Since education is a fundamental human right, a Foundation for peace and a factor for sustainable development, UNESCO considers this area of activity to be its top priority. A separate goal, goal 4, is dedicated to education, which is essential for achieving all of these goals. It is aimed at “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”. The Education 2030 framework for action sets out guidelines for the implementation of this ambitious goal and States ‘ commitments in this area
On 25 September 2015, The United Nations General Assembly adopted the 2030 agenda for sustainable development (UN, 2015). These are new universal principles of action designed to guide humanity on the path of sustainable development.
In 2030, the EU will be able to Finance projects with high “social impact” and create “open ecosystems for research, innovation and education”. The EU faces the challenges of moving to a low-carbon economy, sustainable production and consumption, i.e. a so-called cyclical economy,
In its conclusions, the EU Council emphasizes the Central role of sustainable development for the European Union and emphasizes that it is in the EU’s interest to play a leading role in the implementation of the 2030 Agenda with its 17 Sustainable Development Goals (SDG). The Council calls for more active implementation of the 2030 Agenda “both around the world and within the borders of the EU, in view of its priority for the entire European Union, as it will positively affect the lives of EU citizens and increase the status of goals both in Europe and around the world”.
Russia and Indonesia need highly qualified teachers, environmental leaders, experts and trainers with advanced knowledge, skills and competencies for the implementation of the SDG, which are specialists from EU countries.
Monitoring of curricula and work programs for bachelor’s and master’s degrees in priority areas proves that the problems of “sustainable development” are included in only a small number of student training programs. It is obvious that in such circumstances, the optimal use of limited resources and the development of natural, energy and material – saving technologies and products become difficult. In this regard, the development of experience from the EU countries will allow the inclusion of “sustainable development” issues in the curriculum and work programs of disciplines.
Thus, the introduction of “sustainable development” subjects in the education system will allow students to form competencies that will be further implemented in the activities of the state and business structures.
The introduction of sustainable development into all areas of the state and business in Russia and Indonesia will provide an active and effective interaction of state bodies and business-structures of Russia, Indonesia and EU countries, as without the introduction and development of sustainable development goals at the same level it is impossible to provide favourable conditions in the two countries ‘ business structures and public authorities from EU countries.
Sustainable development is the most important priority of the international community and one of the main goals of the social development agenda in relation to all three aspects of sustainable development — economic, social and environmental.
With regard to the economy, participation in sustainable development means understanding the long-term problems of our planet and taking them into account in strategy and practice. However, sustainability involves more than just business responsibility in terms of protecting the environment. The issue of sustainability concerns the business environment in all its dimensions: social, economic, cultural, and environmental (related to the environment). The social dimensions of sustainability are addressing issues of poverty, violence, injustice, education, public health, employment, and human rights. In the economic sense, sustainability involves ensuring that economic needs can be met (for businesses, it means making a profit, for individuals, it means food, water, housing, and household items). From an environmental point of view, it is the protection and restoration of the environment (control of climate change, conservation of resources, prevention of unnecessary losses).
In may 2001, the European Union proposed a sustainable development Strategy, which was corrected in 2005 and received new impulses as a result. As a result of the Commission’s global partnership agreement on Sustainable development in 2002, this strategy has been widely adopted. The efforts to ensure Sustainable development undertaken by the European Union and its member States extend not only to its territory, but also to third countries, in particular through the work of international institutions and international meetings.
At the same time, large developing countries like Russia and Indonesia have also accepted national agendas on sustainability, but the process of their implementation has been rather modes. The most distinctive problems of sustainable development in partner countries usually reside in the following areas:
– reduced morbidity and high mortality in working age – for example, Russia is far behind other developed countries, and overcoming this gap, even according to an optimistic forecast, will take decades;
– creating conditions for increasing business confidence, gradually restoring demand for loans from enterprises and reviving investment demand;
– “savings” indicator growth;
– ensuring a constant increase in the rate of expenditure on science and education;
– reducing social inequality in the country;
– improving the quality of education;
– solving problems related to the low energy efficiency of the economy;
– formation of physical infrastructure (and longer-term plans for its development): high-speed highways, internal aviation, energy supply, housing stock, – to ensure access to post-industrial development;
In all these areas, EU countries have extensive experience in developing sustainable development programs and implementing them in the country’s public life. In developing countries such as Russia and Indonesia, sustainable development programmes have not been fully developed, and only certain elements have been introduced in public life. The Jean Monnet project aims to promote discussion and reflection on sustainable development issues, as well as to expand and develop the practice of applying the experience of implementing EU sustainable development programmes in third countries. Thus, the transfer of experiences of EU countries on sustainable development will be extremely useful in countries such as Russia and Indonesia.
This goal will be achieved by holding a number of conferences, round tables, master classes and other events on the following schedule:
– Smart sustainable EU cities
– Sustainability of Industrial innovations and infrastructure of the EU countries
– Sustainable education and Human Capital support in EU countries
– Responsible consumption and production in EU countries
– Sustainable society as the main driving force of economic development in the EU countries
– Partnership for sustainable development in EU countries
– Improving economic competitiveness and reducing poverty: the experience of EU countries
– Information and communication technologies in the infrastructure and transport of EU countries
– Use of cleaner fuels and more efficient energy technologies in EU countries
– “Green” Investment infrastructure of EU countries
The purpose of the series of events, in which European experts will be invited as invited speakers, will be to transfer the best European practices in the field of sustainable development, and to ensure their implementation in all spheres of public lifein Russia and Indonesia. The event will provide an opportunity for partner countries and European scientist s to discuss issues related to various areas and areas of sustainable development, the role of the state and business in ensuring sustainable development, and current trends in the application of environmental standards in the business environment.