mdgs_grades_9_to_12

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Measuring Success: The Millennium Development Goals (MDGs)

A HiGH SCHOOL UNiT (GRADES 9–12)

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www.teachunicef.org

TAbLE Of CONTENTS

Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

National Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Lesson 1: The Millenium Development Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Handout 1: The Millennium Development Goals . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Handout 2: Quick Wins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Lesson 2: Assessing Progress on the MDGs. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Handout 3: World Map: UN Regional Groupings. . . . . . . . . . . . . . . . . . . . . . . . . . 14

Handout 4a: Goal 1: Eradicate Extreme Poverty and Hunger . . . . . . . . . . . . . . . . . . . 15

Handout 4b: Goal 2: Achieve Universal Primary Education . . . . . . . . . . . . . . . . . . . . 17

Handout 4c: Goal 3: Promote Gender Equality and Empower Women . . . . . . . . . . . . . . 18

Handout 4d: Goal 4: Reduce Child Mortality. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Handout 4e: Goal 5: Improve Maternal Health . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Handout 4f: Goal 6: Combat HIV/AIDS, Malaria, and Other Diseases. . . . . . . . . . . . . . . 21

Handout 4g: Goal 7: Ensure Environmental Sustainability . . . . . . . . . . . . . . . . . . . . 22

Handout 4h: Goal 8: Develop a global partnership for development . . . . . . . . . . . . . . . 23

Lesson 3: Young People Tackle the MDGs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Handout 5a: Eradicating Extreme Poverty and Hunger – United Kingdom . . . . . . . . . . . . 27

Handout 5b: Promoting Gender Equality and Empowering Women – Morocco . . . . . . . . . . 28

Handout 5c: Fighting HIV/AIDS, Malaria and Other Diseases – Nigeria . . . . . . . . . . . . . . 29

Handout 5d: Ensuring Environmental Sustainability – India . . . . . . . . . . . . . . . . . . . . 30

Handout 6: Analyzing How Young People Around the World Tackle the MDGs . . . . . . . . . . 31

Cover: © UNICEF/NYHQ2006-2268/Giacomo Pirozzi Mozambique, 2006 Children, holding hands to form a circle, play during recess at Mulemba Primary School in Maganja da Costa, one of the poorest districts in Zambezia Province. UNICEF works with the government to create ‘child-friendly’ schools, which call on all sectors — education, health, water and sanitation, social welfare and communication - to help improve students’ retention and performance, even in the poorest areas. For example, safe water points and separate latrines boost girls’ attendance.

TeachUNICEF was created by the U.S. Fund for UNICEF’s Education Department. © 2008

Unless stated otherwise, the source for all charts, figures, maps, and statistics used in this unit is: United Nations Children’s Fund, (UNICEF), New York. Additional sources are noted when they are required. Website addresses (URLs) are provided throughout this unit for reference and additional research. The authors have made every effort to ensure these sites and information are up-to-date at the time of publication, but availability in the future cannot be guaranteed.

www.teachunicef.org 1

Unit Overview

Measuring Success: The Millennium Development Goals (MDGs) is a unit of three lessons designed to:

1. Introduce students to the Millennium Development Goals (MDGs) and understand the interconnections among them.

2. Assess world progress in reaching the MDGs.

3. Increase students’ understanding of the ways young people are taking action on behalf of the MDGs.

Lesson 1: Students are introduced to the Millennium Development Goals and investigate the interconnections among them.

Lesson 2: Students evaluate the “state of the planet” by examining data showing progress on the MDGs.

Lesson 3: Students examine the role of young people addressing the MDGs.

Background Information

In September 2000, 189 countries signed the United Nations Millennium Declaration, committing themselves to eradicating extreme poverty in all its forms by 2015. To help track progress toward these commitments, a set of time-bound and quantified goals and targets, called the Millennium Development Goals, were developed for combating poverty in its many dimensions — including reducing income poverty, hunger, disease, environmental degradation and gender discrimination.

About the Millennium Development GoalsThe Millennium Development Goals (MDGs) include 8 goals, 21 targets and 60 indicators for measuring progress between 1990 and 2015, when the goals are expected to be met. The table below lists the goals, targets and indicators included in the MDGs.

Goal 1: End extreme poverty and hunger

Reduce the number of people living on less than $1 a day by half and reduce the number of people suffering from hunger by half.

UNiT OvERviEw

Measuring Success: The Millennium Development Goals (MDGs)A High School Unit (Grades 9–12)


Unit Overview

Goal 2: Achieve universal primary education

Make sure that every boy and girl in the world can complete elementary school.

Goal 3: Promote gender equality and empower women

Work to make sure that girls can go to school and that women have the opportunity to make choices in their lives.

Goal 4: Reduce child mortality

Reduce the number of deaths of young children by two-thirds.

Goal 5: Improve maternal health

Improve the health of mothers before and just after their babies are born and reduce the number of maternal deaths by three-quarters.

Goal 6: Combat HIV/AIDS, malaria, and other diseases

Fight diseases like HIV/AIDS and malaria that can be prevented and treated.

Goal 7: Ensure environmental sustainability

Make sure that the environment is protected for people now and in the future. Reduce by half the number of people without clean drinking water and sanitation.

Goal 8: Develop a global partnership for

development

Help to create better, fairer business and trade opportunities that reduce poverty and help young people find employment.

Source: http://www.childinfo.org/mdg.html

UNICEF’s Role

UNICEF is working to promote and protect children’s rights and their well-being. To reach the Millennium Development Goals, UNICEF is partnering with other UN agencies and global organizations around the world.

UNICEF works to help:

• Provide basic child health care, like vaccines.

• Deliver fresh water and basic medical supplies in emergencies.

• Promote early childhood learning and better access to childhood education.

• Improve the quality of education.

• Combat disease, such as HIV/AIDS, malaria, and polio.

• Strengthen schools, communities, and families so they can help children affected by disease, including orphans.

To read more about UNICEF’s work

toward meeting the MDGs, go to

www.childinfo.org/mdg.html.

To access the most recent edition of

UNICEF’s The State of the World’s Children, go to www.unicef.org/SOWC.

For the most up-to-date statistics and

information, please visit:

http://www.childinfo.org/mdg.html

http://www.endpoverty2015.org

http://www.undp.org/mdg

http://www.unicef.org/mdg


Unit Overview

Evaluation/Assessment

Students will be evaluated based on their:

• Participation in class and small-group discussions.

• Ability to answer questions about the Millennium Development Goals and summarize ideas for tackling them.

• Ability to interpret data and use the information to create collaborative maps and back up assertions in discussion.

Service Projects

The best service projects are developed and initiated by students themselves. They can be done on an individual basis or in small groups. Ambitious projects can involve a class or even the whole school. Any service project can involve people of all ages. Some suggested service projects for Measuring Success: The Millennium Development Goals are listed below.

1. Advocate

Provide an opportunity for students to write their elected officials allowing them to voice their support of the issues UNICEF’s addresses. To learn more about the issues and how your students can take action, please visit http://volunteers.unicefusa.org/activities/advocate/.

2. Educate

Have students prepare a presentation to educate their classmates or community. Students can visit different classrooms, facilitate an assembly, or present at a community gathering to share what they’ve learned.

UNICEF Voices of Youth: Take Action—

UNICEF Voices of Youth provides

a variety of tools for youth are

interested in taking action, resources

can be found at http://www.unicef.org/

voy/takeaction/takeaction_97.html.

http://www.unicef.org/voy/takeaction/takeaction_97.html


National Standards

National Standards

The TeachUNICEF lesson plans are designed in line with National Content Standards. Using the National Content Standards as a guide, these lessons can be aligned with State Standards.

National Council for the Social Studies (K-12) Source: Expectations of Excellence — Curriculum Standards for Social Studies

People, Places, and Environments Social studies programs should include experiences that provide for the study of people, places, and environments.

Global Connections Social studies programs should include experiences that provide for the study of global connections and interdependence.

Individuals, Groups & Institutions Social Studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

National Council of Teachers of English & International Reading Association (K-12) Source: Standards for the English Language Arts

Standard 1: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace.

Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

National Academy of Sciences (9-12) Source: National Science Education Standards

Content Standard F: Science in Personal and Social Perspectives As a result of activities in grades 9-12, all students should develop understanding of

• Personal health

• Populations, resources, and environments

• Natural hazards

• Risks and benefits

• Science and technology in society

Lesson

National Organization 1 2 3

3 3 3

3 3 3

3 3 3

3 3 3

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National Standards

National Council of Teachers of Mathematic (9-12) Source: Principles and Standards for School Mathematics

Data Analysis and Probability Develop and evaluate inferences and predictions that are based on data.

Lesson

National Organization 1 2 3

3 3


THE MiLLENNiUM DEvELOpMENT GOALSTOTAL TiME: 50 MiNUTES

Objectives

Students will:

• Become familiar with the dimensions of world poverty.

• Learn about the Millennium Development Goals (MDGs).

• Discover connections among the MDGs.

Session Plan

• Opening Activity: 5 Minutes

• Introducing the MDGs: 10 Minutes

• If Then, If Not Then: 20 Minutes

• Imagining the Future: Promoting a Quick Win: 15 Minutes

Vocabulary

The following words may not be daily occurrences in a student’s vocabulary. Feel free to use this list as a resource for students to expand their working vocabulary as they encounter these words in this unit.

• Child mortality • Extreme poverty

• Gender equality • Sustainable development

Materials Needed

• Blackboard/whiteboard, pens (or pencils)

• A one-dollar bill (to display)

• The “Millennium Development Goals” (Handout #1)

• “Quick Wins” (Handout #2)

LESSON 1



Lesson 1

Setup

Post several copies of Handout #1, “The Millennium Development Goals” (MDGs) around the classroom.

Opening Activity

Directions:

1. Ask students to brainstorm on the following: What are the biggest problems facing children worldwide today? List on the board as they respond. (typical responses will be: poverty, pollution, education, disease, etc.)

2. Tell students that concern about poverty, which leads to many of the other problems, led the members of the United Nations to take action. The Millennium Development Goals was one response to this concern.

3. Tell students that today we will be learning about the MDGs and about UNICEF’s contribution to addressing them.

Introducing the MDGs

Directions:

1. Before beginning the activity, provide students with the following background information:

In 2000, 189 world leaders came together at UN Headquarters in New York to discuss how they could work together to eradicate extreme poverty in the world. As a result of this meeting, eight goals, referred to as the Millennium Development Goals (MDGs), were established to address different dimensions of poverty.

The MDGs are ways to measure progress that is being made to eradicate extreme poverty. The first goal, for example, is to cut the proportion of people living in extreme poverty (i.e., people living on less than $1 a day) in half by 2015. Periodically, surveys are taken all over the world to measure the progress that is being made in achieving this goal.

2. Distribute Handout #1 “(The Millennium Development Goals”), or project on overhead or computer screen. Have student volunteers read handout aloud. Work together to clarify vocabulary, define terms, and give examples so that students have a clear understanding of each of the goals. Tell students that you will be exploring these goals in more detail over the next few lessons.

Students can learn about the

MDGs and targets online at the UN

Development Program’s Millennium

Development Goals (MDG Targets

and Indicators) website:

www.undp.org/mdg/basics.shtml.


Lesson 1

If Then, If Not Then

Directions:

1. Divide students into pairs. Ask each pair create a sheet with three columns. The first column should have the 8 MDGs listed down the page. The second column should be have the header “If, then…”. The second column should have the header “If not, then….”

2. Still using Handout #1, have each pair talk about how the achievement of each MDG can lead to better lives for children, and about how failing to achieve them can result in further problems and struggles.

3. Ask student pairs to complete their columns for each of the MDGs. (For example, if maternal health is improved, then more children will be born healthy and will have a chance to play a more active role in society. If it is not improved, then many children will risk unnecessary illness negatively impacting their role in society.

4. If time permits, ask pairs to share their responses with the class.

Imagining the Future

Promoting a “Quick Win!”

Directions:

1. Divide students into small groups of 3–4 (depending on the size of the class).

2. Before distributing Handout #2, tell students that reaching the MDGs requires many different kinds of effort by many different organizations and individuals. Some projects take years; others can be launched quickly and have an immediate impact. They are about to consider a number of actions with very high potential that can be immediately implemented. These are called Quick Wins.

3. Distribute Handout #2.

4. Tell students they will have 10 minutes to begin the activity, and will be able to complete it for homework.

5. After 10 minutes, invite students to share some of their initial responses.

Homework

Have students complete their “Quick Wins” handout.

Students can find out more about

UN Quick Wins online at

www.unmillenniumproject.org/

resources/qa8_e.htm.

www.unmillenniumproject.org/resources/qa8_e.htm


Handout #1

The Millennium Development Goals

By 2015 all 189 United Nations Member States have pledged to:

1. Eradicate extreme poverty and hunger

2. Achieve universal primary education

3. Promote gender equality and empower women

4. Reduce child mortality

5. Improve maternal health

6. Combat HIV/AIDS, malaria, and other diseases

7. Ensure environmental sustainability

8. Develop a global partnership for development


Handout #2

“Quick Wins”

United Nations Development Program (UNDP)

Directions: You are members of an organization preparing to launch one of the “Quick Wins” described below.

Your job is to:

• Pick the “Quick Win” project you want to sponsor.

• Determine which MDG goals are affected by it.

• Come up with a slogan that captures the energy and importance of your project.

Quick-impact initiatives, or “Quick Wins,” bring vital gains in well-being to millions of people and help countries reach the Millennium Development Goals.

www.undp.org/poverty/docs/mdg-support/QuickWins.pdf and www.undp.org/poverty/nds.htm

Quick Wins

Eliminating school and uniform fees to ensure that all children, especially girls, are not out of school because of their families’ poverty.

Providing impoverished farmers in sub-Saharan Africa with affordable replenishments of soil nitrogen and other soil nutrients.

Providing free school meals for all children using locally produced foods with take-home rations.

Designing community nutrition programs for women and children under 5 that provide micronutrient (especially zinc and vitamin A) supplements.

Training large numbers of village workers in health, farming, and infrastructure (in one-year programs) to ensure basic expertise and services in rural communities.

Distributing free, long-lasting, insecticide-treated bednets to all children in malaria-endemic zones to cut decisively the burden of malaria.

Setting up funding to finance community-based slum upgrading and earmarking idle public land for low-cost housing.

Providing community-level support to plant trees to provide soil nutrients, fuel wood, shade, fodder, watershed protection, windbreak, and timber.

Slogan MDGs


ASSESSiNG pROGRESS ON THE MDGsTOTAL TiME: 55 MiNUTES

Objectives

Students will:

• Understand graphic and written information describing the progress of different regions of the world in meeting the MDGs.

• Summarize their findings to the class.

Session Plan


• Connecting: Mapping World Progress on MDGs: 25 Minutes

• Assessing: Reporting World Progress on MDGs: 20 Minutes

• Homework: 5 Minutes

Vocabulary


• Intergenerational • Malaria • Maternal mortality

• Treated bed nets • Tuberculosis

Materials Needed

• Handout #3, “World Map: UN Regional Groupings”, one per group

• Up-to-date student world atlases (one per group)

• Handouts #4a–h, “How’s the World Doing? MDG Fact Sheet”

• Blackboard/whiteboard

• Colored pencils or markers

LESSON 2



Lesson 2

• Blank 3 x 5 note cards, five per group

• Large sheets of newsprint or poster board, 16”x 24”, one per group

• Pens (or pencils)

• Masking tape

• Easel to display student work (optional)

Set Up

• Display a large world map and encourage students to use it to identify the different regions shown on Handout #3.

• Post Handout #1, “The Millennium Development Goals”.

• Divide the class into eight groups, one for each of the MDGs. Each group’s members will be responsible for reporting on the progress of one of the MDGs, based on information about world regions in Handout #4.

• Provide each group with a sheet of newsprint, 3 x 5 note cards, tape, and Handout #3. Make available copies of Handout #4a–h as follows: give copies of Handout #4a to Group 1, Handout #4b to Group 2, and so on through Handout #4h to Group 8.

Opening Activity

Directions:

1. Write on the board: Are the Millennium Goals achievable?

2. Explain to the students that on a global level, many of the MDGs are on target for being reached by 2015. However, when examined region by region, it becomes clear that some parts of the world are not making as much progress. For example, the rate of extreme poverty in sub-Saharan Africa is stuck at about 44% of the region’s population.

3. Tell students that for today’s activity, each group will assess the progress toward one of the MDGs.

Connecting

Mapping World Progress on MDGs

Directions:

1. Divide students into 8 groups—one for each of the MDGs.

2. Give each group a copy of Handout #3 (“World Map: UN Regional Groupings”). Give each group a different copy of Handout #4 (“How’s the World Doing? MDG Fact Sheet”).


Lesson 2

3. Tell students that their tasks include:

• Locating the pertinent regions on their maps.

• Summarizing the update information for each region.

• Writing their summaries on index cards, taping the cards along the margins of their maps, and drawing lines connecting the card to the region.

• Have each group place their work on chart paper and then post.

4. Explain to students that they will have 15 minutes to complete this task.

Assessing

Reporting World Progress on MDGs

Directions:

1. Ask students to calculate throughout the room making sure to keep notes.

2. Instruct students to identify one or two items and captured their elements in their journal/notebook. Collect responses.

Homework

Directions:

Ask students to reflect in writing about the following topics:

• What are some things youth can do to alert people about the importance of achieving the MDGs?

• How is education a key to helping people break out of poverty?

Extension Activities

Have students create customized statistical tables related to children’s health and education in a country of their choice. They can follow the instructions on this site: www.unicef.org/sowc06/statistics/database.php. Students can present their findings to the class.

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Handout #4a

How’s the World Doing? MDG Fact Sheet

Goal 1: Eradicate extreme poverty and hunger

On a global scale, more than one billion people live on less than $1 a day. Hunger and malnutrition are equally pervasive—more than 800 million have too little to eat to meet their daily energy needs.

Poverty

Progress

• Worldwide, the number of people in developing countries living on less than $1 a day fell to 980 million in 2004, which is down from 1.25 billion in 1990. The proportion of people living in extreme poverty fell from nearly one-third to 19% over this period. If progress continues, the MDG target will be met. However, success is unequally shared, since the decline in global poverty is mostly due to rapid economic growth in Asia. Eastern and South-Eastern Asia, in particular, experienced impressive reductions in poverty, and accelerating growth in India has also put Southern Asia on track to achieve the goal.

• In contrast, poverty rates in Western Asia more than doubled between 1990 and 2005. Extreme poverty rose sharply in the early 1990s in the Commonwealth of Independent States (CIS) and the transition countries of South-Eastern Europe. Poverty rates in those regions are now dropping, however, and approaching the levels of the 1980s.

• In sub-Saharan Africa, the proportion of people living in extreme poverty fell from 46.8% in 1990 to 41.1% in 2004.

Source: The Millennium Development Goals Report 2007, http://www.un.org/millenniumgoals/pdf/mdg2007.pdf

� �

TARGET

Halve, between 1990 and 2015, the proportion of people whose income is less than $1 a day

Worldwide, the number of people in developing countries living on less than $1 a day fell to 980 million in 200� – down from 1.2� billion in 1990. The

Extreme poverty is beginning to fall in sub-Saharan Africa

Proportion of people living on less than $1 a day, 1990, 1999 and 2004 (Percentage)

UNITED NATIONS THE MILLENNIUM DEVELOPMENT GOALS REPORT 2007

Goal 1 Eradicate extreme poverty & hunger

proportion of people living in extreme poverty fell from nearly a third to 19 per cent over this period. If progress continues, the MDG target will be met. However, success is unequally shared, since the decline in global poverty is mostly due to rapid economic growth in Asia. Eastern and South-Eastern Asia, in particular, experienced impressive reductions in poverty, and accelerating growth in India has also put Southern Asia on track to achieve the goal.

In contrast, poverty rates in Western Asia more than doubled between 1990 and 200�. Extreme poverty rose sharply in the early 1990s in the Commonwealth of Independent States (CIS) and the transition countries of South-Eastern Europe. Poverty rates in those regions are now dropping, however, and approaching the levels of the 1980s.

In sub-Saharan Africa, the proportion of people living in extreme poverty fell from ��.8 per cent in 1990 to �1.1 per cent in 200�. Most of this progress was achieved since 2000. The number of people living on less than $1 a day is also beginning to level off, despite rapid population growth. The per capita income of seven sub-Saharan countries grew by more than �.� per cent a year between 2000 and 200�; another 2� had growth rates of more than 2 per cent a year over this period, providing a degree of optimism for the future.

The international poverty line is being redrawn

The latest estimates on poverty draw on over �00 household surveys from 100 developing countries, representing 9� per cent of the population of the developing world. The international poverty line is based on a level of consumption representative of the poverty lines found in low-income countries. Since 2000, the international poverty line has been set at $1.08 a day, measured in terms of 199� purchasing power parity (PPP). In the coming year, new estimates of PPP, based on 200� prices, will be produced by the International Comparison Program. These new measures of the relative cost of living among countries will require a revision to the international poverty line and may change our understanding of the extent and distribution of global poverty.

The poorest are getting a little less poor in most regions

In most developing regions, the average income of those living on less than $1 a day has increased. The poverty gap ratio, which reflects the depth of poverty as well as its incidence, has decreased in all regions except Western Asia, where the rising poverty rate has caused the poverty gap to increase, and in the transition countries in Europe and the CIS, where there has been marginal deterioration or no change. In contrast, the poor in Eastern and South-Eastern Asia have made important gains. In spite of some improvement, the poverty gap ratio in sub-Saharan Africa remains the highest in the world, indicating that the poor in that region are the most economically disadvantaged in the world.

Poverty gap ratio, 1990 and 2004 (Percentage)

0 40302010 50

23.4

31.6

19.2

5.5

0.5

0.6

1.3

0.7

2.6

1.4

2.5

1.6

3.8

8.9

20.8

6.8

9.6

10.3

8.7

17.8

33.0

9.9

33.4

41.1

29.5

45.9

46.8

41.1

Southern Asia

Sub-Saharan Africa

CIS

South-Eastern Asia

Western Asia

Northern Africa

Latin America & the Caribbean

Developing regions

Eastern Asia

Transition countries of South-Eastern Europe

1990

1999

2004

2.0

<0.1

0 15.010.05.0 20.0

Sub-Saharan Africa

CIS

South-Eastern Asia

Western Asia

Northern Africa


Developing regions

19.5

17.5

11.0

6.7

3.0

3.5

2.1

8.9

1.5

5.1

0.9

Eastern Asia

0.4

0.2

0.0

0.2


0.5

0.1

9.3

0.1

5.4

1990

2004

Southern Asia


Handout #4a

Hunger

Progress

• Globally, the proportion of children under 5 who are underweight declined by one-fifth over the period 1990–2005.

• Eastern Asia showed the greatest improvement and is surpassing the MDG target, largely due to nutritional advances in China.

• Western Asia and Latin America and the Caribbean have also demonstrated significant progress, with underweight prevalence dropping by more than one-third.

• The greatest proportions of children going hungry continue to be found in Southern Asia and sub-Saharan Africa. Poor progress in these regions means that it is unlikely that the global target will be met. If current trends continue, the world will miss the 2015 target by 30 million children, essentially robbing them of their full potential.


8 9

Globally, the proportion of children under five who are underweight declined by one fifth over the period 1990-200�. Eastern Asia showed the greatest improvement and is surpassing the MDG target, largely due to nutritional advances in China. Western Asia and Latin America and the Caribbean have also demonstrated significant progress, with underweight prevalence dropping by more than one third. The greatest proportions of children going hungry continue to be found in Southern Asia and sub-Saharan Africa. Poor progress in these regions means that it is unlikely that the global target will be met. If current trends continue, the world will miss the 201� target by �0 million children, essentially robbing them of their full potential.

TARGET

Halve, between 1990 and 2015, the proportion of people who suffer from hunger.

Child hunger is declining in all regions, but meeting the target will require accelerated progress

Proportion of children under age five who are underweight, 1990 and 2005 (Percentage)

Poverty reduction has been accompanied by rising inequality

The benefits of economic growth in the developing world have been unequally shared, both within and among countries. Between 1990 and 200�, the share of national consumption by the poorest fifth of the population in developing regions decreased from �.� to �.9 per cent (in countries where consumption figures were unavailable, data on income were used). Widening income inequality is of particular concern in Eastern Asia, where the share of consumption among the poorest people declined dramatically during this period. Still, inequality remains the highest in Latin America and the Caribbean and in sub-Saharan Africa, where the poorest fifth of the people account for only about � per cent of national consumption (or income).

Share of poorest quintile in national consumption, 1990 and 2004 (Percentage)

UNITED NATIONS

0.0 10 20 30 40 50 60

Southern Asia

Sub-Saharan Africa

South-Eastern Asia

Western Asia

Northern Africa


Developing regions

46

53

29

33

28

39

8

Eastern Asia

10

7

11

7

11

7

33

19

27

1990

2005

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

2.8

2.7

3.4

3.4

4.5

7.1

5.4

5.9

6.1

6.2

6.2

7.9

6.3

6.2

6.7

7.2

7.8

4.6

8.3

3.9

1990

2004

Southern Asia

Sub-Saharan Africa

CIS

South-Eastern Asia

Western Asia

Northern Africa


Developing regions

Eastern Asia



Handout #4b


Goal 2: Achieve universal primary education

Progress

• Progress has been made in reducing the number of children out of school. Still, the number is unacceptably high. Based on enrollment data, about 72 million children of primary school age were not in school in 2005; 57% of them were girls.

• As high as this number seems, surveys show that it underestimates the actual number of children who, though enrolled, are not attending school. Moreover, neither enrollment nor attendance figures reflect children who do not attend school regularly. To make matters worse, official data are not usually available from countries in conflict or post-conflict situations.

• If data from these countries were reflected in global estimates, the enrollment picture would be even less optimistic.


10 11

When many children entering school are under or over the official age for enrolment, the net enrolment ratios for primary school do not accurately reflect the situation of children in school. Surveys indicate that attendance by over-age children is very common, especially in some regions. In sub-Saharan Africa, for example, more children of secondary school age are attending primary school than secondary school. Though late enrolment is better than not enrolling at all, it represents a challenge for the education system and reflects the difficulties families face in sending their children to school. Late enrolment also puts children at a disadvantage by causing potential learning problems and lessening opportunities to advance to a higher level of education. Where the information is available, data show that children who start school at least two years later than the official age are more likely to be from poorer households and have mothers with no formal education.

TARGET

Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling

Sub-Saharan Africa is making progress towards universal enrolment, but has a long way to go

Total net enrolment ratio in primary education,* 1990/1991, 1998/1999 and 2004/2005 (Percentage)

UNITED NATIONS

Goal 2 Achieve universal primary education

The net enrolment ratio in primary education in the developing regions increased to 88 per cent in the school year 200�/200�, up from 80 per cent in 1990/1991. Two thirds of the increase occurred since 1999. Although sub-Saharan Africa has made significant progress over the last few years, it still trails behind other regions, with �0 per cent of its children of primary school age out of school. A strong push will be needed over the next few years to enrol all children in school and to fulfil their right to a quality education.

Girls and children from poorer or rural families are least likely to attend school

Children of primary school age out of school, by sex, place of residence and household wealth, 2005 (Percentage)

Progress has been made in reducing the number of children out of school. Still, the number is unacceptably high. Based on enrolment data, about �2 million children of primary school age were not in school in 200�; �� per cent of them were girls. As high as this number seems, surveys show that it underestimates the actual number of children who, though enrolled, are not attending school. Moreover, neither enrolment nor attendance figures reflect children who do not attend school regularly. To make matters worse, official data are not usually available from countries in conflict or post-conflict situations. If data from these countries were reflected in global estimates, the enrolment picture would be even less optimistic.

The children most likely to drop out of school or to not attend at all are those from poorer households or living in rural areas. For example, nearly a third of children of

One child in five who is old enough to attend secondary school is still enrolled in primary school

Net school attendance in primary school by children of official age and by children of secondary school age in all developing regions, 2005 (Percentage)

*Number of pupils of the theoretical school-age group for primary education, enrolled either in primary or

secondary education, expressed as a percentage of the total population in that age group.

primary school age in rural areas of the developing world are out of school, compared with 18 per cent of children in the same age group living in cities. Girls are still excluded from education more often than boys, a pattern that is particularly evident in Western and Southern Asia.

THE MILLENNIUM DEVELOPMENT GOALS REPORT 2007

0 20 40 60 80 100

CIS, Europe

Western Asia

Oceania

Sub-Saharan Africa

Southern Asia

South-Eastern Asia

Eastern Asia

Northern Africa

Developing regions

CIS, Asia

83

80

88

90

82

95


94

87

97

99

99

95

93

89

94

92

94

94

81

74

90

83

91

90

85

81

86

81

75

78

57

54

70

1991

1999

2005

Boys Girls Urban Rural Richest20%

Fourth Third Second Poorest20%

0

5

10

15

20

25

30

35

40

17

2018

31

12

20

25

31

37

8380

2117

0

10

20

30

40

50

60

70

80

90

100

Boys

Girls

Children of primary school ageattending primary school

Children of secondary school ageattending primary school


Handout #4c


Goal 3: Promote gender equality and empower women

Evidence that women don’t have the same opportunities as men is apparent from the fact that two-thirds of the 880 million illiterate adults in the world are women. As well, women are less likely to be employed than men, and hold only 16% of parliamentary seats worldwide.

Progress

• Women’s participation in paid, non-agricultural employment has continued to increase slowly. The greatest gains are in some of the regions where women have the least presence in the labor market—in Southern Asia, Western Asia, and Oceania.

• In Northern Africa, where women’s participation is also low, progress has been insignificant. Only one in five paid employees in that region is a woman, a situation that has remained unchanged for the last 15 years.

• In other regions, women are slowly gaining access to paid employment at a level on par with men, or, in the case of the CIS, exceeding it.


12 1�

TARGET

Eliminate gender disparity in primary and secondary education preferably by 2005 and in all levels of edu-cation no later than 2015

Women’s participation in paid, non-agricultural employment has continued to increase slowly. The greatest gains are in some of the regions where women have the least presence in the labour market – in Southern Asia, Western Asia and Oceania. In Northern Africa, where women’s participation is also low, progress has been insignificant. Only one in five paid employees in that region is a woman, a situation that has remained unchanged for the last 1� years. In other regions, women are slowly gaining access to paid employment at a level on par with men, or, in the case of the CIS, exceeding it.

Doors are opening slowly for women in the labour market

Employees in non-agricultural wage employment who are women, 1990 and 2005 (Percentage)

UNITED NATIONS

Women’s labour is more likely than men’s to be unpaid

Share of women in total employment by job status, 1990-2005 (Percentage)

Wage employment in most of Africa and in many parts of Asia and Latin America is concentrated in urban areas. Outside cities and towns, most employment is in agriculture, and mainly for family subsistence. Women in developing regions are more likely than men to work in agriculture, and as contributing but unpaid family workers. Worldwide, over �0 per cent of unpaid family workers are women – meaning that women continue to lack access to job security and social protection.

Goal 3 Promote gender equality and empower women

Women gain ground politically, though men still wield control

Share of women in single or lower houses of parliament, 1990 and 2007 (Percentage)

Women’s political participation is growing, albeit slowly. Globally, as of January 200�, women represented 1� per cent of single and lower houses of parliament, up from 1� per cent in 1990. However, women represented at least �0 per cent of parliamentarians in only 19 countries. Rwanda is still leading the way, and is close to parity with �9 per cent of parliamentary seats occupied by women, followed by Sweden and Costa Rica, where women’s representation is �� and �9 per cent, respectively. At the other end of the spectrum, women lawmakers are absent altogether in some countries. In 200� elections in the Solomon Islands and Tuvalu, no women were elected to the lower houses of parliament.

Encouraging signs, however, are coming from the Arab States. In 200�, for the first time, both women and men ran for election in Kuwait, where women obtained 2 parliamentary seats, and in the United Arab Emirates, where they won 2� per cent of seats. In Bahrain, a woman was elected to the lower house of parliament for the first time in that nation’s history.

Worldwide, women’s entry into political leadership positions is also widening. As of March 200�, �� women were presiding officers in parliament – more than ever before – including, for the first time, in Gambia, Israel, Swaziland, Turkmenistan and the United States. In contrast, there is no clear positive trend in the number of women in the highest positions of state or government. Thirteen women were heads of state or government in 200�, compared to 9 in 2000 and 12 in 199�. A record number of women took up these top positions in 200� – six in all – in Chile, Jamaica, Liberia, the Republic of Korea and Switzerland, and as acting president in Israel.

A number of factors are at play in determining women’s political representation – including political will, the strength of national women’s movements and continued emphasis by the international community on gender equality and women’s empowerment. However, the most decisive factor remains gender quota systems. In 200�, countries with quotas nearly doubled the number of women elected, compared to countries without any form of gender quota system. Other countries have supported women’s election bids through training and funding.


1000 20 40 60 80

sContributing unpaid family worker

Employers

Employees

Total employment

Women Men

41 59

40 60

22 78

60 40

*Data for 1990 are not available for the CIS.

0 50 6040302010

Southern Asia

Sub-Saharan Africa

CIS

Developed regions

South-Eastern Asia

Western Asia

Oceania

Northern Africa


World

13

18

20

20

16

21

32

28

38

28

39

38

41

Eastern Asia38

42

37

47

44

51

36

49

39

1990

2005

0 15 20 25105

Southern Asia

Sub-Saharan Africa

CIS

Developed regions

South-Eastern Asia

Western Asia

Oceania

Northern Africa


World

1

3

5

8

3

8

12

13

6

17

7

17

Eastern Asia

10

19

20

20

12

22

13

16

17

1990

2007

*


Handout #4d


Goal 4: Reduce child mortality

Just five diseases—pneumonia, diarrhea, malaria, measles, and AIDS—account for half of all deaths in children under age 5. Most of these lives could be saved by expanding low-cost prevention and treatment that include antibiotics for acute respiratory infections, oral rehydration for diarrhea, immunization, and the use of insecticide-treated mosquito nets.

Progress

• Estimates for 2005 indicate that 10.1 million children died before their 5th birthday, mostly from preventable causes. Though infant and child mortality rates have declined globally, the pace of progress has been uneven across regions and countries.

• Accelerated improvements are needed most urgently in sub-Saharan Africa, Southern Asia, CIS countries in Asia, and Oceania. Not surprisingly, the lack of progress in child survival has been mirrored by neglect of many basic health services in parts of the developing world.

• In contrast, child survival has improved markedly in Latin America and the Caribbean, South-Eastern and Eastern Asia, and Northern Africa.


1� 1�

TARGET

Reduce by two thirds, between 1990 and 2015, the under-five mortality rate

Estimates for 200� indicate that 10.1 million children died before their fifth birthday, mostly from preventable causes. Though infant and child mortality rates have declined globally, the pace of progress has been uneven across regions and countries. Accelerated improvements are needed most urgently in sub-Saharan Africa, Southern Asia, CIS countries in Asia and in Oceania. Not surprisingly, the lack of progress in child survival has been mirrored by neglect of many basic health services in parts of the developing world.

Child survival rates show slow improvement, and are worst in sub-Saharan Africa

Under-five mortality rate per 1,000 live births, 1990 and 2005

UNITED NATIONS

Goal 4 Reduce child mortality

Vaccinations spur decline in measles and expansion of basic health services

Measles is one of the leading causes of child death among diseases that can be prevented by vaccines. Globally, deaths from measles fell by over �0 per cent between 2000 and 200� – a major public health success. According to the latest data available, the number of these deaths dropped from 8��,000 in 1999 to ��,000 in 200�. The most striking gains were found in Africa, where measles deaths decreased by nearly �� per cent over the same period – from an estimated �0�,000 to 12�,000.

These achievements are attributed to improved immunization coverage throughout the developing world, as well as immunization campaigns that supplement routine services. While coverage stagnated between 1990 and 1999, immunization has rapidly gained ground since 2000. In sub-Saharan Africa, coverage dipped to �9 per cent in 1999 and increased again to �� per cent by the end of 200�. This was largely the result of advocacy and support provided by the international Measles Initiative – which targeted �� priority countries – together with the commitment of the African governments involved.

Routine measles immunization serves as a proxy indicator for access to basic health services among children under five. Accelerated activities to control measles are contributing to the development of health infrastructure that supports routine immunization and other health services. Moreover, measles vaccination campaigns have become a channel for delivering other life-saving interventions, such as mosquito nets to protect against malaria, de-worming medicine and vitamin A supplements.

Recent surveys show that substantial improvements are possible, though disparities were found in the countries studied. Even in countries that have made good progress (i.e., that have seen a drop of at least 1� per cent in child mortality rates between 1998 and 200�), different patterns are observed. Survival rates have improved at all ages within the five-year span, but in some countries gains were most pronounced during certain periods – for example, in the vulnerable first month of life. Evidence from the latest surveys will be further studied to determine the key interventions necessary to reduce mortality during the various stages of a child’s early life.

Changes in the levels of child mortality also show wide differentials according to socio-economic status. In most countries that have made substantial reductions in child mortality in recent years, the largest changes were observed among children living in the richest �0 per cent of households, or in urban areas, or whose mothers have some education.

In countries where progress is lagging or where child mortality has increased, AIDS is likely to be a major contributing factor. Malaria, too, continues to kill vast numbers of children. In other countries, war and conflict have been the leading causes of increasing child mortality in the recent past.


Percentage of children 12-23 months old who received at least one dose of measles vaccine, 1990 and 2005 (Percentage)

0 50 100 150 200

Southern Asia

Sub-Saharan Africa

CIS, Asia

South-Eastern Asia

Western Asia

Oceania

Northern Africa


Developing regions

185

166

126

82

81

72

80

63

55

68

41

78

35

88

31

Eastern Asia

54

27

CIS, Europe

48

17


27

17

106

29

83

1990

2005

0 50 9080706040302010 100

Southern Asia

Sub-Saharan Africa

CIS

South-Eastern Asia

Western Asia

Oceania

Northern Africa


Developing regions

70

63

57

64

57

65

80

72

87

98

91

80

92

Eastern Asia

76

95

85

96

Transition countries of South-Eastern Europe93

98

71

85

75

1990

2005


Handout #4e


Goal 5: Improve maternal health

Though the issue has been high on the international agenda for two decades, ratios of maternal mortality seem to have changed little in sub-Saharan Africa and Southern Asia.

Progress

• A number of middle-income countries have made rapid progress in reducing maternal deaths. Nevertheless, maternal mortality levels remain unacceptably high across the developing world, particularly in sub-Saharan Africa and Southern Asia.

• Each year, more than 500,000 women die from treatable or preventable complications of pregnancy and childbirth. In sub-Saharan Africa, a woman’s risk of dying from such complications over the course of her lifetime is 1 in 16, compared to 1 in 3,800 in the developed world.


1� 1�

Half a million women continue to die each year during pregnancy or childbirth, almost all of them in sub-Saharan Africa and Asia

UNITED NATIONS

Goal 5 Improve maternal health A number of middle-income countries have made rapid progress in

reducing maternal deaths. Nevertheless, maternal mortality levels remain unacceptably high across the developing world, particularly in sub-Saharan Africa and Southern Asia. Each year, more than �00,000 women die from treatable or preventable complications of pregnancy and childbirth. In sub-Saharan Africa, a woman’s risk of dying from such complications over the course of her lifetime is 1 in 1�, compared to 1 in �,800 in the developed world.

Health-care interventions can reduce maternal deaths, but need to be made more widely available

Proportion of deliveries attended by skilled health care personnel, 1990 and 2005 (Percentage)

Efforts to reduce maternal mortality need to be tailored to local conditions, since the causes of death vary across developing regions and countries. In Africa and Asia, haemorrhage is the leading cause of maternal death, while in Latin America and the Caribbean, hypertensive disorders during pregnancy and childbirth pose the greatest threat. Obstructed labour and abortion account for 1� and 12 per cent, respectively, of maternal mortality in Latin America and the Caribbean. In Asia, anaemia is a major contributor to maternal deaths, but is a less important cause in Africa and a negligible factor in Latin America. In Africa, particularly parts of Southern Africa, HIV and AIDS are frequently involved in deaths during pregnancy and childbirth.

Preventing unplanned pregnancies alone could avert around one quarter of maternal deaths, including those that result from unsafe abortion. Still, an estimated 1�� million women have an unmet need for family planning. An additional �� million women are using traditional methods of contraception with high failure rates. Contraceptive prevalence increased slowly from �� per cent in 1990 to �� per cent in 200�, but remains very low in sub-Saharan Africa, at 21 per cent.

In addition, in regions where the adolescent birth rate remains high, a large number of young women, particularly very young women, and their children face increased risk of death and disability. In sub-Saharan Africa, Southern Asia and Latin America and the Caribbean, the high adolescent birth rates prevailing in 1990 have not declined significantly, despite continued reductions in total fertility in those regions.

No single intervention can address the multiple causes of maternal deaths

TARGET

Reduce by three quarters, between 1990 and 2015, the maternal mortality ratio

The vast majority of maternal deaths and disabilities could be prevented through appropriate reproductive health services before, during and after pregnancy, and through life-saving interventions should complications arise. Attendance at delivery by skilled health personnel (doctors, nurses, midwives) who are trained to detect problems early and can effectively provide or refer women to emergency obstetric care when needed is essential. The regions with the lowest proportions of skilled health attendants at birth are Southern Asia and sub-Saharan Africa, which also have the highest numbers of maternal deaths.

Disparities in the support available to women during pregnancy and childbirth are evident both among countries and within them. According to surveys conducted between 199� and 200� in �� developing countries, 81 per cent of urban women deliver with the help of a skilled attendant, versus only �9 per cent of their rural counterparts. Similarly, 8� per cent of women who have completed secondary or higher education are attended by skilled personnel during childbirth, more than twice the rate of mothers with no formal education.

Antenatal care has long been recognized as a core component of maternal health services. It can help women identify potential risks and plan for a safe delivery. It also can serve as an entry point into the wider health-care system. Since 1990, every region has made progress in ensuring that women receive antenatal care at least once during their pregnancy. Even in sub-Saharan Africa, where the least progress has occurred, more than two thirds of women receive antenatal care at least one time during pregnancy.

For antenatal care to be effective, international experts recommend at least four visits to a trained health-care practitioner during pregnancy. However, in many countries, particularly in Africa, there is a large gap between the proportion of women who receive antenatal care at least once compared to those who receive care four or more times. In Kenya, for example, in 200�, 8� per cent of women received antenatal care at least once, while only �1 per cent received care the recommended four times. Similarly, women in Madagascar were twice as likely to receive antenatal care at least once rather than four or more times.

Causes of maternal deaths, 1997-2002 (Percentage)

*Other causes include: ectopic pregnancy, embolism, other direct, indirect or unclassified causes.


0 10 20 30 40 50 60 908070 100 110

Sub-Saharan Africa

Southern Asia

Western Asia

Eastern Asia

Northern Africa

South-Eastern Asia


CIS

Developing regions

30

38

42

45

60

66

38

68

40

75

51

83

72

89

98

43

57

1990

2005

99

Africa Asia

HaemorrhageHypertensive disorders

Obstructed labourAnaemiaAbortionOther causes*

34

9

16

25

31

9

12

9

13

6

15

21

26

8

13

0

12

9

4 4 4


Sepsis/infections, including HIV

0

5

10

15

20

25

30

35

40


Handout #4f


Goal 6: Combat HIV/AIDS, malaria, and other diseases

Prevention efforts are proving successful in some places, but deaths and new infections continue to increase.

Progress

• By the end of 2006, an estimated 39.5 million people worldwide were living with HIV (up from 32.9 million in 2001), mostly in sub-Saharan Africa.

• By the end of 2006, an estimated 39.5 million people worldwide were living with HIV (up from 32.9 million in 2001), mostly in sub-Saharan Africa.

• Globally, 4.3 million people were newly infected with the virus in 2006, with Eastern Asia and the CIS showing the fastest rates of infection. The number of people dying from AIDS has also increased—from 2.2 million in 2001 to 2.9 million in 2006.

• Key interventions to control malaria have been expanded in recent years, thanks to increased attention and funding. A number of African countries, for example, have widened coverage of insecticide-treated bed nets (ITNs), which are among the most effective tools available for preventing the mosquito bites that cause malaria. Still, only a few countries came close to the 2005 target of 60% coverage. A strengthened commitment is needed if countries are to reach the revised target of 80% ITN use by 2010.

• The global tuberculosis epidemic appears to be on the threshold of decline as incidence has begun to stabilize. However, progress is not fast enough to reach additional targets set by the Stop TB Partnership—to halve

prevalence and death rates by 2015 (from 1990 levels). Based on recent progress, sub-Saharan Africa and the CIS are least likely to reach these new targets.


20 21

4

13

1

7

23

2

7

3

15

23

4

22

Prevention measures are failing to keep pace with the spread of HIV

Slight declines in HIV prevalence among young people since 2000/2001 were reported in eight of the 11 African countries where sufficient information was available to assess trends. Improvements were most evident in Kenya, in urban areas of Côte d’Ivoire, Malawi and Zimbabwe, and in rural parts of Botswana. In general, however, prevention measures are failing to keep pace with the growth of the epidemic. In sub-Saharan Africa, less than a third of young men and just over a fifth of young women demonstrated a comprehensive and correct knowledge of HIV. In most countries, stigma and discrimination against people living with HIV further discourage many from taking an HIV test and disclosing their status to sexual partners. According to recent surveys in a dozen of the worst-affected countries in Africa, the median percentages of men and women who had been tested and received the results were only 12 per cent and 10 per cent, respectively.

In 200�, only 11 per cent of pregnant women in low- and middle-income countries who were HIV-positive were receiving services to prevent the transmission of the virus to their newborns.

Care of orphans is an enormous social problem, which will only get worse as more parents die of AIDS

In 200�, an estimated 1�.2 million children had lost one or both parents to AIDS, 80 per cent of them in sub-Saharan Africa. By 2010, the figure is likely to rise to more than 20 million. Several countries are making progress in providing a minimum package of services for orphans and vulnerable children, including education, health care, and social welfare and protection. But far more work is needed to provide a humane and comprehensive response to this unprecedented social problem.

Malaria-control efforts are paying off, but additional effort is needed

Proportion of children sleeping under insecticide-treated bed nets in selected countries, 1999-2006 (Percentage)

TARGET

Have halted by 2015 and begun to reverse the inci-dence of malaria and other major diseases

Key interventions to control malaria have been expanded in recent years, thanks to increased attention and funding. A number of African countries, for example, have widened coverage of insecticide-treated bed nets (ITNs), which are among the most effective tools available for preventing the mosquito bites that cause malaria. Preliminary results from household surveys conducted in 200�-200� show that many other countries are advancing on the bed net front as well, though final results will only be available later this year. Still, only a few countries came close to the 200� target of �0 per cent coverage set at the African Summit on Roll Back Malaria in 2000. A strengthened commitment from all concerned is needed if countries are to reach the revised target of 80 per cent ITN use by 2010. Countries will also need to ensure that coverage is more equitable. In sub-Saharan Africa, only � per cent of children under five sleep under insecticide-treated bed nets. And in rural areas of countries where malaria is endemic, the burden of malaria is often highest and ITN coverage lowest. According to the most recent surveys of �0 African countries (conducted from 2000 to 200�), children under five living in urban areas were nearly 2.� times as likely to be sleeping under an insecticide-treated net as their rural counterparts.

To meet the MDG target, the most effective treatment for malaria must also be made available to those in need. A significant proportion of the nearly �0 per cent of children with fever in sub-Saharan Africa who received anti-malarial drugs were treated with chloroquine, which has lost some of its effectiveness due to widespread resistance. A number of African countries have shifted their national drug policies to encourage the use of

artemisinin-based combination therapy (ACT). But to get these medicines to people who could benefit from them will require better forecasting of needs and improved management of procurement and supply-chain processes.

Around $� billion are needed worldwide – $2 billion for Africa alone – to fight malaria in countries hardest hit by the disease. International funding for malaria control has risen more than tenfold over the past decade, but the amount available in 200� was still only around $�00 million.

The incidence of tuberculosis is levelling off globally, but the number of new cases is still rising

Number of new tuberculosis cases per 100,000 population (excluding people who are HIV-positive), 1990-2005

The incidence of tuberculosis – measured by the number of new cases per 100,000 people – has stabilized or begun to fall in most regions, following earlier downturns in prevalence and mortality. However, the total number of new cases was still rising slowly in 200� due to population growth. An estimated 8.8 million new tuberculosis cases were reported in 200�, �.� million of which were in sub-Saharan Africa and the four Asian regions. A total of 1.� million people died of tuberculosis in 200�, including 19�,000 people infected with HIV.

While the incidence of tuberculosis increased dramatically in sub-Saharan Africa and in countries of the CIS throughout the1990s, it had levelled off in both regions by 200�.

Reaching global targets for tuberculosis control will require accelerated progress, especially in sub-Saharan Africa and the CIS

Number of tuberculosis cases per 100,000 population (excluding people who are HIV-positive), 1990, 2000 and 2005

The global tuberculosis epidemic appears to be on the threshold of decline as incidence has begun to stabilize. However, progress is not fast enough to reach additional targets set by the Stop TB Partnership – to halve prevalence and death rates by 201� (from 1990 levels). Based on recent progress, sub-Saharan Africa and the CIS are least likely to reach these new targets.


1990 199� 2000 200�

�00

2�0

200

1�0

100

�0

0

Developed regions

Developing regions (excluding sub-Saharan Africa)

Sub-Saharan Africa

CIS

0 100 200 300 400 500 600 700

Developing regions

Developed regions

Northern Africa

Western Asia


CIS

Eastern Asia

Oceania

Sub-Saharan Africa

Southern-Eastern Asia

Southern Asia

482

331

490

457

590

341

427

531

290

267

319

204

337

485

274

163

83

137

98

156

76

63

92

56

53

59

44

22

31

16

321

367

255

1990

2000

2005

Zambia Rwanda Senegal Malawi Ghana

40

20

15

10

5

0

1999-2000

2002-2004

2005-2006


Handout #4g


Goal 7: Ensure environmental sustainability

Environmental sustainability means protecting the complex ecosystems on which we depend and using natural resources wisely. Achieving this goal will require an unprecedented level of global cooperation. A recent assessment of the world’s environment found that 60% of the ecosystems (e.g., dry lands, forests, fisheries, and the air) are being degraded or used unsustainably.

Progress

• The world is on track to meet the target for drinking water, as access to improved drinking water sources increased from 77% in 1990 to 83% in 2002. Several regions—including Northern Africa, Latin America and the Caribbean, and Western Asia—have achieved coverage of more than 90%.

• But those without access to safe drinking water still number in the billions. Nearly two-thirds of them are in Asia. The number of people without improved water sources in China alone is equal to the number of unserved in all of Africa.

• On sanitation, five regions—South Asia, sub-Saharan Africa, West Asia, Eurasia [CIS], and Oceania are—not on track to meet the target.

• Sub-Saharan Africa lags the farthest behind.

• Over half of those without improved sanitation, nearly 1.5 billion people, live in China and India.


2� 2�

UNITED NATIONS

A global effort to eliminate ozone-depleting substances is working, though damage to the ozone layer will persist for some time


With half the developing world without basic sanitation, meeting the MDG target will require extraordinary efforts

TARGET

Halve, by 2015, the proportion of the population without sustainable access to safe drinking water and basic sanitation

Proportion of population using improved sanitation, 1990 and 2004 (Percentage)

Growing greenhouse gas emissions continue to outpace advances in sustainable energy technologies

Emissions of carbon dioxide (CO2), 1990-2004 (Billions of metric tons)

According to the Intergovernmental Panel on Climate Change, the science is now unequivocal: Human activities are driving changes in the Earth’s climate, with subsequent risks to livelihoods and human well-being. Mean global surface temperatures have increased by about 0.� degrees Celsius since 19�0. One expected result is an increase in severe weather patterns in many parts of the world. Shortages of fresh water – perhaps our most precious but degraded natural resource – are also likely to be exacerbated. In regions such as sub-Saharan Africa, where climate models predict less rainfall, the resulting drop in crop

yields and the critical decline in food, shelter materials and water could prove catastrophic.

The primary contributor to climate change is carbon dioxide (CO2), released

by the burning of fossil fuels. Carbon dioxide emissions reached 29 billion metric tons in 200� and continue to rise, as evidenced by increasing concentrations of CO

2 in the atmosphere. In South-Eastern Asia and

Northern Africa, emissions more than doubled between 1990 and 200�. Yet, on a per capita basis, developing regions continue to emit far less CO

2 than developed regions. In 200�, developed regions accounted for

about 12 tons per person on average. Western Asia, the highest per capita emitter among developing regions, produced less than half that amount. An individual in sub-Saharan Africa accounts for less than one tenth of the CO

2

produced by an average person in the developed world.

As global energy consumption continues to expand – an increase of 20 per cent since 1990 – progress has been made in the development and use of cleaner energy technologies. Energy from renewable resources, such as hydropower and bio-fuels, now accounts for more than 12 per cent of total energy use. The development of more modern renewables, which have no negative impact on people’s health or the environment, has increased tenfold over the last several decades. However, these newer technologies, including those that rely on wind, solar, wave and geothermal energy, still account for only 0.� per cent of total energy consumption. A continuing reliance on fossil fuels is likely for some time to come. Stronger international action is needed to accelerate the transition to cleaner and more efficient energy sources.

Consumption of all ozone depleting substances, 1989-2005 (Thousands of metric tons of ozone-depleting potential)

Emissions of ozone-depleting substances (ODS) have been drastically reduced – from almost 1.� billion tons in 1989 to 89 million tons in 200� – since threats to the protective ozone layer were first recognized. The

An estimated 1.� billion people will need access to improved sanitation over the period 200�-201� to meet the MDG target. Yet if trends since 1990 continue, the world is likely to miss the target by almost �00 million people.

Only Eastern, South-Eastern and Western Asia, Northern Africa and Latin America and the Caribbean are on track to halve the proportion of people without basic sanitation by 201�. All other developing regions have made insufficient progress towards this target. In sub-Saharan Africa, the absolute number of people without access to sanitation actually increased

0 10 14128642

Southern Asia

Sub-Saharan Africa

CIS

South-Eastern Asia

Western Asia

Oceania

Northern Africa


Developing regions

Developed regions

2.9

5.6

3.2

2.4

1.0

2.0

1.4

1.1

1.2

0.7

1.1

0.5

0.7

0.5

0.5

0.2

Eastern Asia

12.5

6.9

9.7

1990

2004

12.4

<0.1

<0.1

Southern Asia

Sub-Saharan Africa

CIS

South-Eastern Asia

Western Asia

Oceania

Northern Africa


Developing regions

32

37

20

38

24

45

53

54

67

49

77

65

77

68

83

82

84

Eastern Asia

81

91

91

84

83

75

77

62

60

50 68

35

66

0 20 40 60 80 100

2004

1990

2015 target

200

400

600

800

1,000

1,200

1,400

Developed regions

Developing regions

1990 1995 2000 20051986

progress to date, 20 years after the Montreal Protocol was signed, demonstrates what can be achieved when countries act together, and in a concerted way, to resolve global environmental problems.

Concentrations of ozone-depleting chlorofluorocarbons (CFCs) have begun to recede in the atmosphere. However, until they diminish significantly, the ozone layer cannot begin to heal and ultraviolet radiation will continue to harm human health, crop productivity and wildlife.

Since the 1990s, every region has exceeded its commitments under the Montreal Protocol. CFCs have already been phased out in developed countries, and developing countries are on track to do so by 2010. Similarly, every region has reduced its consumption of other ozone-depleting substances. However, countries have yet to completely eliminate their use, which is in accordance with the timelines proposed under the Protocol. Complicating the issue is the fact that significant amounts of CFCs continue to be produced and traded illegally. Management of ODS stockpiles is another concern, since the cost of destroying them is high and environmentally unsound disposal methods could spew disastrous amounts of ozone-depleting substances into the atmosphere. Maintaining momentum and funding for the final phase-out and for monitoring the ozone layer is crucial to a happy conclusion to this unprecedented international success story.


Handout #4h


Goals 8: Develop a global partnership for development

Success in achieving the MDGs in the poorest and most disadvantaged countries cannot be achieved by these countries alone.

Progress

• Developed countries need to deliver fully on longstanding commitments.

• Youth now represent close to half of the world’s 192 million jobless people. In many countries, they are more than three times as likely as adults to be seeking work.

• The integration of youth, especially those from underprivileged households, into the labor market is important for future growth and for stopping the generation to next generation transmission of poverty. In the words of the UN secretary-general, youth are our most valuable asset for the future and, as such, must be nurtured.


�0 �1


The debt service burden of developing countries continues to lighten

External debt service payments as proportion of export revenues, 1990-2005 (Percentage)

TARGET

Deal comprehensively with developing countries’ debt

In all regions, economies have failed to provide full employment for their young people

TARGET

In cooperation with developing countries, develop and implement strategies for decent and productive work for youth

Opening the markets of rich or middle-income economies does not, by itself, always benefit the poorest developing countries. Through various initiatives, African LDCs have almost full market access to most developing countries duty-free. However, supply constraints severely limit their capacity to exploit such opportunities. In addition, restrictive conditions – including rules on origins of products and other administrative obstacles – often make these preferences difficult to take advantage of. To raise LDCs out of poverty, improved market access needs to be complemented by a significant programme of Aid for Trade, a call that was reiterated in the World Trade Organization’s Ministerial Declaration in 200�. However, between 2001 and 200�, the proportion of official aid going to trade-related technical assistance and capacity-building has declined from �.� to �.� per cent.

The poorest countries continue to be relieved of their external debt burdens under two programmes: the Highly Indebted Poor Country (HIPC) Initiative and the Multilateral Debt Relief Initiative (MDRI). The MDRI, proposed by the Group of 8 industrialized nations, was launched in 200� to reduce further the debts of highly indebted countries and to provide additional resources to help them meet the Millennium Development Goals.

Youth unemployment rates, 1996 and 2006 (Percentage)

Both developed and developing economies are failing to provide job opportunities at a fast enough pace to fully employ their young people. Since 199�, the

number of jobless youth has grown from �� million to 8� million in 200�. This represents almost half of the 19� million jobless people in the world. Young people tend to have more difficulty finding work than adults and, in many countries, they are more than three times as likely to be without jobs. In 200�, youth unemployment stood at 1�.� per cent, compared to the adult unemployment rate of �.� per cent. Coping with the employment challenge is made more urgent by the staggering number of projected job entrants over the next few years, especially in developing countries – home to 89 per cent of the world’s youth. The total number of young people has increased by over 1�2 million since 199� and is expected to grow by an additional 18 million by 201�, to nearly 1.2 billion. Ensuring that young people have a productive outlet for their energy and talents is an indispensable element of poverty eradication.

The successful integration of young people into the labour market – especially youth from poor or underprivileged households – is also important for economic growth. With the right start in the labour market comes a wider range of options through which young people can improve their lives as well as those of future dependants. The result: an end to the spread of intergenerational poverty. Moreover, young men and women who have the means to support a family may be less likely to resort to anti-social behaviour, violence or crime.

Unemployment is only one aspect of underperforming labour markets. All too often, people have a job but work unacceptably long hours under intermittent and insecure work arrangements, characterized by low productivity, meagre earnings, reduced labour protection and diminished rights. All of these dimensions should be considered part of a broader definition of decent and productive work, an analysis of which would aid our understanding of the progress being made towards full employment for all. Everyone – women and young people included – has the right to fulfil their potential and escape the poverty trap through decent and productive work.

Under the programme, three multilateral institutions – the International Development Association, International Monetary Fund and African Development Fund – provide 100 per cent debt relief for eligible debts of countries that have completed the HIPC initiative process, which requires meeting certain criteria. In early 200�, the Inter-American Development Bank decided to provide similar debt relief to the five Latin American and Caribbean countries that are part of the HIPC programme.

By April 200�, 22 of the �0 HIPC countries had fulfilled all conditions and been granted debt relief; eight had completed the first stage of the process (called the ‘decision point’) and received debt relief on a provisional basis. The remaining 10 countries have received commitments of HIPC debt relief worth $12.� billion in present value terms and could become eligible for further debt relief under the MDRI. Eleven other countries remain potentially eligible for debt relief under the HIPC initiative, but have been unable to seize the opportunity because of conflict, poor governance or arrears in payments.

By mid-200�, nearly $�0 billion in debt relief had been committed to countries that had reached the HIPC decision point. Relief under the two initiatives is expected to reduce the debt stocks of these countries by almost 90 per cent. Their estimated debt service payments fell to about � per cent of export earnings in 200�; it is expected that they will have declined even further – to about � per cent – in 200�. Debt service paid by these countries fell by about 2 per cent of their gross domestic product between 1999 and 200�, and is expected to decline further over the next several years.

* Preliminary estimates0 25 35302015105

South-Eastern Asia

Developed regions


CIS

Eastern Asia

World

Southern Asia

31

30

19

23

18

18

18

10

17

21

16

15

11

10

7

7

7

7

13

12

16

14

1996

2006*

Sub-Saharan Africa

Western Asia

Northern Africa

Oceania

0

5

10

15

20

25

1990 19941992 1998 2000 20021996 2005

Developing regions

Least developed countries

Heavily indebted poor countries (HIPC)


YOUNG pEOpLE TACkLE THE MDGsTOTAL TiME: 45 MiNUTES

Objectives

Students will examine the role of young people addressing the MDGs.

Session Plan


• Analyzing Information: UNICEF Voices of Youth: 25 Minutes

• Imagining the Future: What We Can Do: 15 Minutes

Vocabulary


• Cohort • Debt relief

• Manga • White Paper (Australia)

Materials Needed

• Wall map of the world

• Handouts #5a–d

• Handout #6

• Pens or pencils; 3 x 5 note cards

LESSON 3



Lesson 3

Setup

• Write the following on the chalkboard under the heading:

Responsibilities for Reaching the MDGs.

Opening Activity

Directions:

1. Discuss the chart of responsibilities. Students should understand that both developed and developing countries have to accept responsibility for achieving the MDGs.

2. Explain to the class that people of all ages in countries in all parts of the world are working toward achieving the Millennium Development Goals by 2015. Today they will be learning about young people’s activities on behalf of the MDGs in four countries: India, Nigeria, Morocco, and the United Kingdom.

3. Invite volunteers to locate all four countries on the classroom world map.

Analyzing Information

Directions:

1. Divide the class into four groups.

• Group 1: copies of Handout #5a

• Group 2: copies of Handout #5b

• Group 3: copies of Handout #5c

• Group 4: copies of Handout #5d

2. Have each group read and discuss its handout, and then complete Handout #6 (“Analyzing How Young People Around the World Tackle the MDGs”) for the country represented in their handout.

3. Invite a representative from each group to explain the program that his or her group focused on.

Developing Countries Developed Countries

• Do away with governmental corruption

• Involve the poor

• Respect citizens’ rights

• Provide public services

• Provide aid

• Reduce tariffs

• Provide debt relief

• Provide access to affordable essential drugs

• Share the benefits of new technologies


Lesson 3

4. Discuss the following questions from Handout #6 with the entire class:

1. The reading related to India describes an action taken by a group at the H2O Water Sports Complex in Mumbai. Throughout the world there are different size groups working hard to achieve the MDGs in many countries and bring awareness to the goals of the MDGs. What strategies could increase awareness of MDGs in your country?

2. Young people in the United Kingdom, like Rachel, successfully promoted the MDGs by participating in the C8 Children’s Forum. How could this strategy of awareness building and outreach be used in your country?

Imagining the Future

What We Can DoDirections:

1. Brainstorm ways for your class to spread the word about the MDGs in your school or community. Consider designing a poster or flyer, a video, a podcast, a posting on the school website, a song, or a mural that expresses the importance of the MDGs. Have students think about how they would respond to each idea. Ask them to consider what would attract the attention of other students or community members.

2. Outside of class, encourage interested students to develop a presentation of your class’s ideas for school administrators. Once the project is launched in school, consider taking it to local officials and reaching out to the larger community.


Handout #5a

Young People Around the World Tackle the MDGs

Eradicating Extreme Poverty and Hunger

SECTION 1: United Kingdom

“We can all help [end poverty] with simple measures; just buying a fair-trade chocolate bar or coffee makes a difference. This small gesture can give a worker the little extra money needed to lift their head above the poverty line.” Rachel, 16 years old, UK

For 16-year-old Rachel, who lives in the United Kingdom, there is no doubt that her generation will be the one to make the world a better place. The most important part of this global change? Eradicating poverty.

Rachel was a participant at the first C8 Children’s Forum, held in Dunblane, Scotland in 2005. Young people from around the world came from countries as diverse as Cambodia and Bolivia to work together to write recommendations to the G8 leaders gathered at nearby Gleneagles.

The C8, says Rachel, was about allowing young people to get their issues across and creating a vital partnership for change among young people.

MDG 1 aims to reduce the number of people living on less than a dollar a day by half, and the first recommendation that Rachel and other C8 participants made was to eliminate poverty now.

“Although the G8 has made some good progress in areas,” says Rachel, “they could have seized the unique opportunity further, and made some more steps to ending poverty. We all feel that there is a lot more that can be done.”

Source: http://www.unicef.org/voy/takeaction/takeaction_2357.html

Rachel


Handout #5b


Promoting Gender Equality and Empowering Women

SECTION 2: Morocco

“As a 16 year old girl, I am a future woman. I believe in the idea that I have to take on the responsibility as a representative of my country to be an agent of development, by participating in political and associative life.” Fatima, 16 years old

Looking back on the years she has spent in primary and secondary school in urban Morocco, Fatima feels lucky that she was given the same rights as the boys. Most of her teachers were women, and she says that urban areas in Morocco have made great strides toward establishing gender equality in all school activities.

But she is worried about the number of girls living in rural areas in Morocco, where female illiteracy rates are high and many people believe that girls should stay at home and meet the needs of their husbands and children.

Though all of the MDGs are important to Fatima, the most important is MDG 3 on the promotion of gender equality and the empowerment of women. She believes that women are the key to development because they play such an important role in educating their children.

“The achievement of the Millennium Development Goals,” says Fatima, “depends essentially on girls’ education and women’s empowerment.”

Fatima believes in leading by example. She knows that change happens slowly and that minds are changed one at a time. She speaks frequently about gender equality with the boys in her classes and is confident that she will make a difference, however small it may be.


Fatima


Handout #5c


Fighting HIV/AIDS, Malaria and Other Diseases

SECTION 3: Nigeria

“My interest to embark on an HIV project grew when I saw how young people are the most affected by HIV. I feel that as part of my contribution to the emergence of an HIV-free population, I can help by first finding out more about this virus and then disseminating this knowledge to other young people who share in my vision or are otherwise interested in saving humanity.” Jennifer, 20 years old

Jennifer lives in Nigeria, where HIV/AIDS gets a lot of attention. But even though the issue is all over the media, Jennifer knows that young people still engage in high-risk behavior that could expose them to HIV. “Being informed is one thing,” she says, “but being well informed is another.”

As an intern at Journalists Against AIDS (JAAIDS) Nigeria, a media resource centre on HIV/AIDS and reproductive health, Jennifer has learned all about HIV and other diseases and is determined to share this knowledge with other young people. She is busy organising youth-based projects, including an upcoming roundtable with both youth advocates and young people living with HIV to discuss ways of achieving behavioral change.

MDG 6 aims to reverse the spread of HIV/AIDS, malaria and other deadly diseases by 2015. Jennifer hopes to build a network of young people who will be fully committed to sharing their knowledge and working together to see the emergence of an HIV-free population.

“Working towards the good of everyone is a passion-driven thing that goes beyond personal interest,” says Jennifer. “I am happy to see so many young people both at home and abroad who recognize the importance of volunteering and dedicating their time and skills towards building a fairer world.”


Jennifer


Handout #5d


Ensuring Environmental Sustainability

SECTION 4: India

“The UN has aimed to [improve the lives of slum dwellers] by the year 2020 and I think Mumbai is a good place to start. I think young people should join forces to combat this problem all over the world. How can we sit back and watch young children wade through garbage and drink water which is contaminated, without trying to at least help out?” Stuti, 17 years old

On the evening of 26 July 2005, Mumbai, India was struck with the heaviest rains recorded in Indian history. Within 4 hours, the downfall left millions homeless, but the real damage would be the spread of epidemics in the wake of

the flood. Leptospirosis, Cholera, Dengue fever, diarrhea and “unknown fevers” sprang up all over the city, and thousands of people were infected.

For 17-year-old Stuti, the greatest worry is the general lack of concern in Mumbai following this tragedy. Garbage still covers the slum areas and people continue to eat and drink from roadside vendors.

MDG 7 aims to reduce by half the proportion of people without sustainable access to safe drinking water and to achieve significant improvement in lives of at least 100 million slum dwellers by 2020. Mumbai alone has at least 10.8 million slum dwellers, says Stuti.

A year ago, Stuti founded Windz of Change, an international website about global problems, created by young people, for young people. And in the wake of the flooding, she decided to use the website to raise money for the children of Mumbai’s slums.

She has since found support from the H2O Water Sports Complex in Mumbai, where she once worked as an intern. They have provided her with equipment and a team of 30 volunteers to help in the relief effort.

“Today we can provide temporary relief to these people,” says Stuti, “but what happens in the next monsoon? We need a more permanent solution to the problems that slums pose. We need to make sure that there is proper sanitation, clean drinking water and hygiene.”


Stuti working at the H2O Water Sports Complex.


Handout #6

Analyzing How Young People Around the World Tackle the MDGs

Directions: Using the information in Handout #5, answer the following group questions:

Group 1: India

What problem is the organization founded by Stuti tackling? What successes has the group had? What are their plans for the future?

Group 2: Nigeria

In Nigeria, how are young people spreading information to other young people? How successful have they been? Which strategy appealed most to your group?

Group 3: Morocco

What tactics have Moroccan young people, such as Fatima, used that could be used in other developed and developing countries?

Group 4: United Kingdom

What motivates the UK students who participated in the C8 Children’s Forum?

Questions for Class Discussion:

1. The reading related to India describes an action taken by a group at the H2O Water Sports Complex in Mumbai. Throughout the world there are different size groups working hard to achieve the MDGs in many countries and bring awareness to the goals of the MDGs. What strategies could increase awareness of MDGs in your country?

2. Young people in the United Kingdom, like Rachel, successfully promoted the MDGs by participating in the C8 Children’s Forum. How could this strategy of awareness building and outreach be used in your country?

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