SDG Pathshala

The Sustainable Development Goals (SDGs), in its very primary essence refer to the Global Goals, were adopted by the United Nations in 2015 as a universal call to action to safeguard our planet and the humanity it shields. It collectively with all its 17 goals aims to ensure that by 2030, every person can live with dignity, peace, and prosperity.

The 17 SDGs are interconnected and success in each parameter ripples into the framework of other goals. The measurable development in the end calls for social, economic and environmental sustainability. The SDGs address sweeping global challenges including ending poverty, hunger, AIDS, and discrimination against women and girls and simultaneously snowballing into influencing the everyday realities of communities, to uphold universal peace. 

The knowhow behind this is the crucial aspect every country is chasing after. Global platforms such as the High-Level Political Forum on Sustainable Development (HLPF), the SDG Summit held during the United Nations General Assembly High-Level Week, and the World Sustainable Development Summit continue to stress on evaluating progress over last one decade, and sustain momentum toward the 2030 Agenda. The realisation of macro policy corridors to micro human experiences is the ultimate win for everyone. 

While countries, subsequently the governments, corporations, and civil society organizations are together at it, the knowledge platform at a very early stage is crucial to build the foundation from which responsible leaders can be scooped out who care for the planet and its people. 

Learning for Leadership

Education is the primary pillar of nation building and a gateway to better life. The strength of any nation lies in its people, particularly the young dreamers: tomorrow’s leaders, who will drive economic growth and shape a sustainable future. Carving out responsible citizens from a vast and diverse population is no solitary quest and high-quality education from an early age is the first step in this transformative journey.

Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development, adopted by all 191 United Nations (UN) member states, including India, in 2015, seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. This agenda can only be materialised through collective efforts of the entire Indian education system to universalize education not just in terms of literacy but through a systematic approach to strengthen India’s growing global leadership efforts towards economic growth, social justice and equality, scientific advancement, national integration, and cultural preservation. 

Viksit Bharat@2047

• The visionary aim of Viksit Bharat@2047 rests on the shoulders of classrooms of today nurturing these minds. The workforce at the front foot of India at the centenary of Independence, would be these same minds, shaped by schools and institutions that hone future-ready skills. 
• In the next 21 years, more individual schools and the education system at large will be playing their part toward the holistic development of students, breathing life into National Education Policy 2020’s goals.
• India’s most recent educational imperative, National Education Policy (NEP) 2020, calls for restructuring of all aspects of the education structure to transform our vision of ‘Viksit Bharat 2047’ into a reality.

We believe…

• Learning must be interactive, participatory, and dialogue-driven.
• Students learn best through discussion, healthy competition, collaboration, and self-expression.
• A dedicated platform creates structured, inclusive opportunities beyond classrooms. 
• Students engage more deeply when education addresses real-world problems linked to the SDGs: climate action, equity, health, education, and innovation.
• NEP 2020 comes alive through experiential, multidisciplinary, and measurable learning practices.
• Positioning Indian institutions as active contributors to SDG 4, SDG 16, and SDG 17, enhances India’s leadership role in global education and sustainability dialogues.
• SDG-linked learning cultivates ethical reasoning, accountability, and long-term thinking essential for sustainable futures.
• A shared platform enables institutions to anchor global discourse in academic rigor, while amplifying youth voices on issues that shape the world.
• Empowered students today become the leaders, policymakers, and changemakers of tomorrow.

Through

1. Quizzes – Knowledge building & awareness
2. Group Discussions – Collaboration & reasoning
3. Debates – Perspective, logic & articulation
4. Extempore – Confidence & spontaneous thinking

Delhi NCR – Multi-Level Engagement Structure

• To effectively conduct the four core activities: Quizzes, Group Discussions, Debates, and Extempore, the program will be implemented across three progressive levels in Delhi NCR, ensuring inclusivity, scalability, and merit-based advancement.
• Each competition will be conducted across three class segments, ensuring age-appropriate engagement and fair evaluation:
  Classes 6–8                             Classes 9–10                                   Classes 11–12

• All subject matter and questions will be designed around Sustainable Development Goals (SDGs), national priorities, and global challenges.
  
  
• Competitions will cover topics such as:

1. Climate action, environmental sustainability, and clean energy
2. Health, sanitation, and well-being
3. Education, literacy, and digital inclusion
4. Gender equality and social justice
5. Poverty alleviation, economic development, and social entrepreneurship
6. Innovation, technology, and responsible consumption
7. Civic responsibility, ethics, and governance

Learning Outcomes for Students

1. Practical understanding of the SDGs through direct engagement with real-world challenges and global development priorities, aligning student learning with UNGCNI’s mission to advance education for sustainable development.
2. Enhanced critical thinking and analytical abilities by researching, debating, and responding to complex social, economic, and environmental issues.
3. Advanced communication and articulation skills, developed through structured discussions, debates, and public speaking formats.
4. Enhanced critical thinking and analytical abilities by researching, debating, and responding to complex social, economic, and environmental issues.
5. Recognition and credibility through participation in UNGCNI-associated platforms, certifications, and regional or national visibility.
6. Preparation for future academic and professional pathways, including higher education, public policy, sustainability roles, and leadership positions.

Benefits for Educational Institutions

• Enhances Academic Rigor and Experiential Learning: Integrates NEP 2020 principles such as multidisciplinary learning, critical thinking, and student voice into practical activities.
  
  

• Strengthens Institutional Reputation and Credibility: Participation in UNGCNI-aligned programs positions the school/college as a forward-looking, globally aware institution.
  
  

• Promotes SDG and Global Awareness Integration: Embeds Sustainable Development Goals and global issues into institutional programs.
  
  

• Encourages Holistic Student Development: Nurtures critical thinking, communication, leadership, and collaboration skills among students.
  
  

• Facilitates Benchmarking and Networking: Enables comparison of student performance across schools, zones, and regions. Encourages inter-institutional collaboration, sharing best practices, and fostering a learning ecosystem.
  
  

• Supports Institutional Planning and Reporting: Generates data on student engagement, skill development, and participation for reporting purposes.Supports accreditation, CSR reporting, and alignment with NEP 2020 and SDG targets.
  
  

• Builds Leadership and Community Engagement Opportunities: Provides platforms for students to represent their institution, encouraging pride and participation.
  
  

• Prepares Institutions for National & Global Collaboration: Creates a pipeline of SDG-literate students ready to engage with national and international forums.

COMPETITION NOMENCLATURE ACROSS DELHI NCR

LEVEL 1: INTRASCHOOL

• • Conducted within a single school (e.g., School A).

• Competitions are conducted separately for:
  Each activity (Quiz, GD, Debate, Extempore)
  Each class segment (e.g., Classes 6–8, 9–10, 11–12)

• • Based on scores and predefined evaluation rubrics, the top 2 students are selected.

• Key Takeaway: Enables schools to identify and nurture student talent internally.
  
  

LEVEL 2: INTERSCHOOL in one zone

• Students from multiple schools within a defined zone of Delhi NCR will compete.

• Each school sends its selected representatives from Level 1.

• Each Inter-School event is conducted at a common venue for the zone (e.g., all schools from Gurgaon compete at one venue).

• • Top-performing teams/individuals from each activity and class segment qualify for the Inter-Zone level.

• Key Takeaway: Enables schools to identify and nurture student talent internally.
  
  

LEVEL 3: INTERZONE in Delhi NCR

• Winners from all zones across Delhi NCR compete.
• For each competition (e.g., Quiz) and each class segment (e.g., Classes 6–8): One winner from each zone competes against winners from other zones.

Key Takeaway: Acts as a foundation for future national-level expansion.