• Journal of Korean Society for Quality Management
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• v.42 no.4
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• pp.529-542
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• 2014

Purpose: Eight goals in Millennium Development Goals (MDGs) and temporary 12 goals in Sustainable Development Goals (SDGs) as the UN projects are investigated in detail. Methods: Investigation of statistics for life qualities, diseases, and life costs. Results: By examining the shortcomings of MDGs, temporary goals of SDGs are suggested. In addition, four countermeasures are recommended for further consideration. Conclusion: It is necessary to cooperate MDGs with more interest and prepare the new age for SDGs by compensating the shortcomings of MDGs. Finally, this paper suggests creative directions for SDGs which will be supposed to start in 2016.

• Journal of Korean Society of Rural Planning
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• v.23 no.2
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• pp.29-42
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• 2017

Sustainable development is no longer an option, but a requirement. Under this awareness, UN adopted 17 goals for a new sustainable development agenda on September 2015, named 'Sustainable Development Goals(SDGs)'. The Korean Society of Rural Planning(KSRP) is established on July 1994 for the sustainable development of rural areas. On the purpose to quantitatively analyze the research trend of KSRP's publications with the viewpoint of SDGs, the qualitative documents of 17 SDGs and 771 publications were mathematically transformed into vectors and the similarity was numerically measured with the 'Vector Space Model(VSM)'. The results show that 'Sustainable cities and communities(SDG 11)', 'Zero hunger(SDG 2)', 'Life on land(SDG 15)' and 'Responsible consumption and production(SDG 12)' have strong relationships with KSRP, while those of 'Affordable and clean energy(SDG 7)', 'Peace, justice and strong institution(SDG 16)' and 'Gender equality(SDG 5)' are weak. It is also found that the relationships of KSRP publications with 'energy' and 'climate change' issues(SDG 7, 13) were greatly increased during the period of 1995-2016, in spite of their weak relationships.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.1
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• pp.891-899
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• 2021

The United Nations' Millennium Development Goals (MDG) has become a goal to create a sustainable life. The MDGs' target was to be achieved in 2015, but it missed that date. The MDGs' target has turned into a Sustainable Development Goals (SDGs) to be achieved by 2030 The SDGs require financial support from companies. Funds are one of the resources to implement the SDGs. Government and private companies need to cooperate in achieving the SDGs target. The company has a responsibility to implement corporate social responsibility. The company's corporate social responsibility is part of the implementation of sustainable development in the SDGs. One of the essential industries that have responsibility for SDGs is the financial industry. This study aims to examine the determinant of corporate social responsibility funds in financial institutions in ASEAN countries. This study uses panel data to test the determinant variables on CSF provision. This study uses 45 sustainable development reports from 2015-2019. The total number of banks in the sample came from three countries, namely, Indonesia, Malaysia, and Thailand. This study concludes that firm size, profitability, efficiency, and the age of the CEO are variables that influence the size of corporate social responsibility funds.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.423-432
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• 2024

This study aims to develop and operate an extracurricular program based on the Sustainable Development Goals (SDGs) by applying the design thinking methodology to enable engineering students to discover and solve relatable local problems in the field of intelligent robots in order to foster creative and convergent engineering talents. As a result of the analysis, the overall satisfaction score was 4.55 or higher, all related competencies increased, and the students' final results also showed a connection with the SDGs topic in the field of intelligent robots. At a time when SDGs are establishing sustainable activities as an important evaluation index in university education, it is expected that the development case of this program can be utilized in the development of a convergence program for engineering students to foster creative and convergent talents who can lead the future society along with the era of the 4th Industrial Revolution.

• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.62-88
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• 2017

Global polarization at different scales has been more intensified than ever before. So, more complicated geographies are associated with global poverty and inequality, and their subsequent problems such as famine, disease, environmental degradation, and asylum seekers. These problems are apparently confined to specific countries and regions. However, they are a consequence of historical-geographic (post)colonial interconnectedness. In this sense, since the early 1960s, international development cooperation has significantly contributed to resolve or alleviate them. Especially, in 2015, the Millenium Development Goals(MDGs) project is finished and Sustainable Development Goals(SDGs) are newly set up as a global project to end human poverty. It is assumed that donor's IDC to accomplish SDGs will be more complicatedly implemented because SDGs contain more expanded and diversified forms of project targets than before. They are both possibilities and limits in the sense of development geography.

• Korean Journal of Childcare and Education
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• v.16 no.3
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• pp.1-17
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• 2020

Objective: The purpose of this study is to identify and prioritize sub-goals for infants and young children among the Korean Sustainable Development Goals (K-SDGs). Methods: The expert panel of this study consisted of 15 faculty members from the department of early childhood education or children's studies at 12 universities and was put together in order to conduct a Delphi survey. Results: As a result of the study, first, a total of 16 sub-goals were developed in order to target infants and young children. Second, the 16 sub-goals were then ranked according to their importance and urgency, and the most important goal were 'the improvement of mental health and prevention of drug abuse (K-SDG 3-2)'. And 'the elimination of violence and discrimination against girls (K-SDG 5-1, 5-2)', 'the safe and inclusive learning environment (K-SDG 4-8)' and 'end of abuse, trafficking, exploitation and all forms of violence against children (K-SDG 16-2)' were the next important and urgent goals. These priority objectives reflect the inviolable rights that infants and young children in Korea should be guaranteed by default. Conclusion/Implications: This study provided a basis for its effective implementation by identifying goals and priorities for infants and young children in comprehensive and interdependent K-SDGs.

• Journal of Climate Change Research
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• v.8 no.4
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• pp.425-442
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• 2017

This study analysed the linkage between national forest policy in Korea, namely the $5^{th}$ National Forest Master Plan, 2016 Korea Forest Service Performance Management Plan, the $3^{rd}$ National Sustainable Development Plan, and UN Sustainable Development Goals (SDGs). The 7 strategies of the $5^{th}$ National Forest Master Plan were related to 11 Goals of SDGs, and 5 strategies of 2016 Korea Forest Service Performance Management Plan were associated with 7 areas of SDGs, and 4 strategies within $3^{rd}$ National Sustainable Development Plan were linked to 7 Goals of SDGs. Among 87 national forest indicators compiled from three respective forest-related policies of Korea, 45 national indicators were related to 18 SDGs indicators. This indicates that 52% of national indicators of Korean forest policy are reflecting the language of SDGs. However, seeing from SDGs perspective, only 18 out of 241, which accounts for 7.8% of SDGs indicators are related to national indicators. The findings imply that a number of national forest-related indicators do not meet the diverse dimension of SDGs which provides potential areas for forest to contribute. Based on the findings, following recommendations were suggested: 1) the term used in forest policy should be aligned to SDGs targets so that it can be embedded in national policies, and 2) indicators should be further contextualized as well as in its assessment system. Lastly, it suggests for leveraging 3) '5 Processes of sub-national climate change adaptation plan' and the core concept of REDD+ MRV which could provide fundamental background for implementing SDGs framework to national forest policy.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.41-58
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• 2022

This study aims to provide lesson plans that can simultaneously achieve both the learning goals of the 'Human Development & Family' domain of the 2015 revised Technology & Home Economics curriculum and the Sustainable Development Goals. Four steps including analysis, design, development, and evaluation and revision were followed. In the analysis step, the 'Changing Families and Healthy Families' unit was selected as it is relevant to the nine subgoals of the SDGs. In the design step, three sessions were planned with a problem-solving project approach. In the development step, three lesson plans for each session, individual and group activity worksheets for students, and guidelines for teachers were constructed. In the evaluation and revision step, criteria for evaluating the lesson plans were developed reflecting both the goals of the Home Economic curriculum and the SDGs. The validity of the lesson plans was reviewed by a panel of experts. Then, the revised lesson plans were finalized. This study provides an illustrative example of the lesson plans in the secondary education context that can be used to achieve the learning goals of the Home Economic curriculum and the Sustainable Development Goals at the same time.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.325-335
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• 2024

In this study, I investigated cases of operating Sustainable Development Goals (SDGs) sustainable design courses based on interdisciplinary education for diverse design major students in the fashion design department. Through literature review, we examined the necessity of this course operation and analyzed the course through class design, execution, and operational results. Sustainable design courses were organized for 2nd to 4th-year students, promoting integrated learning for fashion design and various design majors to enhance interdisciplinary skills based on the in-depth study of SDGs issues. The educational content in the classes focused on the sustainable development goals achieved through upcycling design of waste PET bottle fibers developed by local industries, aiming to pursue sustainable values of designers through problem discovery and resolution. Students developed various upcycled products, evaluated metrics, and assessed satisfaction levels. Through this process, students gained an understanding of the practical value of SDGs, recognized the importance of sustainable development through design approaches for solving local issues, and acknowledged the significance of interdisciplinary education with various design majors.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.149-167
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• 2022

The purpose of this study was to identify learning topics linked to Sustainable Development Goals(SDGs) in the dietary life unit of middle school technology and home economics textbooks and to develop teaching-learning plans and learning materials to verify the feasibility and field suitability. This study was carried out through analysis, design, development, and evaluation stages, and the results are as follows. First, in the analysis stage, the dietary life contents of the five home economics textbooks written based on the 2015 revised curriculum were analyzed, and dietary life-related goals were extracted from the 169 SDG targets to reorganize the learning topics linked to the contents of the textbooks. Second, in the design stage, the overall goal of the entire class was set and each session was designed by selecting the learning goals, learning topics, and learning contents, reflecting the SDGs related to the session to be developed. Based on the analyses of textbooks and the SDGs related to dietary life, the themes of 'desirable eating habits of adolescents', 'food production', 'food distribution', and 'food consumption and disposal' were extracted. Third, in the development stage, a total of 11 teaching-learning plans and student worksheets were developed, and an evaluation sheet was developed for expert verification. Fourth, in the evaluation stage, the feasibility and field suitability of the teaching-learning plans were verified by 5 home economics teachers. Learning goals, learning contents, connectivity to related SDGs, and feasibility of teaching-learning plan were evaluated, and based on the assessment results, teaching-learning plans were revised.