A positive agenda for achieving the Sustainable Development Goals by 2030 All 193 member nations of the United Nations agreed in September 2015 to adopt a set of seventeen "Sustainable Development Goals," to be achieved by 2030. Each of the goals—in such areas as education and health care —is laudable in and of itself, and governments and organizations are working hard on them. But so far there is no overall, positive agenda of what new things need to be done to ensure the goals are achieved across all nations. In a search of fresh approaches to the longstanding problems targeted by the Sustainable Development Goals, the Japan International Cooperation Agency and the Global Economy and Development program at Brookings mounted a collaborative research effort to advance implementation of Agenda 2030. This edited volume is the product of that effort. The book approaches the UN's goals through three broad lenses. The first considers new approaches to capturing value. Examples include Nigeria's first green bonds, practical methods to expand women's economic opportunities, benchmarking to reflect business contributions to achieving the goals, new incentives for investment in infrastructure, and educational systems that promote cross-sector problem solving. The second lens entails new approaches to targeting places, including oceans, rural areas, fast-growing developing cities, and the interlocking challenge of data systems, including geospatial information generated by satellites. The third lens focuses on updating governance, broadly defined. Issues include how civil society can align with the SDG challenge; how an advanced economy like Canada can approach the goals at home and abroad; what needs to be done to foster new approaches for managing the global commons; and how can multilateral institutions for health and development finance evolve.

The ambitious 15-year agenda known as the Sustainable Development Goals, adopted in 2015 by all members of the United Nations, contains a pledge that “no one will be left behind.” This book aims to translate that bold global commitment into an action-oriented mindset, focused on supporting specific people in specific places who are facing specific problems. In this volume, experts from Japan, the United States, Canada, and other countries address a range of challenges faced by people across the globe, including women and girls, smallholder farmers, migrants, and those living in extreme poverty. These are many of the people whose lives are at the heart of the aspirations embedded in the 17 Sustainable Development Goals. They are the people most in need of such essentials as health care, quality education, decent work, affordable energy, and a clean environment. This book is the result of a collaboration between the Japan International Cooperation Research Institute and the Global Economy and Development program at Brookings. It offers practical ideas for transforming “leave no one behind” from a slogan into effective actions which, if implemented, will make it possible to reach the Sustainable Development Goals by 2030. In addition to policymakers in the field of sustainable development, this book will be of interest to academics, activists, and leaders of international organizations and civil society groups who work every day to promote inclusive economic and social progress.

Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.

Can the G-20 become a steering committee for the world's economy? Launched at a moment of panic triggered by the financial crisis in late 2008, the leaders' level G-20 is trying to evolve from crisis committee for the world economy to a real steering group facilitating international economic cooperation. What can and should such a "steering committee" focus on? How important could the concrete gains from cooperation be? How much faster could world growth be? Is there sufficient legitimacy in the G-20 process? How does the G-20 relate to the IMF and the World Bank? How can Australia in 2015, and then Turkey in 2016, chair the process so as to encourage strategic leadership? The East Asian Bureau of Economic Research in the Crawford School of Public Policy at the Australian National University and the Global Economy and Development program at the Brookings Institution joined forces in putting together this volume and asked opinion leaders and policymakers from G-20 countries to provide their independent perspectives. Contributors include Colin Bradford (Brookings), Peter Drysdale (Australian National University), Kemal Dervis (Brookings), Andrew Elek (Australian National University), Ross Garnaut (University of Melbourne), Huang Yiping (China Center for Economic Research), Bruce Jones (Brookings), Muneesh Kapur (IMF), Homi Kharas (Brookings), Wonhyuk Lim (Korea Development Institute), Rakesh Mohan (IMF), David Nellor (consultant, Indonesia), Yoshio Okubo (Japan Securities Dealers Association), Mari Pangestu (Republic of Indonesia), Changyong Rhee (former Asian Development Bank), Alok Sheel (Government of India), Mahendra Siregar (Republic of Indonesia), Paola Subacchi (Chatham House, London), Carlos Vegh (Brookings), Guillermo Vuletin (Brookings), and Maria Monica Wihardja (World Bank).

Response to intervention (RTI) is the most effective process for ensuring student success, using differentiated instruction to provide the time and support necessary. This comprehensive implementation guide covers every element required to build a successful RTI at WorkTM program in schools. The authors share step-by-step actions for implementing the essential elements, instructional strategies, and tools needed to support implementation, as well as tips for engaging and supporting educators. Readers who valued the practical knowledge in Learning by Doing: A Handbook for Professional Learning Communities at WorkTM (DuFour, DuFour, Eaker, Many, and Mattos) will appreciate a similar style and practicality in Taking Action. This guide will help you incorporate the response to intervention process by allowing you to: Understand how RTI at WorkTM builds on the PLC at WorkTM process. Review the revised RTI at WorkTM pyramid and its three RTI tiers. Learn what roles teacher teams, leadership teams, and schoolwide teams play in a multi-tiered intervention structure. Understand the differences among intervention, extension, prevention, and enrichment. Avoid common missteps when implementing RTI (or MTSS). Consider why an achievement gap remains in 21st century education and how the RTI process can close that gap.