OR/17/063 Prioritising the UN sustainable development goals

Gill, J C, and Mankelow, J. 2017. Workshop report: earth and environmental science for sustainable development (Dar es Salaam, September 2017). British Geological Survey Internal Report, OR/17/063.

The Sustainable Development Goals (SDGs) are an ambitious set of 17 goals and 169 targets, agreed by members of the United Nations in September 2015 (United Nations, 2017). Over a 15-year timeframe (2015–2030), the SDGs aim to: (i) eradicate global poverty, (ii) end unsustainable consumption patterns, and (iii) facilitate sustained and inclusive economic growth, social development, and environmental protection (United Nations, 2017).

This workshop used activities to determine stakeholder perspectives on development priorities in eastern Africa, using the SDGs as a reference tool. Activities were then used to help identify areas where Earth and environmental science could make a significant contribution to sustainable development.

Participants first shared their individual perspectives on high priority SDGs using a matrix worksheet (Individual perspectives on priority SDGs). Small groups then discussed the SDGs, coming to a consensus on their relative importance and the highest priority SDGs in an eastern African context (Group perspectives on priority SDGs). Participants also documented specific challenges associated with priority SDGs (Characterising specific challenges) and identified themes that they believe Earth and environmental science could make the biggest contribution to delivering, as well as stating what that science may be (Earth and environmental science). These results are discussed in the context of development needs assessment (Discussion and limitations).

Individual perspectives on priority SDGs

Overview and method

Using a blank matrix (Figure 3), participants were asked to identify (i) four SDGs that they consider to be of highest importance in an eastern African context, and (ii) four SDGs that they consider to be of highest importance in a Tanzanian context (depending on their nationality). Participants were encouraged to do this individually, ensuring that every workshop participant had their perspectives recorded.

Figure 3    A blank workshop matrix, used by participants to express their perspectives on high priority SDGs in eastern Africa and Tanzania.

Results

16 participants submitted completed worksheets for this exercise, with 15 (94%) of these including information on eastern Africa and Tanzania, and 1 (6%) being void due to it being incorrectly completed. Figure 4 shows the results of this exercise for eastern Africa and Tanzania. Numbers in the columns labelled 1st, 2nd, 3rd and 4th relate to the number of participants selecting the SDG as a priority. The column labelled ‘Weighted Total’ sums the number of participants in each column, applying a weighting depending on whether participants selected it as their 1st, 2nd… choice. The formula expressed in Equation 1 outlines this weighting. Orange shading is used in Figure 4 to help visualise the relative Weighted Total values.

Weighted Total = 4[n_1st] + 3[n_2nd] + 2[n_3rd] + 1[n_4th]                 Equation 1

Figure 4    Sum of Individual Perspectives on Priority SDGs. A synthesis of 15 perspectives on the SDGs (Figure 3), with the ‘Weighted Total’ determined as expressed in Equation 1. Shading is used to visualise priority SDGs.

Using Figure 4, we can identify the SDGs with the highest Weighted Total (WT) values. This is indicative of the group collectively considering the SDG to be a high development priority.

Eastern Africa.	No Poverty (SDG 1, WT=19) emerges as being the highest development priority, closely followed by Zero Hunger (SDG 2, WT=18), Quality Education (SDG 4, WT=17), Partnerships for the Goals (SDG 17, WT=14) and Clean Water and Sanitation (SDG 6, WT=13). Together these five SDGs represent the first choice (highest priority) SDG of 73% of participants, and 47% of all possible selections.
Tanzania.	Quality Education (SDG 4, WT=24) emerges as the highest development priority for Tanzania, closely followed by Clean Water and Sanitation (SDG 6, WT=22), Zero Hunger (SDG 2, WT=19), and No Poverty (SDG 1), and Good Health and Wellbeing (SDG 3) both having a WT=16. Together these five SDGs represent the first choice (highest priority) SDG of 67% of participants, and 62% of all possible selections.

These results are a reflection of the expertise and experience of those attending the workshop, with perspectives from at least 13 diverse organisations included. We discuss these results in Discussion and limitations.

Group perspectives on priority SDGs

Overview and method

Another insight into development objectives in eastern Africa was documented by asking small groups of participants to discuss and form a consensus on SDG priorities. Mixed-sector groups determined the four SDGs that they believed to be of greatest importance in eastern Africa. Group discussions were prolonged and dynamic, with groups critically examining why they (and others) considered key SDGs more relevant and important than other SDGs (Figure 5).

Figure 5    Discussing the UN Sustainable Development Goals. Following dynamic discussions, groups selected the four SDGs they believed to be of highest priority in eastern Africa.

Results

Following small group discussions, each group had 10 voting stickers to allocate to their four priority SDGs. Voting was undertaken by placing stickers on appropriate SDG posters, with the 10 stickers being allocated in the proportion best suited to the group conclusion (e.g., 4-3-2-1, 3- 3-2-2, or 4-2-2-2 were all allowed). The distribution of group votes is presented in Table 2, with different colours used to represent the four groups. From Table 2, we note that the SDGs ranked highest are Quality Education (SDG 4, 9 votes) and Life on Land (SDG 15, 8 votes). Industry, Innovation and Infrastructure (SDG 9, 3 votes) ranks third, with six other SDGs receiving one or two votes. Together the top three ranked SDGs represent 20 of 30 (67%) possible votes.

Table 2    Group Prioritisation of the UN Sustainable Development Goals. Different colours
(red, blue, and green) are indicative of different groups voting choices.

SDG	Summary	Votes
1	No Poverty	2
2	Zero Hunger	0
3	Good Health and Well-Being	2
4	Quality Education	9
5	Gender Equality	2
6	Clean Water and Sanitation	1
7	Affordable and Clean Energy	0
8	Decent Work and Economic Growth	0
9	Industry, Innovation and Infrastructure	3
10	Reduced Inequalities	2
11	Sustainable Cities and Communities	0
12	Responsible Consumption and Production	0
13	Climate Action	0
14	Life Below Water	1
15	Life on Land	8
16	Peace, Justice, and Strong Institutions	0
17	Partnerships for the Goals	0

These results differ from those presented in Individual perspectives on priority SDGs. After opportunity for detailed group discussion, where participants had to justify their prioritisation of key SDGs, groups converged on some different priority SDGs than in Individual perspectives on priority SDGs. While Quality Education (SDG 4) remains a high-ranked development priority (with votes from all three small groups), group discussions gave greater prominence to both Life on Land (SDG 15) and Industry, Innovation and Infrastructure (SDG 9) in this exercise.

This second exercise allowed the capture of narrative on why certain SDGs were prioritised over others. One group divided the SDGs into four objectives (basic needs, life support, economic growth and sustainable communities), using these to help organise the goals. They then proceeded to draw out those that were critical to delivering each objective, and examine interactions between the SDGs. Another group discussed each goal in turn, allowing dynamic discussion about its importance in Tanzania. A summary of comments justifying the selection of specific SDGs is provided in Table 3.

Emerging themes are the interconnectedness of the SDGs (e.g., health supports economic growth), and differences between resources needed immediately for survival (i.e., short-term development) and activities relating to long-term sustainable development. Also of importance was the view that the land should be protected, as it is the ‘supplier of resources’ critical to delivering other SDGs. These results are further discussed in Discussion and limitations.

Table 3    Summary of comments justifying selection of priority SDGs.

SDG	Summary	Votes	Justification for Selection
4	Quality Education	9	Education is critical, and links to other SDGs. It improves access to jobs, which enables investment in health.
15	Life on Land	8	This is the source of primary natural resources, essential to delivering the SDGs, and therefore needs to be understood.
9	Industry, Innovation and Infrastructure	3	None stated.
1	No Poverty	2	This is an important, ultimate aim.
3	Good Health and Well-Being	2	Good health is necessary to progress with other goals (e.g., decent work and economic growth). Without good health, people will not have the ability to work or develop infrastructure.
5	Gender Equality	2	None stated.
10	Reduced Inequalities	2	This would help to improve gender equality, and peace and justice.
6	Clean Water and Sanitation	1	Clean water and sanitation will improve health, and help to avoid disease and death.
14	Life Below Water	1	There is a high dependency on marine resources in the region (e.g., tourism), and therefore protecting life below water is very important.

Characterising specific challenges

This exercise asked individuals and groups to add notes to SDG posters on specific challenges in eastern Africa associated with priority UN Sustainable Development Goals. Table 4 outlines the challenges identified for each SDG. While groups were encouraged to focus on priority SDGs (see Group perspectives on priority SDGs), they were free to add comments on specific challenges to any of the SDG posters.

Table 4    Specific challenges in eastern Africa associated
with the UN Sustainable Development Goals (SDGs).

SDG	Summary	Specific challenges
1	No Poverty	Unemployment
2	Zero Hunger	Climate conditions; rainfall dependence; game reserves use productive land; value chain and lack of stable markets (no buyers); land use conflict
3	Good Health and Well-Being	Low quality medical services in rural areas due to high poverty; poor nutrition; poor water quality; rural groundwater containing fluoride; lack of information regarding where fluoride is; lack of treatment facilities and medicines; lack of trained personnel, lack of working tools for doctors/nurses; lack of national health insurance/subsidised services.
4	Quality Education	Lack of innovation in teaching by teachers; early marriages and girls finish school too young; education costs; lack of science teachers; lack of teacher training; poor teaching facilities; education is focused on training people to be labourers rather than innovators and entrepreneurs; lack of opportunities for secondary and higher education; lack of books and teaching materials; need for practical education; lack of buildings and teaching infrastructure (e.g., schools, laboratories, toilets); gender inequalities; need for more specialisms within curricula; lack of vocational training.
5	Gender Equality	Culture and traditions; poor school toilets can cause girls to drop out; patriarchal societies cause problems; lack of awareness of the importance of gender equality; negative perceptions of gender equality.
6	Clean Water and Sanitation	Lack of access results in disease; lack of hygiene knowledge; people live in remote areas; non-functional water sources (e.g., dry, broken); cultural barriers to supporting projects; lack of a viable and sustainable financial structure for rural water supplies — communities need to contribute something; pit latrine contamination; water loss due to seepage — how do we monitor this?; open defecation; need for increased urban water supply.
7	Affordable and Clean Energy	Open burning pollutes the air; slow implementation of and communication regarding renewable energy sources; inadequate trained personnel to implement projects; lack of funding.
8	Decent Work and Economic Growth	None stated.
9	Industry, Innovation and Infrastructure	Poor networking and technical knowledge; low education quality; lack of investment; focus on economic and social development with less regard to the environment; growth of private water supply companies (e.g., drillers and pump manufacturers); high constructions costs; poor planning and lack of infrastructure innovation; substandard constructors; lack of storage facilities; lack of processing industries; need to empower local scientists; need to take nature into account when developing infrastructure.
10	Reduced Inequalities	Implementation of existing policies; traditional beliefs.
11	Sustainable Cities and Communities	None stated.
12	Responsible Consumption and Production	Plastic bags are killing fish, with a ban needed.
13	Climate Action	Economic growth is resulting in pollution; lack of climate-smart agriculture; air pollution; lack of community empowerment; variability leads to increased vulnerability of crops to extreme weather events.
14	Life Below Water	Lack of sustainable conservation; lack of sustainable marine industries; lack of early warning systems; lack of knowledge on utilising marine resources; less technology for marketing and development; human activities are conducted below standards and affect life below water.
15	Life on Land	Lack of means to utilise land resources effectively; insufficient resources and personnel to monitor illegal activities; unsustainable farming; soil erosion and degradation; deforestation; land tenure systems limit initiation of development due to lack of proper land use planning; increasing climate variability leading to unpredictable crop yields and outputs; over-utilisation of land; climate change; unfair resource distribution; population growth; balancing development of agriculture and environmental regulation; lack of community awareness on environmental degradation effects; disturbing of wetland areas and water sources; mercury use in artisanal and small scale mining; lack of comprehensive management plan for potential resources; soil pollution (e.g., heavy metals from industry).
16	Peace, Justice, and Strong Institutions	Poor governance; lack of awareness of the role of law, regulations and rights.
17	Partnerships for the Goals	Government policies that hinder development of partnerships.

Comments presented in Table 4 (together with the information in Section 3.4) were a starting point for designing Earth and environmental science activities to support the delivery of the SDGs (Thematic working groups). Further discussion of these challenges, in the context of other results in this section, is included in Discussion and limitations.

Earth and environmental science

In addition to identifying priority SDGs in eastern Africa and Tanzania (Individual perspectives on priority SDGs to Group perspectives on priority SDGs) and specific challenges associated with these (Characterising specific challenges), participants also reflected on where Earth and environmental science can make the greatest contribution to development impact. Many of the SDGs require geological research and practice. Each workshop participant was given four voting stickers to place on the SDG posters they considered had a high requirement for Earth and environmental science research. The distribution of votes can be seen in Table 5.

Table 5    Earth and environmental science and the SDGs in eastern Africa. Sum of individual perspectives on where Earth and environmental science can have the biggest development impact in eastern Africa.

SDG	Summary	Votes
1	No Poverty	1
2	Zero Hunger	3
3	Good Health and Well-Being	0
4	Quality Education	4
5	Gender Equality	2
6	Clean Water and Sanitation	13
7	Affordable and Clean Energy	0
8	Decent Work and Economic Growth	1
9	Industry, Innovation and Infrastructure	6
10	Reduced Inequalities	0
11	Sustainable Cities and Communities	4
12	Responsible Consumption and Production	0
13	Climate Action	8
14	Life Below Water	4
15	Life on Land	12
16	Peace, Justice, and Strong Institutions	0
17	Partnerships for the Goals	1

From Table 5, we note that the SDGs ranked highest in terms of a role for Earth and environmental science are Clean Water and Sanitation (SDG 6, 13 votes), Life on Land (SDG 15, 12 votes); Climate Action (SDG 13, 8 votes); and Industry, Innovation and Infrastructure (SDG 9, 6 votes). Together these four SDGs represent 66% of all possible votes.

In addition to voting, participants added further notes to SDG posters on specific ways in which Earth and environmental science can support the delivery of the SDG in eastern Africa. Table 6 outlines these areas of Earth/environmental science input for each SDG. Further discussion of these results is included in Discussion and limitations.

Table 6    Potential Earth and environmental science inputs required to support the delivery of the UN Sustainable Development Goals (SDGs) in eastern Africa.

SDG	Summary	Potential Earth and Environmental Science Inputs
1	No Poverty	Research could help identify geographic regions suitable for planting different crop types.
2	Zero Hunger	Environmental management for more sustainable production; mature irrigation systems; sharing of agricultural knowledge; technologies for adapting to climate change; drought resistant crops; climate resilient agriculture; poor nutrition due to deficiencies in the soil.
3	Good Health and Well-Being	None stated.
4	Quality Education	Support teaching of environmental issues; prepare geological maps for teaching; improve practical teaching within geosciences and field courses; seminars and workshops to help educate people involved in extractive industries (including improving safety); develop resources and improve facilities for teachers; teaching resources (Earth system sciences).
5	Gender Equality	Programmes to encourage and support female students; create women in geology networks.
6	Clean Water and Sanitation	Improve understanding of available groundwater resources; research issues of water reuse; implement practices of water treatment; permeability maps for pit latrine control; collect/interpret/disseminate key groundwater information to support sustainable development, management of groundwater; improved data management and sharing; improved collaboration between stakeholders; use of rainwater harvesting; surface water and groundwater monitoring; monitoring industrial activity associated with pollution; decentralised waste water treatment; incentives on efficient water use.
7	Affordable and Clean Energy	None stated.
8	Decent Work and Economic Growth	None stated.
9	Industry, Innovation and Infrastructure	Provide financial support; provide technical support to encourage export growth; introduce environmentally friendly technologies; use of ICT for easy transfer of information and work processes; support understanding of sustainable development requirement in each project; responsible supervision of ongoing projects to ensure high quality of work.
10	Reduced Inequalities	None stated.
11	Sustainable Cities and Communities	Understanding of natural hazards through education about tectonically active areas, flood-prone areas and other geological hazards; increase integration of geological features into the planning and construction processes; understanding of weather dynamics to improve sustainable cities.
12	Responsible Consumption and Production	Maximise opportunities for recycling materials.
13	Climate Action	Earth monitoring and modelling; development of clean energy and technologies; reconstruction of past climates to improve understanding of how the environment has behaved and help predict future changes; education on use of organic waste to reduce reliance on fossil fuels; climate pollution control measures (regulation); afforestation and improved management incentives; promote research and practice which support Tanzania’s contribution to United Nations Framework Convention on Climate Change; improved understanding of adaptation and preparedness in the context of Tanzania; improved public communication.
14	Life Below Water	Need integrated water resources management, environmental conservation and hydrological modelling; research into coral reefs, their bleaching and possible restorative actions.
15	Life on Land	Sustainable conservation; responsible utilisation of resources; ecosystem restoration projects; payment of ecosystem services; advice on the creation of policy to support environmental sustainability; soil quality maps; follow the movement of elements/chemicals through the environment (water, soil, air); climate services; soil investigations; research to better understand the challenges; forest restoration; research on smart agriculture; conservation; technologies to reduce pollution; promote land-use planning; monitor nutrient flow from agricultural land; increase awareness of the effects of environmental degradation.
16	Peace, Justice, and Strong Institutions	None stated.
17	Partnerships for the Goals	None stated.

Discussion and limitations

Summary of key observations

From Individual perspectives on priority SDGs to Earth and environmental science, we can make the following observations and conclusions:

• Priority SDGs
  

Across both prioritisation exercises (Individual perspectives on priority SDGs and Group perspectives on priority SDGs), the only SDG consistently selected as being of high importance (ranked in the top five) in eastern African and Tanzania was Quality Education (SDG 4). Other SDGs selected as being of high importance in either individual or group exercises were No Poverty (SDG 1), Zero Hunger (SDG 2), Clean Water and Sanitation (SDG 6), and Life on Land (SDG 15).

• Consistency of Results
  

The results presented in Individual perspectives on priority SDGs differ significantly from those arising from the group discussion exercise (Group perspectives on priority SDGs). This is indicative of people changing their mind after reflecting on the group discussion. The group discussions provided an opportunity for participants to confront their pre-existing ideas of principal development priorities with information from other sectors and disciplines. This resulted in Quality Education (SDG 4) rising from third to first, with votes from all three groups. Life on Land (SDG 15) rose from sixth in the individual rankings to second in the group rankings, allocated a high share of votes by two groups. In contrast, Zero Hunger (SDG 2) was ranked second in Individual perspectives on priority SDGs, but received no votes in Group perspectives on priority SDGs, the group exercise.

• Interconnectedness of SDGs
  

During the group discussions (Group perspectives on priority SDGs), an emerging theme was the interconnectedness of the SDGs. For example, actions to support one SDG could help reinforce or support another. Participants highlighted how Quality Education (SDG 4) can help improve access to Decent Work and Economic Growth (SDG 8), End Poverty (SDG 1), and Reduce Inequalities (e.g., SDG 5 and SDG 10). Development interventions or research projects could feasibly support multiple SDGs. For example, projects related to water could relate to SDGs on poverty, health, and gender. In their discussions, many groups were considering which SDGs could support the implementation of other SDGs. For example, groups selecting the Life on Land goal (SDG 15) noted that this would help to protect diverse natural resources (e.g., freshwater) relating to other SDGs.

• Immediate vs. Long-Term Development
  

Many of the SDGs identified in Individual perspectives on priority SDGs as being high-priority SDGs are ‘basic needs’ and critical for survival (e.g., food and water). These are likely to be of immediate importance to participants; necessary for daily survival. The results of Group perspectives on priority SDGs indicate a transition to broader aspects of development, recognising the longer-term investments required in Quality Education (SDG 4), Industry, Innovation and Infrastructure (SDG 9), and Life on Land (SDG 15).

• Earth and Environmental Science
  

In the context of eastern Africa, SDGs ranking highest in terms of a role for Earth and environmental science (Earth and environmental science) were Clean Water and Sanitation (SDG 6), Life on Land (SDG 15), Climate Action (SDG 13), and Industry, Innovation and Infrastructure (SDG 9).

• Overlap of Priority and Science Needs
  

SDGs identified as being both a high priority and having a significant role for Earth and environmental science (Individual perspectives on priority SDGs, Group perspectives on priority SDGs and Earth and environmental science) were therefore Life on Land (SDG 15) and Industry, Innovation and Infrastructure (SDG 9), with Clean Water and Sanitation (SDG 6) and Climate Action (SDG 13) also having overlap when focusing on Tanzania.

The information gathered during this two-day workshop provides additional context to the implementation of the UN Sustainable Development Goals, and other records of development priorities. For example, the African Agenda 2063 and Tanzania’s five-year development plan (2016/17 to 2020/21) offer regional and national scale visions for sustainable development. The latter aims to nurture industrialisation for economic transformation and human development, with a focus on education and industrialisation that is ‘pro-nature’. The priorities identified and discussed by participants through Prioritising the UN sustainable development goals relate to these themes. In Characterising specific challenges and Earth and environmental science, we provide additional context about the specific challenges associated with these priorities, and the role of Earth and environmental science in tackling these challenges.

Uncertainties and limitations

The perspectives discussed through Prioritising the UN sustainable development goals are a function of the sectors, disciplines, personal expertise, and experience of individuals attending the workshop. While a high diversity of sectors and disciplines were present, some key groups were under-represented. For example, while more junior scientists and recent graduates were well represented, there were fewer more senior participants from relevant ministries and the Geological Survey of Tanzania. There was also limited diversity in terms of nationality, with most of the participants understandably being from Tanzania. We can confront the perspectives presented in this section with perspectives from workshops outside of Tanzania to explore if there is a regional consensus on development priorities, challenges and solutions.