Accessibility Tools

This SDG represents the fight against poverty in all its forms.

We understand poverty not only as a lack of income but also as a violation of fundamental human rights. Poverty affects human dignity and denies access to essential resources. It can manifest itself in a lack of economic liquidity but also as a lack of food, education, health care, housing, employment, personal development, etc.

It is important to also consider the exclusion associated with poverty which causes those affected by it to be discriminated against and left without possibilities to participate in their communities. Since they are unable to participate in decision-making in areas that affect them, as a consequence, the decisions taken will usually even further profound their poverty.

Thus, students should be invited to reflect on the different forms of poverty and about the perceived importance of their economic development.

The SDGs can only be accomplished if they are accepted by all social actors, including educators. Moreover, since the agenda to reach and maintain sustainable development depends on future generations, its implementation in the education system is essential. The current students are future professionals. They will be capable of contributing to the promotion or hindrance of the policies and social habits through their actions.

The VET, oriented to the labour market, must take the responsibility that the current students – the future professionals – will stand on the side of their communities and their environment. The educational system must teach them not only knowledge but also civic attitudes. This means making students aware of their future service to society and the importance of using their work to improve people’s lives.

The SDGs can be also a good frame of reference to help understand the world from a global perspective – as a single entity where every person is related to their environment and where every small action has its consequences. And also as a place where the value of each person is important and can represent the beginning of small changes that can turn into great transformations.

Action Area

  • Participation


    The students must become aware of the power they have in society. They need to recognise themselves as agents of change and learn to identify ways to demand SDG oriented policies, and specifically, policies fighting against poverty. They also need to be able to identify tools and means of nurturing this seed of change in their community. The behaviours connected in some way to this SDG can be measured in this area, such as behaviours towards people in need, interpretation of the situation (critical or not), attitudes towards poverty (denial, passive, active, resigned, critical, etc.), knowledge, and the ability to promote movements against poverty.
  • Conscious consumption

    Conscious consumption

    Consumption is a powerful tool which we all have access to. It moves large amounts of money every day, creates social habits and global ideas, and defines policies. Because of this, promotion of responsible, social, sustainable and critical consumption is essential to accomplish the SDGs. In the current hyper-globalised society, our consumption in one part of the world can affect a different part of the world. Students must understand that a certain type of consumption may contribute to perpetuating poverty while another type of consumption may help to eradicate or reduce it. In this area, we can explore habits of consumption in the areas of food, technology, leisure, information, travelling, etc. (in home, education, and social settings).
  • Civic sense

    Civic sense

    The state of prosperity is maintained through everyone’s contribution. The politicians need to stay in service of their people while the citizens need to be informed, critical and supervise the common good. Social policies are financed with taxes, thus, their evasion or fraud is an attack on society, especially on those in need. Students must understand their civic power, their role in society as taxpayers and future professionals, and the importance of public welfare. You can analyse their attitudes towards the common good (how they care for it – in school, at home, outside, etc.) and also their ideas about their role as future professionals (what benefits they prioritise, how they see existence and distribution of social aid, etc.).
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