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Goal1
Goal2
Goal3
Goal4
Goal5
Goal6
Goal7
Goal8
Goal9
Goal10
Goal11
Goal12
Goal13
Goal14
Goal15
Goal16

Trade

  • Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda
  • Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020
  • Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access
targets
01
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about
Target 01
02
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Target 02
03
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Target 03
04
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Target 04
05
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about
Target 05
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)