Week 8-NOC-Jul24-Sustainable Happiness PDF

Sustainable Happiness T EL P by N Prof. Atasi Mohanty Rekhi Centre of Excellen...

Sustainable Happiness T EL P by N Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness Module 8 : Sustainable Happiness & UNESCO SDGs Education for Sustainable Development (ESD) for achieving UNESCO Sustainable Development Goals (17 SDGs)- “Education can, and must, contribute to a new vision of sustainable global development.” (UNESCO,2015) EL “A fundamental change is needed in the way we think about T education’s role in global development, because it has a catalytic impact on the well-being of individuals and the future of our P planet.... Now, more than ever, education has a responsibility to N be in gear with 21st century challenges and aspirations, and foster the right types of values and skills that will lead to sustainable and inclusive growth, and peaceful living together. “(Irina Bokova, Director-General of UNESCO) ESD aims at developing competencies that empower individuals to reflect on their own actions, taking into account their current and future social, cultural, economic and environmental impacts, from a local and a global perspective. Individuals should also be empowered to act in complex situations in a sustainable manner, which may require them to strike out in new directions; and to participate in socio-political processes, moving their societies towards sustainable development. L ESD has to be understood as an integral part of quality education, inherent in the concept of lifelong learning. T E ESD is holistic and transformational education that addresses learning content and outcomes, pedagogy and the learning P environment. N Thus, ESD does not only integrate contents such as climate change, poverty and sustainable consumption into the curriculum; it also creates interactive, learner-centered teaching and learning settings. ESD requires is a shift from teaching to learning. It asks for an action-oriented, transformative pedagogy, which supports self-directed learning, participation and collaboration, problem-orientation, inter- and transdisciplinary and the linking of formal and informal learning. International recognition of ESD as a key enabler for sustainable development has been growing steadily. ESD is explicitly recognized in the SDGs as part of Target 4.7 of the SDG on education, together with Global Citizenship Education L (GCED), which UNESCO promotes as a complementary approach. E Target 4.7 of the SDGs- By 2030, ensure that all learners acquire T knowledge and skills needed to promote sustainable development, including, among others, through education for P sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non- N violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.( United Nations, 2015) Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030)  Vision ESD for 2030 aims to build a more just and sustainable world through strengthening ESD and contributing to the achievement of all 17 Sustainable Development Goals.  ESD’s contribution to the achievement of SDGs 1. All ESD activities contribute to the achievement of the SDGs, even without explicit reference; L 2. ESD can enhance the understanding on sustainable development through communication and advocacy in E educational settings on SDGs; T 3. ESD can promote critical and contextualized P understanding of the SDGs by raising questions on the N inter-linkages and tensions among different SDGs.  Key reflections of ESD for 2030:  Transformative action  Structural changes  Technological advances  Priority Action Areas: 1) Advancing Policy 2) Transforming learning environments 3) Building capacities of educators EL 4) Mobilizing and empowering youth T 5) Accelerating sustainable solutions at local level P A new global framework on ESD is currently under preparation with the aim of building education systems that support learners of N all ages to be active contributors to more peaceful and sustainable societies and develop a sense of responsibility for our planet in line with the 17 Sustainable Development Goals. Education for sustainable development (ESD) gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change, loss of biodiversity, unsustainable use of resources, and inequality. It empowers learners of all ages to make informed decisions and take individual and collective action to change society and care for the planet. ESD is a lifelong learning process and an integral part of quality education. It enhances the cognitive, socio-emotional and behavioral dimensions of L learning and encompasses learning content and outcomes, pedagogy and E the learning environment itself. T UNESCO supports countries to develop and expand educational activities P that focus on sustainability issues such as climate change, biodiversity, N disaster risk reduction, water, the oceans, sustainable urbanization and sustainable lifestyles through ESD. UNESCO leads and advocates globally on ESD and provides guidance and standards.  It also provides data on the status of ESD and monitors progress on SDG Indicator 4.7.1, on the extent to which global citizenship education and ESD are mainstreamed in national education policies, curricula, teacher education and student assessment. Climate change education is the main thematic focus of ESD as it helps people understand and address the impacts of the climate crisis, empowering them with the knowledge, skills, values and attitudes needed to act as agents of change. L The importance of education and training to address climate change is E recognized in the UN Framework Convention on Climate Change, the T Paris Agreement and the associated Action for Climate Empowerment agenda which all call on governments to educate, empower and engage P all stakeholders and major groups on policies and actions relating to N climate change. Through its ESD program, UNESCO works to make education a more central and visible part of the international response to climate change. It produces and shares knowledge, provides policy guidance and technical support to countries, and implements projects on the ground. UNESCO encourages Member States to develop and implement their country initiative to mainstream education for sustainable development. The ESD for 2030 roadmap sets out the urgent challenges facing the planet and underlines the implementation of the Education for Sustainable Development: L Towards achieving the SDGs (ESD for 2030) framework, which aims to increase education’s role in building a more just and sustainable world. T E “Transformative learning for people and the planet is a necessity for our survival and that of future generations. P The time to learn and act for our planet is now.” N The UNESCO World Conference on Education for Sustainable Development was held from 17 to 19 May 2021, calling for learners of all ages to be empowered to “Learn For Our Planet” and act for sustainability. Mobilize ESD to combat poverty, particularly extreme poverty, and provide learners with relevant competencies to meet individual and societal demands, including through TVET and skills development for sustainable livelihoods to ensure human dignity and the right to live decently; Transformative learning for people and the planet is a necessity for our survival and that of future generations. The time to learn and act for our planet is now. Berlin Declaration on Education for Sustainable Development; Learn L for our planet: act for sustainability (UNESCO-World Conference on Education E for Sustainable Development,2022). T  ESD for Organizational Sustainability- P  The holistic approach of ESD combines environmental, social and N economic viewpoints.  Pluralism is another facet of ESD and is characterized by the attempt to recognize and partake in a dialogue, inclusive of different viewpoints, on issues related to sustainable development;  There is also the need for action toward sustainability.  Within ESD, this need is increasingly linked to action competence, which is the intention and competence one has to undertake action for sustainable development.  T EL N P  T EL N P  T EL N P Organizational sustainability denotes everything about integrating the goals of sustainable development, for example, societal fairness, economic efficacy, and eco-friendly L exposures, into the operating atmosphere E of industries/corporates. T Integrating sustainable development goals such as social P equality, economic efficiency, and environmental performance into corporate practices is one example of N organizational sustainability; Organizational sustainability, is referred to as "adopting organizational strategies and activities that meet the needs of the enterprise and its stakeholders today while protecting, sustaining, and enhancing the human and natural resources that will be needed in the future. The United Nations has introduced the fourth element, called the institutional dimension, to measure sustainability (Labuschagne et al., 2005). A holistic and integrated approach to sustainability with four L dimensions: natural, economic, social, and political. E These focus on the conservation of ecological ecosystems and T resources, peace and justice between people, getting relevant P with a long-term strategy, and democracy, which gives people a say in how ecological, social, political, and economic N arrangements are cared for and managed. Organizations are striving for sustainability by producing better goods and services, meeting consumer demands and needs, and optimizing profitability while addressing social and ecological concerns. Environmental commitment entails making responsible use of natural resources; Economic commitment entails making responsible efforts to create value and profit; and social responsibility entails charitable giving, social connections, and educational support. L organizations may proactively stress environmental E responsibility to comply with government rules, meet social T needs, and boost the company's brand image; P  Consequently, examining the economic, environmental, and social factors involved in assessing the sustainability N performance of any organization is essential. Organizations facing sustainability challenges need to adopt integral and holistic approaches and develop the talent by recruiting, educating, and training human resources centered on sustainability value based as the source of a sustainable competitive advantage which can leverage sustainability performance targets. The development of a sustainable organizational vision and mission is facilitated by the incorporation of a sustainable agenda in core values. Shaping the organizational sustainability aligned on the vision L and values of the organization must assess the impact on the E stakeholders including local communities and consider issues T of cultural diversity, intercultural dialogue, and organizational climate and environment to support improved performance. P Sustainable organizational development dynamics implement N innovation in knowledge and processes in human resource management and development practices aimed to develop infrastructure and increase in knowledge and innovativeness. Organizational leadership must be aligned with the sustainability initiatives besides that playing a modeling role and getting contacted with the external environmental communities and volunteering with nonprofit organizations for organizational and supervisory support. Organizational management is responsible for motivation and communication to set what is expected of individuals on the workforce and how to improve the functions of the organization that encompass the community and society as a L whole. E Communication is an intrinsic organizational competency and T ability to retain the workforce. P Implementing sustainable organizational practices must take into account the current economic, social, and environmental N needs as well as the future needs of all the stakeholders involved in sustainability to develop the organizational strategy, able to transform and make it happen. Finding meaningful solutions to sustainability challenges requires companies and other actors to broaden their thinking, go beyond organizational boundaries and engage more with their stakeholders. ESD is the key organizing process for overcoming the challenges that arise through collaborative action for sustainability. “Corporate sustainability” is a multifaceted concept that L requires organizational change and adaptation on three different levels that paralleled the dimensions of organizational culture; E  Surface level: Adoption of sustainability practices and T sustainability principles appear in visible forms such as technical P solutions, publication of corporate sustainability reports, integration of sustainability measures in employee performance N evaluation, and employee training are needed.  Value level: Adoption of sustainability principles takes the form of changes in employees’ values and beliefs towards more ethical and more responsible values.  Underlying level: Organizations need to change core assumptions regarding interdependence of human and ecological systems in order for the organization to authentically adopt sustainability principles.  T EL N P ESD for Social Transformation- Education for social transformation (EST) is emerging as part of the new global discourse of social change, with education promoted as the panacea for the world’s most L intractable problems. E EST promises to engage with and pursue justice in its T multiple forms and integrate a deeper, more consequential concern regarding the limits of our use of the environment. P The concept and practice of EST are built inspirationally on N challenging structures, and the choices they engender that have marginalized people and societies as well as fueled unconscionable exploitation of the environment. EST is said to consist of two strands, a social justice agenda and the more recent environmental agenda. The social justice stance for education is much more established and familiar, having had a long association with the conceptualization of the purposes of education. ‘Social justice is about what constitutes “fairness” in a “good” society’. Considered from this perspective the social justice agenda of education highlights the issues of power and politics. L As such, its central focus is to analyze the underpinnings of E inequality that are rooted in socially constructed traits such as T race, gender, class, sexual orientation, differentiated abilities and other sources of discrimination. P It thereupon fosters resolutions based on principles of human N rights and participatory democracy. The other component of education for social transformation, the environmental strand, focused to address the imbalance between socio-market and ecological needs. It is for these reasons that the environmental component of EST aims ‘to generate active support for environmental protection and the attainment of a more sustainable balance between human activity and the natural ecology’ by employing critical educational pedagogies. The environmental discourse of EST consists of several different ideas, concepts and practices. These include environmental education (EE), education for L sustainable development (ESD) and education for sustainable living (ESL). T E There are also several global phenomena and initiatives that have shaped the environmental component of EST. P Environmental education (EE) is focused on education in, N about and for the environment and is now aimed at taking a critical stance in shaping values and attitudes towards the environment.  This critical focus is said to have come about through its increasingly interdisciplinary and transdisciplinary approaches that make explicit linkages between environmental concerns and the socio-economic structures that shape people’s engagement with the environment. ESD takes an instrumental, less critical stance that attempts to balance human instrumental needs and the limits of ecological exploitation. Education for social transformation (EST) insist that change must take L place at multiple levels in order for transformation to occur. E Education must facilitate both structural and individual changes and T their relation to each other; P United Nations Research Institute for Social Development (UNRISD) [ N theorizes, ‘Transformation requires attacking the root causes that generate and reproduce economic, social, political and environmental problems and inequities, not merely their symptoms’. This is where education and school systems in particular, become important as potential catalysts of transformation. Research states ‘sustainable behavior will not materialize effectively unless it is supported by community based social structures’, for which EST has a central role. EST is seen as the stimulus for thought and behavioral change and therefore must do much of the “heavy lifting” in the transformation process. L EST’s most important contribution to transformation is its combined philosophical and pedagogical approach which is E aimed at reconstituting knowledge and changing people’s T thinking and behavior. P This implies the necessity of fostering critical engagement with N broader structures of power/policy/governance. Thus, role for education in socio-ecological change ‘should first focus on the mind-set and the institutional and cultural practices that have created our unsustainable present’. Thus, learning environments should be democratic, with both teachers and students working together to develop shared meanings related to social and environmental issues.  For education to be an effective transformative agent, there needs to be a ‘critical pedagogy that empower learners to envision’ ‘a moral economy of social justice , citizenship and sustainability’. L ESD should provide people with the understanding, skills and E values they need to take part in resolving the interconnected T challenges of the 21st century. P Hence, education should equip individuals to critically reflect upon the underlying reasons behind global challenges to global equality, N justice and sustainability. When education is transformative, it can enable structural shifts in basic assumptions, thoughts, feelings and actions, and equips learners with the knowledge, skills and attitudes to promote sustainable development. Transformative education enables learners with understanding and anticipation of change, managing uncertainty, critical thinking, value changes, appreciation of diversity, and empathy. SDG Target 4.7/ESD offers the understanding that education can potentially lead to social transformation, through different ‘educations for’, such as education for sustainable development, human rights education, education for gender equality, peace L education and global citizenship education. E  In order to reach the full transformative potential of SDG Target T 4.7/ESD , building bridges and overcoming silo-thinking among proponents of these educations is of high importance. P Transformation to a more just, inclusive and sustainable future N cannot happen if relevant actors continue to work and think within their familiar sectors. Improvements in the areas of coordination, cooperation, awareness raising and capability development are needed. Policies and strategies at national, regional and global level should adopt overarching visions for transformative education in the form of overarching strategies for SDG Target 4.7. Mechanisms for coordination and collaboration between the different components of SDG Target 4.7 should be established at national, regional and global levels. Awareness of the role of transformative education and SDG Target L 4.7 in contributing to more just and sustainable futures should be E raised jointly between the different components of SDG Target 4.7. T  Opportunities for capacity building and upskilling of practitioners P and learners linked to transformative education should be enabled and created at national, regional and global levels. N As per UNESCO(2015) declaration ,SDG 4.7/ESD must work for- “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” UNESCO initiative to address climate change- Climate change education is the main thematic focus of ESD as it helps people understand and address the impacts of the climate crisis, empowering them with the knowledge, L skills, values and attitudes needed to act as agents of E change. T Through its ESD program, UNESCO works to make education P a more central and visible part of the international response to climate change. N It produces and shares knowledge, provides policy guidance and technical support to countries, and implements projects on the ground. To coordinate actions and efforts in the field of climate change education the Greening Education Partnership was launched in 2022 during the UN Secretary General's Summit on Transforming Education. This partnership, coordinated by a UNESCO Secretariat, is driving a global movement to get every learner climate-ready.  The Partnership addresses four key areas of transformative education: greening schools, curricula, teachers training and education system's L capacities, and communities. E UNESCO has developed the ESD for 2030 toolbox to provide an evolving set T of selected resources to support Member States, regional and global stakeholders to develop ESD activities. P UNESCO also launched the Trash Hack campaign to bring the awareness for N small changes everyone can make every day to reduce waste in their lives, their communities and the world. UNESCO COP27/28 initiatives on ‘Greening Education Partnership’ encourages countries and key stakeholders to focus on 4 action areas: Greening Schools, Greening Curriculum, Greening Teacher Training and Education Systems’ Capacities, Greening Communities. Till date, more than 300 organizations expressed their interest in joining the partnership. Value Creation through ESG (Environment-Society- Governance) Services & Strategy- ESG stands for environmental, social and governance and L refers to a set of standards used to measure an organization’s E environmental and social impact. T The term “ESG” was popularized in the 21st century and often P comes up in the same conversation N as sustainability and corporate social responsibility (CSR). However, while sustainability and CSR function more as philosophies or end-goals, ESG is more tangible; It encompasses the data and metrics needed to inform decision-making for companies and investors alike. Why is ESG important? The impact a company can have on its surrounding ecosystem has become vividly clear, whether it’s on a global scale or within its local community. L At the same time, people have become increasingly concerned about ESG issues such as climate change, human rights and E executive compensation. T  And so, embedding sustainability in business is top-of-mind for P executives and investors alike in today’s eco-conscious business N landscape. The three dimensions of ESG-  Environmental  Refers to whether the organization is operating as a steward of the environment and covers environmental issues like climate change, greenhouse gas emissions (GHG), deforestation, biodiversity, carbon emissions, waste management and pollution.  Social  Refers to the impact the organization has on people, culture and communities and looks at the social impact of diversity, L inclusivity, human rights and supply chains. E  Governance T  Refers to how the organization is directed and looks at corporate P governance factors like executive compensation, succession planning, board management practices and shareholder rights. N  ESG disclosures are becoming increasingly valuable for investors as they look to drive value for the company.  ESG reduces risk and drives value creation.  ESG and corporate performance are linked; ESG drives investment returns.  ESG has become an enabler of access to capital;  ESG drives performance, investors are embedding it into their investment decision-making process.  Revenue growth is good; Profitable growth is better; L Profitable growth that advances ESG priorities is best. E  Hence, in recent times one of the issues that has emerged T of relevance to investors, entrepreneurs, and governments, P is the value of ESG considerations in capital markets.  ESG implies different things to different people and for N different asset classes, however, its principles and philosophy tend to be shared among investors.  Today ESG has become a key criterion for identifying investment opportunities and deeply analyzing potential risks and returns.  ESG needs to be aligned with an organization's value proposition and its long-term sustainability.  The main point is to foster a culture where investments can be analyzed from the point of view of the potential to create sustainable value over time for all stakeholders. L  How can ESG impact economic performance and valuation? E Increased revenue T Innovation: Development of new products and services P aligned with new consumer trends N Access to new customers and markets that give a premium in value to transparent and sustainable products and practices Access to greater diversity of resources through stronger relationships with government, communities, customers, and suppliers Corporate governance system that manages the interest of stakeholders and delivers long-term value to its shareholders.  Cost reduction Energy efficiency and lower emissions costs Innovation in products, services, and L processes: Quality, packaging, safety, agility in decision-making T E Reduction of waste-management costs Less attrition of collaborators P Reduction of legal costs from more stringent N regulations Resilience: Adaptability to changes in market behavior. A clear, consistent, and well-executed purpose creates loyal workers, clients, and investors Resilience to dramatic changes in sources of energy, raw material, and property  Increased labor productivity  Strong correlation between employee motivation and organizational purpose, with societal impact derived from their contribution at work L  Greater ease of attracting more diverse, knowledgeable, E and committed employees, and less turnover; T Better investment opportunities P Higher revenues, lower costs, and better risk N management lead to better market valuations compared to peers A detailed analysis of risk and return options is key for investors. Companies that identify and measure the impact of ESG within their industry have premium valuations and access to capital Capital allocation aligned with long-term returns and value creation.  Positioning and reputation Brand positioning within the industry: Deliver sustainable and long-term products, services, and a governance structure that enables government L alignment with organizational purpose, decision- E making, and market expectations T Increased room for maneuvering with regulators and P strategic positioning with governments, communities, N customers, and suppliers A strong reputational basis derived from strong values and a positive working relationship with all relevant stakeholders Positioning with large suppliers or customers who demand good ESG practices within their bidding and contracting processes  How are ESG metrics disclosed?  Organizations are increasingly including ESG metrics in their annual reports to help stakeholders make more sustainable investment choices. L  Through ESG reporting, companies can show how they compare to E industry benchmarks and targets using qualitative and quantitative T data to measure their progress across ESG initiatives. P  ESG reporting also provides stakeholders with the necessary insights to make informed decisions by highlighting potential ESG N risks and opportunities that might affect the company's long-term value.  ESG frameworks also help organizations understand how to best structure and prepare information for disclosure so that they can earn a higher rating or ESG score.  An ESG score is used to track a company’s ESG performance, providing greater visibility into its operations for investors, stakeholders and regulatory bodies.  What are ESG regulations?  There are several regulations that have been put forth to help companies take ESG factors into account. L  For instance, the Corporate Sustainability Reporting E Directive (CSRD) is a European Union legislation that requires T companies to report on the environmental and sustainable impact of their business activities, as well as their ESG initiatives. P  The Sustainable Finance Disclosure Regulation (SFDR) aims to do N the same by standardizing the reporting of ESG metrics.  Various frameworks have also been created to aid companies in their ESG disclosure.  In Europe, the Carbon Disclosure Project (CDP) enables companies to provide environmental information to their stakeholders and consists of risks and opportunity management, environmental targets, as well as strategy and scenario analysis.  In that same line, the Global Reporting Initiative (GRI) provides a global framework that standardizes approaches to materiality, management reporting and disclosure for a full range of ESG issues. L It’s a powerful reminder that ESG is more than just metrics, E regulations and frameworks. At its core, ESG is an actionable T way to measure progress and take steps towards a more P sustainable future. N Successful companies are implementing ESG strategies that increase financial, societal, and environmental impact as well as ensure long-term competitiveness. McKinsey brings a unique approach to ESG focused on value creation that involves benchmarking, strategy development, initiative design, program execution, investor and external communications, and reporting.  This combines expertise of what drives values and impact within sectors, and their domain and social expertise stretches across ESG dimensions, such as sustainability, net-zero, culture and talent, diversity, equity, and L inclusion, economic development, public E health, education, and future of work, among T many others. P Sustainability has risen on the agenda of Private Equity firms, from compliance and risk N management to the core of value creation. While investors have been working to integrate Environmental, Social and Governance (ESG) factors into investment processes for several years, value creation is now the top driver for sustainability in Private Equity. An effective ESG framework consists of- these 8 steps Implementing ESD & ESG for Sustainable Collective Happiness/Wellbeing Sustainability and wellbeing are two key global policy priorities, which despite considerable overlap, are invariably isolated. L In wellbeing, the importance of social dimensions is an emergent E conclusion, but recognition of the environment and nature is T embryonic. P  In sustainability, wellbeing remains poorly characterized. N The applied fields of wellbeing have been dominated by a reductionist focus on the individual, frequently tied to issues of measurement. In moving toward a concept of sustainable wellbeing, integration is crucial. This involves achieving holism across wellbeing dimensions, but also beyond the individual, to the systems that are interdependent with, and impacted by, our collective wellbeing paths. ESG factors have significant implications for a company’s employees, influencing various aspects of their work experience and overall well-being. L Environmental: ESG’s environmental dimension affects E employees by promoting a sustainable and eco-friendly T workplace. P  It entails implementing practices such as energy efficiency, waste reduction and responsible resource management. N Employees benefit from a healthier work environment, reduced exposure to harmful substances and the satisfaction of working for a company that prioritizes environmental stewardship. Social: The social aspect of ESG directly impacts employees by fostering a supportive and inclusive workplace culture. Companies that prioritize social responsibility focus on diversity and inclusion, fair treatment and employee well-being. This includes offering equal opportunities, maintaining work-life balance, promoting health and wellness programs and ensuring a safe and respectful working environment. L Employees feel valued, respected and empowered within an E organization that emphasizes social factors. T Governance: ESG’s governance element influences P employees by promoting strong leadership, transparency and ethical business practices. N Companies with robust governance practices ensure employee rights, fair compensation and opportunities for professional growth.  Effective governance structures encourage open communication, employee engagement and participation in decision-making processes. Employees gain trust and confidence in their organization’s leadership and have a voice in shaping its direction.  T EL N P Organizations should take an integrated approach when establishing a culture of well-being, making sure their strategy cuts across domains and considers the spectrum of well-being (See the above Table ). L This approach includes protections that address risk factors, E promotions of positive well-being outcomes, and support for T employees with health conditions. P  To create a robust well-being strategy, leaders should build well- N being into work and the workplace itself, creating a fully human experience for the workforce. To do this, organizations must identify what matters most to their workforce, what causes stress, and what drives purpose and meaning in their work. In recent times there's been substantial progress made on the workforce pillar. Employers are investing in diverse programs and benefits that protect employee health, social, and emotional well-being. Leading organizations are investing in innovative tools to create L end-to-end well-being programs, which could include integrated mobile applications that help employees manage productivity or E track sleep. T Technology and location are the two main enablers for work. P So the level of investment in these two areas has a direct bearing N on productivity and performance. Investment in workplace well-being initiatives can yield benefits that include increased employee engagement, brand recognition, productivity, retention, and reduced health costs. When the employee’s well-being is the foundation of an organization, it systemically supports the team and organizational performance. There has never been a more important time to invest in well-being.  As we return to the places where we work, play, and obtain services, companies' main stakeholders—employees, customers, investors, and regulators—will be expecting better. L Employee engagement plays a pivotal role in the attainment of E corporate ESG goals, constituting a significant 80% of the overall T progress towards these objectives. P This underscores the immense value that employees bring to the table when it comes to driving ESG outcomes. N When employees are actively engaged and invested in their company’s ESG initiatives, they become powerful catalysts for positive change. Their commitment and enthusiasm can influence the successful implementation of environmental, social and governance practices throughout the organization.  By embracing ESG principles and integrating them into their daily work, employees contribute to the overall sustainability and responsible business practices of the company. Employee engagement in ESG initiatives yields a wide range of benefits. It enhances employee satisfaction and fosters a sense of loyalty, effectively attracting and retaining top-tier talent that seeks purpose-driven work environments. L Engaged employees are more inclined to collaborate, innovate and E offer valuable insights to enhance ESG strategies. T Their active involvement also bolsters the company’s P reputation and establishes trust among stakeholders, including customers, investors and the broader community. N Organizations must employ effective methods and strategies to empower and educate their workforce, fostering a culture of sustainability and responsibility that permeates every facet of the business. From implementing comprehensive training programs to facilitating transparent communication channels, companies need to equip employees with the requisite knowledge, tools and support to actively contribute to their ESG initiatives.  T EL N P The well-being of employees isn’t just a feel-good initiative; it’s also a strategic imperative that impacts productivity and sustainability. Companies can foster engagement, productivity, and innovation by prioritizing employees’ health and happiness. L  In addition to benefiting individuals, investing in employee well-being E helps the organization stay successful for a long time. T  Our most valuable asset is our people, so let’s keep that in mind as we P navigate the modern workplace. N A successful business depends on its wellbeing. Organizations that hope to boost their resilience must recognize that overarching global issues. ESG strategy should focus on environmental and governance targets, but business leaders must also invest in the resilience and well-being of their workers, paying particular attention to issues that affect the health, community, economic stability, education and social identity of their workforce.  T EL N P ESG in the workplace is more than just compliance; A sustainable workforce strategy must go beyond mere compliance and should involve all stakeholders, L The correlation between ESG and employee experience is undeniable. E “Employees engaged with ESG initiatives feel a sense of T purpose that transcends their day-to-day tasks”. P The intrinsic value of ESG in fostering a culture of proactive N community support and underscores its importance in shaping a company's long-term sustainability and reputation. Giving employees a clear connection to something important — a purpose that is bigger than an individual role — is an important factor in an organization’s success. Research shows that when employees say their work has “special meaning,” rather than being “just a job,” they are 56% more likely to experience innovation opportunities. ESG isn’t just about attracting sustainability-savvy consumers — it’s also about securing an employee base that is passionate about the work. ESG is a competitive advantage for both attracting L and engaging employees. E ESG performance is a driver of employee satisfaction T and an important piece of what makes a company a P great place to work. N ESG has become a growing focus for companies, as business has become more globalized, consumers demand more from where they purchase goods, and employers demand more from who they work for. How to Involve Employees in ESG? Follow these Steps: Foster a culture of trust Empower grassroots movements Communicate and educate Enable autonomy and leadership L Recognize and reward E Provide meaningful opportunities T Lead by example P Measure and share success N ESG – A necessity in the evolving work landscape Promoting wellbeing is an important objective at the national and international levels, encompassing the wellbeing of individuals, society, and the natural world. Therefore, today’s leaders of educational frameworks must prepare students to meet the recommended 21st-century skills and competencies. Inner Development Goals for Sustainable Wellbeing Rationale: UNESCO Sustainable Development Goals (SDGs) gave us a comprehensive plan for a sustainable world by 2030. EL Although we have accumulated much knowledge about the climate crisis, poverty, public health, and other social ills T communicated in the SDGs, we seem to lack the inner capacity P to deal with our increasingly complex environment and challenges. N We have a vision of what needs to happen, yet progress towards this vision has been disappointing as technical solutions and public policy, which comprise the majority of approaches today, are insufficient on their own. What has been largely missing from current strategies is a keen insight into which abilities, qualities or skills we need to develop among individuals, groups and organizations that play crucial roles in working to fulfil the SDGs. Fortunately, modern research shows that the inner abilities we require to complement and accelerate our external approaches can be developed. This was the starting point for the Inner Development Goals (IDG) initiative. L A framework that helps to identify, understand ,communicate, E develop, integrate the inner skills needed for sustainable T development. N P We believe there is a pressing need to increase our collective abilities to face and effectively work with complex challenges. And without a foundational shift in human values and leadership capacities, external solutions to our global challenges may be limited, L too slow or short-lived. T E This is why we are co-creating the Inner Development Goals Framework - an essential roadmap that can assist us in navigating and P developing our inner lives to catalyze outer change. N Rooted in interdisciplinary research, the IDG Framework consists of 5 dimensions with 23 skills of human inner growth and development. Discover how Being, Thinking, Relating, Collaborating and Acting become a unified catalyst for global change. Actions Initiated-Capacity Building for Individuals, Organizational Transformation, Acceleration of SDG Execution , A Platform to Amplify our Inner Development Impact.  T EL N P The IDG initiative, having been established in 2020,is at its beginnings, yet its influence on the global landscape is already significant. The IDG global survey activities, forming the basis of the IDG framework, involved three innovative phases. L Phase 1 developed and distributed the survey in March 2021 to capture E the varied insights from people with a professional relationship to T sustainability issues. P Participants were asked which "abilities, qualities or skills are essential to develop, individually and collectively, to get us significantly closer to N fulfilling the UN Sustainable Development Goals". After research analysis and several iterations, 23 skills were identified and, in order to have a more pedagogical framework, organized into 5 dimensions. The intended function of the IDG Framework is primarily pedagogical and is, first and foremost, a communications tool for the conceptualization and cultivation of inner developmental capacities.  T EL N P