10 Reduced Inequality

This goal attempts to reduce the differences in income and opportunities between and within countries, reduce poverty in the most disadvantaged areas, promote the social, economic and political inclusion of all, promote policies at the international level to improve regulation and control of markets and financial institutions, and facilitation of mitigation and safe and responsible mobility of migrants. “No one should be left behind” has to become more than a simple slogan on social media. Leaving nobody behind means education, health and welfare, and equal peer opportunities for everyone.

Companies should offer decent working conditions for all their employees, especially for disadvantaged groups. This can be done by fair redistribution of salaries among their employees and by applying effective mechanisms to combat tax evasion.

In order to educate the teachers about inequality issues, educators need to enhance their knowledge about the dimension of inequality and daily life in different parts of the world. It’s also necessary to raise awareness about inequalities to make the students empathise with the discriminated people. The objective in education is to enable the student to evaluate inequalities, recognise their causes, and understand the steps everyone needs to do to reduce them.

Targets ▼

10.1 By 2030, progressively achieve and sustain income growth of the bottom 40 percent of the population at a rate higher than the national average
10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status
10.3 Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard
10.4 Adopt policies, especially fiscal, wage and social protection policies, and progressively achieve greater equality
10.5 Improve the regulation and monitoring of global financial markets and institutions and strengthen the implementation of such regulations
10.6 Ensure enhanced representation and voice for developing countries in decision-making in global international economic and financial institutions in order to deliver more effective, credible, accountable and legitimate institutions
10.7 Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies
10.A Implement the principle of special and differential treatment for developing countries, in particular least developed countries, in accordance with World Trade Organization agreements
10.B Encourage official development assistance and financial flows, including foreign direct investment, to States where the need is greatest, in particular least developed countries, African countries, small island developing States and landlocked developing countries, in accordance with their national plans and programmes
10.C By 2030, reduce to less than 3 per cent the transaction costs of migrant remittances and eliminate remittance corridors with costs higher than 5 per cent

Action Area

Assertive communication

This area refers to all behaviours aimed at developing empathy for manifestations of inequality in students. These inequalities can be manifested against people with fewer opportunities living in our country or people coming from other countries in search of a better and safer life. The first step for empathy is to be able to listen and recognise the state of necessity of other people.
Conscious consumption

This area refers to the capacity to adopt concrete daily behaviours to attempt to minimise the differences between countries, for example by choosing an ethical way of consumption and shopping. This area refers to direct consumption, international solidarity goals, and a fair supply chain. It connects an enhanced environmental defensive approach to our consumption habits such as choosing products which cause less pollution and which are more environmentally friendly.
Solidarity action

This area is related to the capacity of people to promote solidarity actions and support solidarity organisations. It covers the concrete help and support that young people can offer. This support can consist of monetary donations or voluntary work at a local level, fundraising actions or dissemination campaigns about projects and issues related to hunger or poverty around the world. The dissemination actions can also be oriented on adopting new and healthy lifestyles which respect human rights in the Global South and which are related to fairways of consumption. Solidarity action should be also related to supporting disadvantaged youngsters and minorities in your country.

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Learning Objectives ▼

Cognitive ▼

The learner knows different dimensions of inequality, their interrelations and applicable statistics.
The learner knows indicators that measure and describe inequalities and understands their relevance for decision-making.
The learner understands that inequality is a major driver for societal problems and individual dissatisfaction.
The learner understands local, national and global processes that both promote and hinder equality (fiscal, wage, snd social protection policies, corporate activities, etc…).
The learner understands ethical principles concerning equality and is aware of psychological processes that foster discriminative behaviour and decision making.

Socio-emotional ▼

The learner is able to raise awareness about inequalities.
The learner is able to empathise and show solidarity with people who are discriminated against.
The learner becomes aware of inequalities in their surroundings as well as in the wider world and is able to recognize the problematic consequences.
The learner is able to maintain a vision of a just and equal world.

Behavioural ▼

The learner is able to evaluate inequalities in their local environment in terms of quality (different dimension, qualitative impact on individuals) and quantity (indicators, quantitative impact on individuals).
The learner is able to identify or develop an objective indicator to compare different groups, nations, etc. with respect to inequalities.
The learner is able to identify and analyse different different types of causes and reasons for inequalities.
The learner is able to plan, implement and evaluate strategies to reduce inequalities.
The learner is able to engage in the development of public policies and corporate activities that reduce inequalities.

Organisational Perspective ▼

From an organisational perspective, contributing to SDG 10 means guaranteeing all its employees dignified working conditions and wages, especially in the case of migrant workers and suppliers operating in developing countries. An organisation needs to adopt a strategy in production, distribution and marketing to make its products and services cheaper and more accessible. It also needs to adapt internal transparency procedures to combat corruption and tax evasion which directly affect social inequality.

To combat against inequalities it is necessary to train employees with the lowest wages and in this way contribute to the reinforcement of their skill and promote their professional growth. The organisation also needs to educate its workers about emotional management to enhance their ability to fight against bullying and protect its weakest subjects against violence. It is also important to support the revitalisation of the local economy, especially in cases of organisations working in developing countries, by employing local workers and suppliers, protecting the environment and business in the area. It is especially important to offer job opportunities to young people from disadvantaged areas.

The organisation can organise or participate in concrete solidarity actions related to poverty and hunger around the world, make donations to solidarity organisations, promote solidarity with victims of violence and people with difficult life situations, economic and social problems and health conditions, and disseminate information about solidarity campaigns between students and its workers. Some working days of employees can be dedicated to solidarity actions.

Finally, the organisations must promote human rights through the implementation of the Guiding Principles of UN companies in order to protect the human rights of people living in developing countries, especially if the organisation operates there. The organisation needs to promote the importance of behaviours that affect human rights of people living in different places of the world on the local level, but also promote human rights in the local community, especially in local minority and migrant groups.

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Reduce inequality within and among countries.

Targets ▼

Action Area

Learning Objectives ▼

Cognitive ▼

Socio-emotional ▼

Behavioural ▼

Organisational Perspective ▼

Find out more

United Nations - SDG Knowledge - SDG10

United Nations - Facts & Figures - SDG10

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Reduce inequality within and among countries.

Action Area

Assertive communication

Conscious consumption

Solidarity action

Organisational Perspective ▼