Women are given less importance in all aspects of their life, from birth to health care, decision making and in leadership, education, and providing equal opportunities. Particularly, 85 % of women in India experience discrimination. Studies confirm that India is in 112^th place among the 153 countries. One can not deny the fact that 70.30% of women are educated but are unable to enjoy human rights with responsibility. Although goal-5 talks about providing free and quality education both in private and public schools, it remains a dream for most girls in India. For instance, in a few states like Haryana and Rajasthan girls are sent to government schools while the boys enjoy educational privileges at private schools SDG goal 4, target 4:2 states that by 2030 every country should ensure that boys and girls have access to quality education. However, in a report by UNESCO & UNICEF 58 million children between the age of 6-11 does not attend school. 

Although, education is most important, in my opinion, goals 4 & 5 go hand in hand. As an African proverb quotes, ‘In educating a man you educate an individual but in educating a woman you educate a nation. Therefore, the rights of women are to be upheld and their existence to be valued so that they can enjoy all rights.  

Firstly, the understanding was limited to the name of the country and its economic structures. I thought people are extraordinarily rich and prosperous. and they exploit underdeveloped countries. My understanding was that we have to be sympathetic towards the poor.

Secondly, the understanding shifted from mere economic structures to globalization, industrialization, and efforts made towards social change. Also, patriotism and a desire to give my best for the people of my country were strongly experienced.

Finally, through numerous studies and experiences became aware of my interconnectedness to all of the creation, particularly the human family. Began understanding the strengths and weaknesses of every country and can connect me with the people of various countries. There is a feeling that we are born to be free, to enjoy life but not at the cost of other people. We have the right to live a peaceful life, to have rights, and to be responsible citizens of my country. Above all, to protect the environment and to make this world a beautiful place for everyone to live by living in solidarity with those who suffer. 

One such organization is the (MGIEP) Mahatma Gandhi Institute of education for peace and Sustainable development, New Delhi, India. it works closely with UNESCO. It works to transform the way we teach. It helps develop skills, knowledge, and values to become more active responsible citizens who work towards building a sustainable society.  That aims to build empathy, mindfulness, compassion, and critical inquiry in students. The main focus is to foster social and emotional learning. It also works to prevent violence through education and promotion of the Global Citizenship programme. 

Secondly AFS, Delhi, prepares and encourages global citizens of all ages and backgrounds to solve problems, make decisions and learn to solve problems. It works towards building a just and peaceful world. The focus is diversity and inclusiveness. It is also committed to expanding the role of young people in leadership. Works with schools and educators to integrate intercultural learning, capacity building, youth empowerment, educational leadership, and global citizenship education into school curriculums. Above all, it supports the UN in carrying out the SDGs particularly Goal 4, Target 4.7, to make this world a better place for everyone. (india.afs.org). (AFS Intercultural Programs India 163, New Delhi).

Finally, University Grants Commission has come up with a curriculum to educate students on the concept of Global Citizenship. It includes the details of the curriculum, non-violence which will dwell on topics like human rights, gender equality, peace, and climate change also global and national issues. Above all, it encourages students to carry out short-term action and research-based projects. 

Arjen E.J.Wals and Geke Kieft in their research overview on “Education for Sustainable Development’’ state that ‘’Education for sustainable development is a vision of education that seeks to balance human and economic well-being with cultural traditions and respect for the Earth’s natural resources. It emphasizes aspects of learning that enhance the transition towards sustainability including future education; citizenship education; education for a culture of peace; gender equality and respect for human rights; health education; population education; education for protecting and managing natural resources; and education for sustainable consumption’’. 

The students at Presentation Convent Schools in different parts of the world particularly Presentation Convent School, Sehore, in North India are doing various activities in their capacities towards Sustainable Development. The Sisters and teachers are working towards reforming and reorienting educational contexts, focusing mainly on value-based education, youth empowerment, and creative development. Students are helped to think of the overall social systems that keep them closed under racism, caste, class, religion, and gender that block their normal growth toward peace, love, and universal brotherhood. 

Although the school had taken various steps to inculcate value-based education, the student’s behavior was noticed as the same as the society in which they live. Even the teachers are pressurized to complete the syllabus and to take written exams. While talking to a teacher (Mrs. Prathibha) about the holistic development of the children, she said that the activities conducted in the school do not fetch marks for the students which is the main criterion in India to get a desired professional study. But later following various conversations her understanding shifted and is now very cooperative. Even her classroom teachings are based on activities and computer learning 

For instance, our school assemblies are based on the 17 Sustainable Goals and the targets. Through roleplays, the students are helped to think and share what it means to be a boy or a girl. The students and teachers are aware of using gender-biased words instead use inclusive words. This is done to develop a fair and equitable understanding of gender equality. 

However, the parents are not happy with the curriculum reform therefore the next step will be taken to introduce computer programs that will give a wider knowledge of the world to the students. All these small steps are taken to build the capacities of the students and they, in turn, will make a substantial difference in their families, society, and slowly the wider world. 

New earth – People of new heart

As all of us are aware that we are living in a highly competitive world. Everyone is striving towards achieving excellence, wanting to be rich and the best. However, there is a desire in many towards building an equal and just society. For this reason, world leaders came together in 2015 to build a dream for a better tomorrow and they found the SDGs as the best way forward.  The SDGs aim to end poverty and hunger everywhere and to build a peaceful, just, and inclusive society. They aimed to abolish inequalities within the countries. The main desire is ‘to leave no one behind. 

Many mystics and poets dreamed to build a world where everyone is respected and accepted as they are. One among them is a Tamil Poet Kaniyan Pugundanar in his poem said ‘ all places in this universe are mine and everyone is my relative’. Some people say that the earth’s surface will be reshaped. Though the future is not in our hands, I too believe that there will be a positive change happening. People will learn to live in peace and harmony. Everything has to come to an end, similarly, these unjust systems will be put to an end. 

We can already see the future generations talking about climate action, creating peace, economic justice, and harmony. I believe in a future that will unlock the heart of stone which will see the beauty of every individual. There will be no fear of war but everyone will enjoy inner freedom. There will be no rich and poor. Every child will be able to enjoy good health. 

Though technology gives us a fear that it might replace the human mind, I believe those are useless without the human mind which is designing it. While some others say that it can think like the human mind and can solve the problem, it cannot feel like human beings. Human beings could be in solidarity with one another. Therefore building a just and equal society is possible and it will happen 200 years from now. 

The children were encouraged to speak up on pollution and they promised not to burn crackers during the festival of Diwali ( the great Indian festival of lights), but instead to burn more diyas, share sweets with neighbours, and plant trees.  While focusing on gender equality, she emphasized equal opportunities and fair treatment to both boys and girls. 

The training included group activities and a demonstration of reusing waste materials at home. She practically showed the children to segregate dry waste and wet waste, and to make manure with kitchen waste namely vegetable peel, fruit, and food waste. An invitation was extended to be the agents of change. 

The students were encouraged to plant more trees. They were initiated to it at school by planting 20 trees. Those trees are called by a pet name and the students talk to the trees daily and water them before they leave the campus. Sometimes through assemblies, they are helped to understand that everything on this earth is connected and that it is our responsibility to take care of the environment. 

Apart from the above activities, they are provided with many hands-on experiences so that they begin to understand the I plications of climate change. 

In our family when major decisions were made every child is included in it to express their opinion. We had the freedom to speak up. At times, the suggestion of the youngest person was given the most importance. At times cash was given to me to run the family’s expenses and encouraged me to maintain the account of it. When I made mistakes, I was corrected by my parents gently. In this way, I learned to enjoy freedom with responsibility from the age of 13. While deciding I used to depend on my parents and siblings. However, this had a gradual change after higher education. As the circle of friends became wider there were only a few with whom I used to consult.  At times even the parents were not included. 

Although there was great freedom given by the parents it changed completely when I joined the convent. I had to learn again to listen to the order given by the senior sister and to remain silent and allow them to speak, which was the greatest difficulty experienced during the years of religious formation.  Nevertheless, when given the responsibility as a principal, at the age of 26, I was able to enjoy the freedom of making decisions for the school with the teachers and students. While working with economically poor children, living at the railway platform, and rag pickers, I had the privilege of including children in decision-making. Children were helped to think of themselves and improve the standard of their life. A few seminars on children’s parliament helped them approach the civil authorities to provide a clean environment. 

Now again as a principal while making any decisions I do consult the management, teachers, and a small number of reliable friends. However, there is a massive transformation has taken place in the way I make decisions now a few years ago. Now I am talented to contemplate and confident of my aptitude to make decisions as it has had a constructive result over the years. Above all the encouragement and appreciation received for my decision-making capability have made others likewise consult me while taking major decisions.