverty takes into consideration individual social and economic status compared to the rest of society. Relative poverty views poverty as socially defined and dependent on social context, hence relative poverty is a measure of income inequality. Usually, relative poverty is measured as the percentage of the population with income less than some fixed proportion of the median income. People are poverty stricken when their income, even if adequate for survival, falls markedly behind that of their community. Individuals can be said to be living in poverty when they lack the resources to obtain the types of diet, participate in the activities and have the living conditions and amenities that are customary, or at least widely encouraged or approved, in the societies to which they belong. The main poverty line used in the European Union is based on "economic distance", a level of income set at 60 percent of the median household income.
  • Extreme poverty does not entail just having unsatisfied material needs or being undernourished. It is often accompanied by a degrading state of powerlessness. Even in democratic and relatively well governed countries, poor people have to accept daily humiliations without protest. Often, they cannot provide for their children and have a strong sense of shame and failure. When trapped in poverty, people lose hope of ever escaping from the cycle of hard work for which they often have nothing to show beyond their bare survival. Extreme poverty is a global challenge: it can be observed in all parts of the world, including developed economies.
targets
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Target 01
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Target 02
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Target 03
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Target 05

By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less than USD 1.25 a day

Thе indicator for measuring this target is the percentage of the population living below the international poverty line — that is, for whom average daily consumption (or income) is less than USD 1.25 per person. The USD 1.25 threshold is a measure of extreme income poverty. It allows comparisons to be made across countries when converted using purchasing power parity (PPP) exchange rates for consumption.

However, the poverty line indicator does not capture the depth of poverty, as some people may be living just below the poverty line, while others are far below. An alternative indicator is needed for extreme poverty in urban contexts, as the USD 1.25 poverty line is not appropriate for urban environments where basic services (such as housing, water and energy) need to be purchased.

The international poverty line is currently defined as USD 1.90 or below per person per day, using 2011 USD purchasing power parity (PPP). In the decade following 2002, the proportion of the world’s population living below the poverty line halved, dropping from 26 percent to 13 percent. If growth rates during those 10 years prevail over the next 15 years, the global extreme poverty rate is likely to fall to 4 percent by 2030, assuming that growth benefits all income groups of the population equally.

In 2015, worldwide 10.2 percent of workers were living with their families on less than USD 1.90 per person per day, down from 28 percent in 2000. Young people are especially likely to be among the working poor: 16 percent of all employed people aged between 15 and 24 were considered working poor, compared to 9 percent of adults. Poverty remains widespread in sub-Saharan Africa, where more than 40 percent of people were living on less than USD 1.90 per day in 2012. By signing Agenda 2030, governments around the world have made a commitment to ending poverty in all its manifestations, including its most extreme forms, over the next 15 years.

Albania
Bosnia and
Herzegovina
Kosovo*
FYR Macedonia
Montenegro
Serbia

By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions

This indicator is defined as the percentage of the population living below the national poverty line, where the average daily consumption (or income) is less than a certain amount per person per day. These poverty thresholds are defined at the country level below which a person is deemed to be poor. The national poverty line should be differentiated for urban and rural settings within the country to account for differences in the cost of living. National poverty lines do not provide a uniform measure, therefore this indicator does not allow for direct comparison across countries. The poverty line of USD 1.90 per day, as set by the World Bank, is controversial. Each nation has its own threshold for absolute poverty. In the United States, for example, the absolute poverty line was USD 15.15 per day in 2010, while in India it was USD 1.0 per day and in China USD 0.55 per day. These different thresholds make data comparison difficult: the depth and intensity of poverty vary across the world and among regional populations, making a poverty line of USD 1.25 per day inadequate.

Efforts are being made to construct indicators that can better measure poverty and allow comparisons between countries.

The Multidimensional Poverty Index (MPI) provides a better poverty threshold as it is not based solely on monetary criteria. The indicator used by the UNDP's Human Development Report Office tracks deprivation across three dimensions and 10 indicators: Health (child mortality, nutrition); Education (years of schooling, enrolment); and Living standards (water, sanitation, electricity, cooking fuel, floor, assets). It identifies which of the 10 indicators are relevant to a household, then classifies households as poor if they suffer deprivations across one-third or more of the weighted indicators. 

Albania
Bosnia and
Herzegovina
Kosovo*
FYR Macedonia
Montenegro
Serbia

Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable

Vulnerability – The concept of vulnerability refers to the likelihood that people will fall into poverty owing to shocks to the economic system or personal mishaps. Estimates show that a large number of people on the edge of poverty, especially those just above the official poverty line, are economically insecure. If the World Bank's poverty line of USD 1.90 per day is used, rather than USD 1.00 per day, poverty rates rise dramatically in many developing countries, reflecting the vulnerability of their populations to small shifts in opportunities.                          

Social protection – This is defined as a broad range of public, and sometimes private, instruments to tackle the challenges of poverty, vulnerability and social exclusion. Increasingly, social protection measures are being used to mitigate vulnerabilities across the human life cycle, to maintain dignity, to promote the rights of individuals and to contribute to pro-poor and inclusive economic growth through building human capital and enabling poor people to increase their participation in economically productive activities. Social protection instruments include a range of both contributory and non-contributory schemes, and the term encompasses a range of poverty reduction mechanisms such as cash transfers, targeted food assistance, insurance schemes, programmes facilitating access to social services, as well as social insurance and labour market programmes, including old-age pensions, disability pensions, unemployment insurance, skills training and wage subsidies, among others. These services can be distributed to individuals, households and, in certain instances, whole communities.

A social protection system is a policy and legislative framework for social protection, including the budget framework, together with a set of specific social protection programmes and their corresponding implementation mechanisms.

Although access to adequate social protection is enshrined in the Universal Declaration of Human Rights, more than half of the world's population lacks national social protection coverage. Social protections schemes have expanded globally since 2000, as many developing countries adopted policies that afford protection for multiple contingencies. Pension coverage in particular is expanding rapidly. Over half (51 percent) of people above retirement age received a pension according to data available for the period from 2010 to 2012. Almost all countries have child or maternity benefit programmes, and cash transfer schemes are increasing.

Despite this progress, increasing social protection for those most in need remains a priority. Globally, 18,000 children still die each day from poverty-related causes, and only 28 percent of employed women are effectively protected through contributory and non-contributory maternity cash benefits. Most poor people remain outside social protection systems, especially in low-income countries. Of the entire population, only one in five people receive any type of social protection in low-income countries, compared with two out of three in upper-middle-income countries. The coverage gap is particularly acute in sub-Saharan Africa and Southern Asia, where most of the world’s poorest people live. In sub-Saharan Africa, only 15 percent of those in the bottom income quintile have access to a social protection benefit.

The realisation of the social protection target is measured by the percentage of eligible population covered by national social protection programmes. The International Labour Organization includes the following elements as part of comprehensive social security coverage: medical care; sickness benefits; protection for disability, old age and survivorship; maternity coverage; child benefit; unemployment benefit and employment injury cover; and general protection against poverty and social exclusion.

Albania
Bosnia and
Herzegovina
Kosovo*
FYR Macedonia
Montenegro
Serbia

By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, a

The possibility to have secure tenure over land, property and other natural resources has important implications for economic development and poverty reduction. However, for many poor women, men, indigenous peoples and communities, access to land, property and other natural resources is increasingly being undermined. In rural areas in particular, controversies involving large-scale land acquisitions by foreign and domestic investors for agribusiness, forestry, extractive or other large-scale projects have placed land rights and the issue of responsible investment firmly on the global development agenda, and have highlighted the importance of ensuring secure tenure rights for those who rely on land and natural resources for their well-being and livelihoods. Secure rights to tenure in urban areas is also vital. The absence of security of tenure for urban inhabitants over their housing and property can have important implications for economic development, poverty reduction and social inclusion.

The indicator measuring the realisation of this target comprises two components:

  • percentage of people with documented or recognised evidence of tenure; and
  • percentage of people who perceive that their rights to land, property or other productive resources are recognised and protected.
Albania
Bosnia and
Herzegovina
Kosovo*
FYR Macedonia
Montenegro
Serbia

By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events and other economic, social and environmental shocks and disasters

Disaster risk reduction is essential to ending poverty and fostering sustainable development. The indicator measuring the realisation of this target encompasses losses (both lives lost and economic costs) in urban and rural areas due to natural disasters, separated according to climate-related and non-climate-related events. Extreme climate-related natural disasters include: hydro-meteorological events (storms, floods, wet mass movements); and climatological events (extreme temperature, drought, wildfires). Non-climate-related natural disasters are primarily geophysical events (earthquakes, volcano eruptions, tsunamis, dry mass movements). Other disasters that may be climate-related or non-climate-related include biological events (epidemics, insect infestations and animal stampedes).

Economic losses from internationally reported disasters, principally large-scale disasters, have grown steadily since 1990, reaching an estimated annual average of USD 200 billion in 2013. Reported damage to housing, schools and health-care facilities, along with agricultural production, shows statistically significant upward trends from 1990 onwards.

Cities around the world, as well as rural populations, are at growing risk from natural hazards, including extreme climate-related events that are projected to increase in frequency and severity as a result of climate change. Population growth and urbanisation will also affect vulnerability and exposure.

Disaster risk is disproportionally higher in poorer countries with weaker institutions. In low-income and lower-middle-income countries experiencing rapid economic growth, the exposure of people and assets to natural hazards is increasing at a faster pace than risk-reducing capacities are being strengthened, leading to increased disaster risk.

Albania
Bosnia and
Herzegovina
Kosovo*
FYR Macedonia
Montenegro
Serbia
activities

The Old Oak Tree

  1. Ask one of the students to introduce the case of the “Old Oak Tree” to the rest of the class.

The Old Oak Tree

A very important infrastructure project involving the construction of a cross-border highway is currently under way. However, during the environmental impact assessment, a significant omission was made. A 600-year-old oak tree standing on the planned route of the new highway was not recorded. The tree is over 40 metres tall and has a circumference of over 7 metres. It is one of only a few trees of this size in the country. In addition to its exceptional natural value, the tree is of unique importance, venerated by the local population and used as the focus of local celebrations.

  1. Assign specific roles to your students (individually or in groups) to discuss the case.
  1. After completing the role play exercise, encourage your students to draw conclusions and find the best possible solution to the dilemma.
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Wise Investments

  1. Explain to your students the significance of wise investments in infrastructure. Introduce the terms “green infrastructure” and “sustainable infrastructure systems” using text from Goal 9/Target 1.
  2. Start a discussion on the topic “Investments for priority infrastructure in my country”.
  3. Suggest the following sectors:
  • Transportation
  • Tourism
  • Sustainable industry
  • Telecommunications

Ask students to explain their views. Are there any conflicts of interest between economic development and environmental protection? How can infrastructure projects be made greener and more sustainable?

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What’s Good about Green?

  1. Explain to your students that the key advantage of green infrastructure lies in the fact that it fulfils multiple functions. Use the example of roofing options. A regular roof has one function, while a “green roof” fulfils a number of additional functions. The plants cultivated on the green roof:
  • provide good insulation in both winter and summer, resulting in lower energy consumption for both heating and cooling;  
  • contribute to purifying the air and mitigating the impacts of climate change; and
  • create a pleasant place for rest and relaxation.
  1. Ask your students to think about what kind of measures could be implemented to help “green”:
  • their school;
  • their homes;
  • their community.
  1. Ask your students to:
  • undertake more detailed research on the advantages of green infrastructure; and
  • present examples of green infrastructure projects.

The presentations can be made either during a lesson, or at a special occasion such as Earth Day or a dedicated school event.

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Sustainable Industry

  1. Using text from Goal 9/Target 2, explain to your students:
  • the importance of national industrial development; and
  • the meaning of the term “sustainable industry”, and why it must take precedence.
  1. Ask your students to come up with ideas for creating new jobs in industry.

Potential industries might include:

  • the fruit and vegetable processing industry;
  • the wood processing and furniture manufacturing industries;
  • the fish processing industry, or the use of other marine resources;
  • the processing of medicinal herbs; and
  • the cultivation of forest products and forest fruits (strawberries, blueberries, mushrooms).

(Proposed duration: one lesson)

After the brainstorming, students might be asked to undertake research based on the ideas in the research section.

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Industrial Impacts

  1. Using text from Goal 9/Target 2, explain to your students:
  • the importance of national industrial development; and
  • the meaning of the term “sustainable industry”, and why it must take precedence.
  1. Ask your students to come up with answers to the following questions using the Internet and other media, and by talking to friends and family: What would be the best industry to start up in the town in order to create new jobs? What would be the advantages of that particular industry? What would be the impact of the industry on the environment? How could it be reduced? Would they like to work in that industry themselves? Why? Why hasn’t such an industry already been set up in the town?

Students should work either individually or in groups.

After two weeks, ask your students to present the results (using PowerPoint, for example). Organise a class discussion based on questions such as: Which type of industry would be the best choice? Have any types of industry been omitted? How many of your students would/would not like to work in that industry?

Proposed duration of the presentation/discussion: one or two lessons, depending on the number of presentations prepared.

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Top 20 best small business ideas for beginners

Watch the video with your students and initiate a discussion on:

  • which of the ideas would be appropriate for their community;
  • which of the ideas they would choose as a start-up;
  • the reasons for their preferences; and
  • whether they have other ideas that are not shown in the video.
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For and Against

  1. Based on the results/written projects from the Research activity under Goal 9/target 3, organise a role play exercise involving the following roles:
  1. Continue the discussion with the class as a whole. Do all the students agree with the choice made? Ask them to explain their views.

Proposed duration: two lessons.

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Business Ideas

  1. Explain to your students the economic importance of small and medium-sized enterprises. Using the information on Goal 9/Target 3, outline the problems and challenges such enterprises face. Emphasise the importance of self-employment and innovation, especially in the context of rising unemployment.
  2. Ask your students to imagine that they have graduated from secondary school/university and are unable to find a job. They have an opportunity to apply for an interest-free loan of up to EUR 50,000, provided by the state to graduates who would like to be self-employed. Ask for volunteers to come up with ideas for their own business. What kind of enterprise would it be? Why would starting up their business be important for the local community? How many employees would they have? What kind of employment policy would they put in place?
  3. Select several volunteers to write up these projects. Give them two weeks for research and writing, and then ask them to present the results. 
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Amazing Eco-friendly Technology

After watching the video with your students, ask them the following questions:

  • Which of these technologies/activities could they use in their home/environment?
  • Which of them are easy to use, and which not?  
  • What obstacles might hinder their implementation in your country?
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Industrial Efficiency

  1. Explain to your students that the development of sustainable industry means industrialisation that ensures the efficient use of natural resources and minimum negative impacts on the environment.
  2. Ask them to share their ideas about sustainable industry.
  • Ask a group of students to find examples of sustainable industries that use natural resources efficiently. Their research might include using the Internet or other media, or talking to their friends and family. If they are unable to find appropriate examples from their own country, they can describe examples from other countries.
  • Ask a second group of students to find examples of industries that use natural resources with a low level of efficiency.
  1. Give the students two weeks to carry out the research, then organise a discussion based on the results. Are there more examples of industries that use natural resources inefficiently, or more examples of industries with a high level of resource use efficiency? Why? How could natural resource use efficiency be improved?

(Discussion duration: one to two lessons.)

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Sustainable Resource Use

  1. Explain to your students that the sound use of resources means either less waste generation in the production process, or the appropriate use of generated waste. Explain that a country makes less profit by exporting raw materials. Economic profits are far greater if finished products are exported (e.g. it is more profitable to export furniture than wood; and to export aluminium foil than aluminium).
  2. Organise a site visit to a local factory/industrial plant. Arrange for your students to talk with employees, managers and engineers. Ask permission for your students to observe and take photos of the production process. How much waste is generated? How efficient is the factory’s use of natural resources?
  3. Ask students to prepare presentations based on their observations and conclusions. These can be in the form of PowerPoint slides, posters or written reports. Encourage your students to come up with ideas on how to improve the production process and the efficiency of resource use.  
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Investments in Innovation

  1. Explain to your students the importance of wise investments in industrial development. As a basis for discussion, ask your students which of the following investments they consider more promising:
  • improving already existing technologies;
  • investing in innovative technologies; or
  • opening new units/factories.
  1. Contribute to the debate by providing the following facts:
  • The advantages of investing in scientific research include the more efficient use of resources; more efficient production; greater profits; less pressure on natural resources; and a focus on the development of cleaner industries, leading to less environmental pollution.
  • The advantages of opening a factory include creating more jobs; and increasing production, thus generating profits for the municipality/local community/country. If investments are made in scientific research, the expected improvements and innovations may not be achieved.
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Research and Development

  1. Organise a visit for your students to a scientific institution or company where research is carried out into the improvement of industrial and technological processes. Create an opportunity for your students to talk to the researchers. Suitable locations include universities, scientific institutes, telecommunication companies, and companies with their own centres for scientific and research activities.
  2. After the visit, ask the students for their impressions. What were the working conditions like at the institution/company? Were the employees happy with their working conditions and research results? How would the students feel about working in a similar institution? Why? How could the working environment be improved? How might similar institutions operate in more developed countries?
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How much do you know about Goal 9?

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The Regional Environmental Center for Central and Eastern Europe (REC) AUSTRIAN DEVELOPMENT AGENCY (ADA)