| MANAGEMENT ENGINEERING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0320 | Introduction to the 2030 Agenda: A New Agenda for a Sustainable World | Spring | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | GE-Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Course Objectives: | This course has been designed, specifically, with a view to addressing the knowledge needs of the public and raise awareness regarding the 2030 Agenda for Sustainable Development. |
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The students who have succeeded in this course; "Define the key reasons behind the convergence between the post-Millennium Development Goals and sustainable development tracks;" "Explain the difference between the Millennium Development Goals (MDGs) and the 2030 Agenda in terms of ambition, structure, scope and approach;" "Identify main challenges in each Sustainable Development Goal area, as well as the key linkages between different goals;" "Analyze possible options in terms of financing and means of implementation for the SDGs, and the changing nature of Global Partnership for Sustainable Development;" "Identify the importance of review and follow-up for the implementation of the SDGs, as well as the crucial role and challenges of quality data collection and data literacy;" "Understand the challenges of national evaluation systems, capacity, and capacity development in the framework of the follow-up and review processes." "Generate innovative ideas about specific projects on how to support the implementation of selected SDGs and design a project in an online team on how to implement one of the most voted ideas" |
| 2015 was marked by the adoption of four landmark UN agreements: Sendai Framework for Disaster Risk Reduction, Addis Ababa Action Agenda, 2030 Agenda for Sustainable Development and the Paris Agreement. The 2030 Agenda serves as an umbrella for the other three. It provides an overarching vision and a global framework for national strategies and policies in both developing and developed countries alike and is expected to lead the transformation on the road to 2030. The 2030 Agenda has prompted a high level of interest among national authorities and civil society stakeholders already during the negotiations. It will be particularly important to build on this sense of urgency, and help enhance knowledge and skills of all the key stakeholders to ensure the new 17 global goals are implemented. Some of the critical knowledge gaps that will need to be addressed include the improved understanding of the changes required from policy-makers and ordinary citizens to achieve the Sustainable Development Goals (SDGs). Many questions are being asked: Are the SDGs significantly different from the Millennium Development Goals (MDGs)? What does a new focus on “leaving no one behind” mean for our policies? What kind of inequalities exist and why is it important to address them? What is policy integration? And how does sustainable consumption and production fit with economic growth and poverty eradication? What is the link between the roads and public health? Does a country that has no access to oceans or seas have to worry about Goal 14? Does violence affect the development prospects of a country? How exactly are these 17 global goals to be translated into national policy action? This course is designed to address this type of learning needs and answer some of these questions. Its course content primarily draws on the key UN Member States’ Outcome Documents such as “Transforming our world: the 2030 agenda for sustainable development” and “Addis Ababa Action Agenda”. It has also benefited from the substantive expertise of the UN secretariat and other UN sister agencies. |
| Week | Subject | Related Preparation | |
| 1) | Syllabus Origins and key milestones of the process | ||
| 2) | The nature of the process and stakeholders’ contribution | ||
| 3) | Lessons learned from the MDGs How is the 2030 Agenda different from the MDGs? | ||
| 4) | The principles of the 2030 Agenda | ||
| 5) | Sustainable Development Goals | ||
| 5) | Sustainable Development Goals | ||
| 6) | Policy integration | ||
| 7) | "Global partnership for sustainable development: origins, concepts and meaning Agreed policy options to ensure the resources needed for sustainable development" | ||
| 8) | Multi-stakeholder approach | ||
| 9) | Review processes for the 2030 Agenda | ||
| 10) | Data and monitoring progress on the SDGs | ||
| 11) | "Mainstreaming evaluation in the 2030 Agenda National Evaluation Policies and Systems" | ||
| 12) | "National Evaluation Capacity to accelerate SDGs achievements Critical evaluation methods and approaches" | ||
| 13) | Collaborative project design | ||
| 14) | Collaborative project design | ||
| Course Notes: | "The Post-2015 process and the origins of the 2030 Agenda From the MDGs to the 2030 Agenda: a call for transformative action The Sustainable Development Goals: policy integration and synergies Leveraging resources, working with partners: The implementation of the 2030 Agenda Follow-up, review and data for the 2030 Agenda" |
| References: | "The Post-2015 process and the origins of the 2030 Agenda From the MDGs to the 2030 Agenda: a call for transformative action The Sustainable Development Goals: policy integration and synergies Leveraging resources, working with partners: The implementation of the 2030 Agenda Follow-up, review and data for the 2030 Agenda" |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 12 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | 2 | % 50 |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 12 | 4 | 48 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 2 | 15 | 30 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 122 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Build up a body of knowledge in mathematics, science and engineering subjects; use theoretical and applied information in these areas to model and solve engineering problems. | |
| 2) | identify, formulate, and solve complex engineering problems; select and apply proper analysis and modeling methods for this purpose. | |
| 3) | Design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; apply modern design methods for this purpose. (Realistic constraints and conditions may include factors such as economic and environmental issues, sustainability, manufacturability, ethics, health, safety issues, and social and political issues, according to the nature of the design.) | |
| 4) | Devise, select, and use modern techniques and tools needed for engineering management practice; employ information technologies effectively. | |
| 5) | Design and conduct experiments, collect data, analyze and interpret results for investigating engineering management problems. | |
| 6) | Cooperate efficiently in intra-disciplinary and multi-disciplinary teams; and show self-reliance when working independently. | |
| 7) | Demonstrate effective communication skills in both oral and written English and Turkish. | |
| 8) | Recognize the need for lifelong learning; show ability to access information, to follow developments in science and technology, and to continuously educate him/herself. | |
| 9) | Develop an awareness of professional and ethical responsibility. | |
| 10) | Know business life practices such as project management, risk management, and change management; develop an awareness of entrepreneurship, innovation, and sustainable development. | |
| 11) | Know contemporary issues and the global and societal effects of engineering practices on health, environment, and safety; recognize the legal consequences of engineering solutions. | |
| 12) | Develop effective and efficient managerial skills. |