2. Results: How much progress was made under the MDG, and how is progress measured in the SDG?

3. Key Differences: What are the new strategies introduced in the SDG?

4. Comparison Factors:

- Data and statistics.

- Policy implementation.

5. Global and developing country impact.

- Inclusion of new topics in the SDGs.

Nashly Olivero

Kemberly Betancurt

Nicolás Peña Bravo.

MDG

3. To promote gender equality and empower women

SDG.

5. Gender Equality

10. Reduced inequalities.

1. Evolution.

MDG #3 focused mainly on improving girls education and increasing womens participation in work and politics.

When the MDG became the SDG, this goal expanded into SDG #5, which now includes ending violence against women, ensuring equal rights and promoting leadership and economic oportunities.

The ideas from the MDG #3 also influenced the SDG #10, because achieving gender equality is an essential part of reducing all forms of social and economic inequality.

3. The Sustainable Development Goals marked a big change from the Millennium Development Goals. While the third MDG focused on promoting gender equality and empowering women, the SDGs expanded this idea with a more complete and sustainable vision. Goal 5 aims to achieve real equality in social, political, and economic areas, addressing issues that were not included before, like gender violence, the pay gap, and women’s participation in leadership. Goal 10 also supports this by working to reduce inequalities between people and countries, promoting inclusion and social justice. A clear example is the progress in countries like Iceland, which created laws for equal pay, or in Latin America, where social movements have pushed for laws against gender violence and more women in politics. These actions show how the SDGs turned the goals of the millennium into a global and lasting commitment to real equality for everyone.

4. In the MDG #3, it was measured mainly through school enrollment, women employment and political representation.

   In the policy, they have a focus on improving girls education and increasing women participation in goverments and jobs.

   In the SDG #5, use broader indicators, includes violence against women, unpaid work, reproductive rights and leardship roles.

   In the policy, many countries created gender equality laws, anti violence programs and national gender policies.

   And in the other hand in the SDG#10, they have the data from tracks income gaps, social inclusion and inequality across gender, age and income groups.

   In the policy, promotes inclusive economic policies, equal pay laws and antidiscrimination measures.

In summary of this part, Data collection became broader and more detailed from MDG #3 to SDG #5 and 10, while policies shifted from education, focused actions to better laws, addresing social, economic and gender inequalities.

5. The SDGs didn’t just expand the Millennium Goals, they changed the strategy. Instead of focusing only on problems like mortality or illiteracy, they started to transform the systems that create inequality. In developing countries this meant real policies like gender-based budgets, legal reforms, inclusion programs, and digital access that help women gain income, leadership, and protection. For example, Rwanda used post-conflict reforms and quotas to become one of the countries with the highest female representation in parliament, leading to stronger equality laws. In East Africa, digital tools like M-Pesa allowed many women to start small businesses and save money, reducing economic gaps. The SDGs also added new topics such as technology, climate change, innovation, and governance, making the agenda more complete and focused on long-term measurable change, connecting the old MDG 3 with the current SDG 5 and 10.

Laura Veloza

Mabel Lopez

Johan Ariza

Lina Castiblanco

1. Approach and objectives: evolution

MDG 3: It focused on gender equality in education and greater participation of women in jobs and politics. It was a limited and quantitative objective.

SDG 5: It evolves towards integral and structural equality, including eliminating gender violence, guaranteeing sexual and reproductive rights, and valuing unpaid work.

The change was from access and participation → to empoerment and social transformation.

2. Results and measurement of progress

Under the ODG: Almost educational parity was achieved in primary school and more political representation, but violence, wage gaps and traditional roles persisted.

In the SDG: Progress is measured with multidimensional indicators (violence, leadership, health, domestic work, child marriage). A sustainable and measurable long-term change is sought, not only in educational figures.

3. Key differences / New strategies

Intersectional and human rights approach.

Participation of men and communities to transform cultural norms.

Comprehensive public policies (education, health, justice, economy).

International Alliances and Cooperation (SDG 17 supports the implementation of SDG 5).

4. Comparison factors

Data and statistics:

MDG → measured education and political positions.

SDG → includes more than 10 indicators (violence, domestic work, sexual health, leadership).

Implementation of policies:

MDG → educational programs and political quotas.

SDGs → equality laws, gender-focused budgets, campaigns against violence and support networks.

5. Global impact and new issues

ODM: It opened the way by making gender inequality visible.

SDG: Expanded the impact by including previously ignored issues such as violence, discrimination, access to economic resources, technology and reproductive rights.

The SDGs consolidate a broader, more sustainable and inclusive vision of equality.

* SDG 7 Affordable and clean energy

Its purpose is to guarantee access to affordable, safe, sustainable, and modern energy for everyone. It seeks for people to have energy that is clean and efficient, not polluting or limited, but accessible to all without any difficulties.

* MDG 7 Ensure Environmental sustainability

This goal seeks to protect natural resources, reduce biodiversity loss, improve access to drinking water, and promote sustainable habits to ensure a balance between human development and the care of the planet.

VS

The MDG 7 focused on ensuring environmental sustainability, addressing issues such as the protection of natural resources, access to drinking water, basic sanitation, and the improvement of urban habitats. If we compare it with SDG 7, we notice that it broadens this vision by specifically focusing on ensuring universal access to affordable, safe, sustainable, and modern energy. Through the evolution of these goals, it is reflected how clean energy has become a key element for sustainable development, driving both environmental protection and economic and social growth.

Oscar Lopez

Miguel Contreras

Valentina Quiroga

Isabella Daut

MDG No. 7: Ensure Environmental Sustainability

SDG No. 13: Climate Action

1 Focus and Objectives: How did the goal evolve from the MDG to the SDG?

Main focus Reduce the loss of environmental resources and improve access to safe drinking water and sanitation. Combat climate change and its impacts through mitigation, adaptation, and education.

General objective Integrate sustainable development principles into national policies and reverse environmental degradation. Take urgent action to combat climate change and strengthen resilience and adaptive capacity.

Key evolution The MDG focused on environmental preservation. The SDG expands to climate change as a global threat, linking environment, economy, and society.

2 Results: How much progress was made under the MDG, and how is progress measured in the SDG?

Moderate improvements in forest protection and biodiversity conservation. - Progress is measured through indicators related to emission reduction, resilience, and climate finance.

Progress achieved The share of people without access to safe drinking water was halved by 2010.

3 Key Differences: What are the new strategies introduced in the SDG?

Main strategy National conservation programs and basic resource management. Global and multisectoral action, involving governments, private sector, and civil society.

4 Comparison Factors:

Limited global data coverage and monitoring capacity.

Policy implementation Focused mainly on developing countries through aid programs. Global shared responsibility — all countries must act according to their capabilities.

5 Global and developing country impact.

Improved access to clean water and expansion of protected areas, but environmental degradation persisted. Also will be Better access to water and sanitation but limited technical capacity for environmental management and finally Climate change was not directly addressed. Includes mitigation, adaptation, resilience, climate education, and climate justice.

Inclusion of new topics in the SDG´S

-MDG No. 7 aimed to protect the environment and secure basic resources, while SDG No. 13 recognizes climate change as a global crisis. The focus shifted from local environmental sustainability to comprehensive, coordinated global climate action.

Keisy Peñaloza

Jenny Lozano

María Fernanda Parra

1. Focus and Objectives: How the goal evolved from the MDG to the SDG

MDG 3: Promote gender equality and empower women.
SDG 5: Achieve gender equality and empower all women and girls.

MDG 3: Focused mainly on eliminating gender disparities in primary and secondary education, increasing women’s participation in the labor force and representation in national parliaments.

SDG 5: Expands the scope to comprehensive and sustainable gender equality, addressing gender-based violence, reproductive rights, unpaid care work, full political participation, and equality in all social, economic, and public spheres.

2. Results: Progress under the MDG and how progress is measured in the SDG

Progress under MDG 3: Significant progress was made in reducing the educational gap between boys and girls in most developing countries. However, inequalities persisted in access to decent employment, wages, and political participation.

Progress measurement in SDG 5: Broader and more detailed indicators are used, such as the proportion of women in managerial positions, women in parliament, equal pay, time spent on unpaid care work, laws addressing gender-based violence, and access to reproductive health and rights.

3. Key Differences: New strategies introduced in the SDG

* Inclusion of violence elimination goals against women and girls .

* Promotion of universal access to sexual and reproductive health and rights.

* Recognition and valuation of unpaid care and domestic work.

* Guarantee of full participation and leadership of women in political, economic, and public life.

* Adoption of legislative reforms ensuring equal rights to economic resources and property.

4. Comparison Factors

• Data and Statistics:

  MDG: Relied on limited data — mostly on school enrollment and parliamentary representation.

  SDG: Uses a broader set of indicators disaggregated by age, location, education, occupation, and income level.

• Policy Implementation:

  MDG: Focused on programs encouraging female education and basic empowerment.

  SDG: Promotes integrated policies with gender mainstreaming, gender-sensitive budgeting, and legal frameworks against discrimination and violence.

5. Global and Developing Country Impact

Global: MDG 3 brought gender equality to the forefront of global development; SDG 5 strengthened it as a core condition for sustainable development.

Developing countries: Persistent structural barriers remain — wage inequality, underrepresentation in decision-making, limited access to resources, and gender-based violence — but SDG 5 encourages institutional and cultural transformation.

6. Inclusion of New Topics in the SDGs

* Gender-based violence and human trafficking.

* Reproductive rights and sexual health.

* Unpaid domestic and care work.

* Legal and economic equality.

* Full leadership and participation at all levels.

Karen chipatecua

Nicolas Velandia Cantor

Millennium Development Goal 4 (MDG 4) was to reduce child mortality, specifically the under-five mortality rate, by two-thirds between 1990 and 2015. This goal focused on preventable and treatable diseases such as pneumonia, diarrhea, and malaria, through interventions such as vaccines and improved access to treatment and nutrition.

MDG 4 Targets

Reduce the under-five mortality rate by at least two-thirds between 1990 and 2015.

Reduce the infant mortality rate (under one year of age) by at least two-thirds between 1990 and 2015.

Vs

Sustainable Development Goal 3 (SDG 3) is to ensure healthy lives and promote well-being for all at all ages. This includes achieving universal health coverage, providing access to affordable medicines and vaccines, preventing and treating communicable and non-communicable diseases, improving sexual and reproductive health, and reducing deaths and injuries from road traffic.

Outcome

Despite not fully meeting the target, the world experienced a significant reduction in child mortality during that period, from 12.6 million deaths in 1990 to approximately 6.5 million in 2012.

The leading causes of mortality, such as pneumonia and diarrhea, were successfully addressed through interventions.

Note: The current successor to the Millennium Development Goals is the Sustainable Development Goals (SDGs), and SDG Goal 4 focuses on quality education, not child mortality.

MDG 2: Achieve universal primary education

SDG 4: Quality education

1. Focus and Objectives: How did the goal evolve from the MDG to the SDG?

Millennium Development Goal 2 aimed for all boys and girls to complete primary education, focusing mainly on access to basic education. The 2015 Millennium Development Goals Report shows that the priority was to expand school enrollment, reduce dropout rates, and increase literacy, especially in developing countries.

With the arrival of the Sustainable Development Goals, SDG 4 broadens this focus. According to the 2025 SDG Report, this goal seeks to ensure inclusive, equitable, and quality education at all levels, from early childhood to higher education. It also introduces new topics such as technical and vocational training, gender equality, digital education, and environmental sustainability, making education a key driver of social and economic development.

2. What progress was made under the MDGs and how is progress measured in the SDGs?

During the MDG years, net primary enrollment in developing countries rose to 91%, and the number of out-of-school children fell from 100 to 57 million. Youth literacy improved, and gender gaps decreased, although educational quality remained uneven.

Under SDG 4, an additional 110 million children and young people have entered the education system since 2015. Progress is now measured using indicators of learning outcomes, teacher training, digital access, and equity. Still, more than 50% of students do not reach minimum learning levels, and global crises have affected the quality of education.

3. Key Differences: What are the new strategies introduced in the SDG?

SDG 4 introduces strategies that were not present in MDG 2. While the MDG focused on the number of children enrolled, the SDG adds, quality of learning, gender equity, inclusive education for people with disabilities, and education for sustainability and peace.

According to the 2025 Report, strategies also include educational innovation, the use of digital technologies, and strengthening teacher training. Moreover, education is now considered a lifelong right, not just limited to childhood.

4. Comparison Factors: Data and statistics - Policy implementation

• Data and statistics: The 2015 MDG Report highlighted limitations in data systems, noting that many countries lacked accurate information on dropout rates or quality. In contrast, the 2025 SDG Report provides more complete and disaggregated statistics, with indicators measuring learning outcomes, equity and digital education.

• Policy implementation: Under the MDGs, policies focused on expanding enrollment and building schools. With the SDGs, policies include teacher training, digital inclusion, sustainable financing and international cooperation in education, as noted in the 2025 Report.

5. Global and developing country impact / Inclusion of new topics in the SDGs

MDG 2 had a significant impact in developing countries, especially in Africa and Asia, by increasing access to basic education. However, the global focus remained limited to primary schooling.

SDG 4 expands the scope and seeks to address 21st century educational challenges, the digital divide, quality of teaching, lifelong learning and educational resilience in the face of crises such as pandemics or natural disasters. Additionally, SDG 4 integrates education for sustainable development and global citizenship, topics not included in the MDGs.

Andrea Rodríguez

Andrés Benavides

1- Focus and Objectives: Evolution from MDG to SDG 10

In the Millennium Development Goals (MDGs), reducing inequality was not an explicit goal. It was addressed indirectly through objectives such as eradicating extreme poverty, achieving universal education, and promoting gender equality.
With the Sustainable Development Goals (SDGs), the approach evolved significantly. SDG 10 explicitly aims to reduce inequality within and among countries, addressing not only poverty but also economic, social, and political disparities. It focuses on social inclusion, economic mobility, and equal opportunities for all.

2. Results and Measurement of Progress

During the MDG period (2000–2015), many countries reduced poverty, but internal inequalities often increased.
Under the SDGs (2015–2030), progress is measured through specific indicators such as:

• Income growth of the bottom 40% of the population.

• Income inequality (Gini index).

• Inclusion of persons with disabilities, migrants, and minorities.

• Redistributive fiscal, wage, and social protection policies.

These indicators allow countries to assess not only economic growth but also who benefits from that growth.

3. Key Differences: New Strategies Introduced in SDG 10

SDG 10 introduces new strategies not covered under the MDGs, such as:

• Promoting equitable fiscal, wage, and social protection policies.

• Ensuring social and political inclusion for all.

• Improving the regulation of migration and ensuring safe and orderly mobility of people.

• Strengthening international cooperation and development aid for vulnerable nations.

Data and statistics: Progress on SDG 10 is tracked by organizations such as the World Bank, UNDP, and the United Nations, which collect global data on inequality, income distribution, and multidimensional poverty.

4. Comparison Factors: Policy Implementation

• MDGs: Focused on basic social outcomes (poverty, education, health).

• SDG 10: Focuses on structural economic and social reforms.

The SDGs require governments to adopt inclusive policy frameworks and promote equal opportunities, using international indicators to evaluate effectiveness and progress.

5. Global and Developing Country Impact

SDG 10 seeks to reduce the gap between rich and poor countries by promoting inclusive and sustainable growth.
In developing countries, its impact can be seen through:

• Social and financial inclusion programs.

• Progressive tax reforms.

• Equal access to education and decent employment.

At the global level, it encourages fair participation in the global economy and reducing inequality between nations.
Additionally, SDG 10 introduces new topics such as safe migration, structural discrimination, and digital divide reduction, expanding the scope beyond what the MDGs covered.

Karen Villalba - Stiven Villarraga

1. Focus and Objectives: How did the goal evolve from the MDG to the SDG?

It focused on ensuring that all boys and girls completed primary education.

Its focus was limited to the number of enrollment and completion of the basic cycle.

SDG 4 (2015–2030):

Expanded to ensure inclusive, equitable, and quality education and promote lifelong learning.

Its focus is comprehensive because it covers everything from early childhood education to higher education, technical training, gender equality, access for people with disabilities, and learning quality.

2. Results: How much progress was made under the MDG, and how is progress measured in the SDG?

Under the MDGs, primary school enrollment in developing regions increased from about 83% in 2000 to over 91% by 2015, and the number of out-of-school children dropped by nearly half. However, many students still failed to complete primary education or achieve basic literacy and numeracy skills.

Progress under the SDGs is measured through a comprehensive indicator framework that includes ten targets and more than 40 indicators covering aspects such as learning outcomes, teacher training, and access to vocational or higher education.

3. Key Differences: What are the new strategies introduced in the SDG?

- Inclusive Education: focus on people with disabilities, minorities, and rural populations.

- Lifelong Learning: includes technical, vocational, and higher education.

- Educational Quality: teacher training, adequate infrastructure, and modern materials.

- Focus on gender equity, poverty, and technology as an educational tool.

- Participation of governments, civil society, and the private sector in implementation.

4. Comparison Factors

Data and Statistics:

• MDG 2 used a few simple indicators (enrollment, literacy rates).

• SDG 4 employs a more detailed framework with disaggregated data to capture inequalities, learning outcomes, and lifelong education progress. This requires stronger national statistical systems and international coordination.

Policy Implementation:

• MDG 2 policies mainly targeted access to primary education, often supported by international donors.

• SDG 4 requires cross-sectoral policies linking education with gender equality, labor markets, digital access, and sustainability. It emphasizes shared responsibility among governments, civil society, and private actors.

5. Global and developing country impact.

Globally, the MDGs succeeded in expanding primary education but revealed deep inequalities in learning quality and completion rates. The SDGs responded by promoting universal and equitable education standards for all nations, developed and developing alike.
For developing countries, SDG 4 means addressing persistent challenges such as teacher shortages, rural access, and digital divides while improving quality and relevance. The SDG framework also includes new topics, such as early childhood education, vocational training, global citizenship, sustainability education, and equal access to higher education.

Miguel Angel Caicedo

Nahiara Oviedo

Wilmar Oyaga

1.Focus and Objectives: How did the goal evolve from the MDG to the SDG?

The Millennium Development Goal 2 (MDG 2), implemented between 2000 and 2015, focused mainly on achieving universal primary education. Its objective was simple and specific: to ensure that all children, both boys and girls, could complete a full course of primary schooling. The emphasis was on access and enrollment, meaning that the main measure of success was the number of children attending and finishing primary school. However, this approach did not address deeper issues such as educational quality, learning outcomes, or inequality among social groups.

In contrast, the Sustainable Development Goal 4 (SDG 4), launched in 2015 as part of the 2030 Agenda, represents a significant evolution in both scope and ambition. SDG 4 expands the vision of education beyond primary school to cover all levels of learning, from early childhood education to higher and lifelong learning. It focuses not only on ensuring access, but also on improving quality, promoting equity and inclusion, and guaranteeing that all learners acquire the skills and knowledge needed for sustainable development and decent work.

2. What progress was made under the MDGs and how is progress measured in the SDGs

Under the Millennium Development Goal 2 (MDG 2), significant progress was achieved between 2000 and 2015. The global primary school enrollment rate rose from 83% in 2000 to 91% in 2015, marking a major improvement in educational access worldwide. Many developing countries, particularly in Asia and Latin America, expanded their school systems and reduced the number of out-of-school children. The gender gap in primary education also narrowed considerably, with nearly equal enrollment rates for boys and girls in most regions.

However, despite these advances, challenges persisted. Around 57 million children were still out of school by 2015, especially in Sub-Saharan Africa, conflict zones, and rural areas. Moreover, while enrollment increased, educational quality remained low in many regions — millions of students completed primary school without acquiring basic reading, writing, and numeracy skills. The MDG framework focused mainly on quantity (attendance and completion), not on what students were actually learning.

3. Key Differences: What are the new strategies introduced in the SDG?

The Sustainable Development Goal 4 (SDG 4) introduced several new strategies and approaches that expanded and strengthened the vision of education beyond what the Millennium Development Goal 2 (MDG 2) had proposed. While the MDG mainly focused on providing universal access to primary education, the SDG framework emphasizes quality, inclusion, equity, and lifelong learning as essential components of human development.

One of the main strategies of SDG 4 is the promotion of inclusive and equitable education, aimed at eliminating all forms of discrimination based on gender, ethnicity, disability, or socioeconomic status. This ensures that education systems reach not only the majority, but also marginalized and vulnerable populations who were often left behind under the MDGs.

4. Comparison Factors: Data and statistics - Policy implementation

The Millennium Development Goal 2 (MDG 2) and the Sustainable Development Goal 4 (SDG 4) differ greatly in both the type of data collected and the way progress is evaluated.

Under the MDG 2, the main indicators were quantitative, focusing on enrollment and completion rates in primary education. Between 2000 and 2015, the global primary enrollment rate increased from 83% to 91%, reflecting substantial progress in expanding access to basic education. However, this data did not measure what students were actually learning, nor did it capture inequalities between regions or social groups. The MDG approach emphasized school attendance, not educational outcomes.

5. Global and developing country impact/ Inclusion of new topics in the SDGs

The Millennium Development Goal 2 (MDG 2) had a significant global impact, particularly in developing countries, where access to primary education increased dramatically between 2000 and 2015. Many nations in Africa, Asia, and Latin America expanded school infrastructure, eliminated school fees, and implemented national programs to boost enrollment rates. As a result, millions of children who previously had no access to education were able to attend primary school for the first time.