SDGs Guidebook

SDG Guidebook for Youth in Action 2
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INTRODUCTION
Youth play a significant role in achieving the Sustainable

Development Goal (SDGs) as a stakeholder of all social phenomena
and situations and as a group of people having the capacity to learn,
and enabling environmental factors to develop themself and society.
Nowadays, number of young people1 in Thailand involved in activities

and projects that work on their interests and issues are increasing.
Consequently, understanding the SDGs can provide youth with AN INITIATIVE OF
a conceptual framework to elevate their ongoing projects to meet
the needs and effectively address the local issues within their
available resources.
The SDG Guidebook for Youth in Action aims to serve fundamental

knowledge about the SDGs and provide guidance for youth-initiative
projects and activities development in aligning with their work with
the SDGs. This guidebook consists of four parts:
Part 1 - Significance and role of youth in sustainable development,
Part 2 - Fundamental principles and linkages between social
issues and the SDG,
Part 3 - Actions in daily life to achieve the SDGs and, IN PARTNERSHIP WITH
Part 4 - How to develop SDG-aligned projects.
In each part, supplementary video are available to make

the contents easier to understand and put them into action.
1
UNDP Thailand youth target cover people between 15-30 years of age. See UNDP Thailand Youth Strategy <
https://www.th.undp.org/content/thailand/en/home/library/other-publications/youth-strategy.html> (Accessed
on 30 December 2021)
Table of Contents
Why do we need the SDGs? 1
01 Sustainable Development 3
1.1 What is “development”? 3
1.2 For “development”, what did they have to trade-off for? 5
1.3 Why do we have to act for sustainable development? 8
1.4 What is “Sustainable Development”? 10
1.5 Youth and Sustainable Development 11
1.6 How can you contribute towards Sustainable Development? 12
02 Getting to Know the Sustainable Development Goals (SDGs) 16

2.1 What are the SDGs? 17
2.2 Creation of the SDGs 17
2.3 What you should know about the SDGs 20
2.4 Every development practitioner can take advantage 24
of the SDGs.
2.5 Four principles to consider when using SDGs 25
2.6 How can we know if our work aligns with the SDGs? 27
2.7 Remembering the 17 SDG Goals with 5Ps 32
2.8 How does our work relate to the SDGs? 33
2.9 SDGs and Some Interesting Issues 34
3 Actions in Daily Life to achieve the SDGs 46

3.1 Three actions everyone (even a lazy person) 47
can do for the SDGs.
3.2 Action Guidelines for “Active Citizen” 49
3.3 What will you get from adopting the SDGs? 51
4 How to design a project that aligns with the SDGs? 52

4.1 Make simple projects cooler than ever with the SDGs 53
4.2 Steps in designing an SDG-aligned project 54
4.3 SDGs, as an assistance to make people want to know 67
our project.
4.4 Case studies of SDG-integrated activities 70
4.5 Some considerations to prevent the misuse of SDGs. 72
Why do we need the SDGs?

The concept of “sustainability” is gaining more attention and has become a significant
discussion in almost every sector. The head of government had announced nationwide
policies on sustainability. Leading businesses also launched new products with environmentally
conscious production methods. It seems that “sustainability” has become a current trend in
all sectors. And when people talk about sustainability, another keyword that will probably
come with is “SDGs”.
The Sustainable Development Goals or the SDGs are 17 global goals agreed upon by all
193 member states of the United Nations. The SDGs work a commitment between nations
that they must work together to improve our quality of life and that of future generations in
terms of economic, social, and environmental development by 2030.
So why do we have to act to achieve the SDGs?
Since the SDGs are related to social issues that are already discussed and have a number
of proposed solutions, the question arises as to whether “Do we need to follow the SDGs?”.
The answer is ...
Do not take any decisions yet!

Let us learn more about the SDGs and how to
use them.
The SDGs have an advantage of being a set of the most comprehensive goals
the world has ever have, covering almost every issue. Also, they are an outcome
of the largest policy process in which more than 8.5 million people from different
countries around the world and all United Nations member states participated.
All ensured to integrate the SDGs as a principal goal for their development policy.
As a result, governments, private companies, fundraisers, and social workers knowing
the SDGs began to adjust their practices aligned with the Global Goals.
This means that if we are aware of and understand the concept of the SDGs, we will
be able to speak a common language with anyone working in development field
or having similar interests. It also presents a great opportunity to build networks
and collaborations and access to new resources, funds, and knowledge.
These opportunities can help elevate any projects or activities we are currently working on.
01
Sustainable
Development
01 Sustainable Development
Nowadays, every society tells us that we “need development” or need to grow up and
move forward.
In school or university, we are often taught we need to study to develop our knowledge.
If you are a businessperson, development could be organizational growth and profitability.
Or, if you are a scientist, development may refer to inventions of new technologies
no one has ever seen before.
So what exactly is “development”? Why is it important to everyone? Before getting to know

the SDGs, I would like to encourage everyone to answer this question:
“What is ‘development’?”
1.1 What is “development”?
“
Theoretically, an effort to answer this simple and short question has led to an emergence
of one significant field of study,development studies. As the term development is related to
human life and behavior, different disciplines have different perspectives on development.
Today we would like to invite you to find the meaning of development through these
five characters.
Getting to know sustainable development through motion graphic video

by scanning the QR code, or click here.
https://youtu.be/P8YrSsJDiAU
Sir John - European Nobleman Mister Boontham - Mill Owner Uncle Boonmee - Farmer Jane - Freelance Graphic Designer
Sir John had to lead his fleet for foreign trade. Mister Boontham built his wealth from rice trading Uncle Boonmee was born in the same Jane loves design work. She chose not to apply for a permanent
He had to do whatever to sell his goods at the best in the era of food scarcity. However, only a handful era as millions of post-war fellows. job so she could do what she wants. Being freelancer gives her
price and purchase items back to his country of varieties was in high demand. He told farmers, He sold his rice to Mister Boontham, more flexibility and autonomy. Yet, she had to trade them off
at the lowest. including Uncle Boonmee, to stop growing who accepted unlimited quantities. with job security. Jane has to race against time to meet customer
For Sir John, the wealth of nations depends upon unfavored varieties and buy his seeds for their This business pushed him to use of needs and often take pay cuts just to get a job.
the reserves of precious metals,
metals, such as gold crops instead, for better prices. For him, chemical fertilizers and pesticides to Even so, Jane still made some savings for travel, doing volunteer
and silver. The more precious metal, the wealthier the higher rice production, the higher increase his crop yield. work, and willing to pay more for eco-friendly products.
and more developed the nation. profitability.
Mercantilism and Colonialism Green Revolution Information and Digital

16th Century – 18th Century 1930s Present
SDG Guidebook for Youth in Action

Industrial Revolution Free Trade and Globalization
1760s 1990s
Smith - Machinery Mechanic Santi - Industrial Engineer
Smith was born in an era when scientists created many new Santi has been working for a computer parts factory since
inventions, notably “a steam engine”, that modernized his the first days of its operations in Thailand. It was the first time
country. With this machine, his country produced more and he made friend with an expats. With this job, He could get
cheaper goods faster. Unfortunately, he had to endure dirty himself a mobile phone and a car at a cheaper price than
smell, smoke, and dust from massive coal burning. Smith had his parent’s time.
no idea that this would later be a rising of carbon dioxide As for Santi, he is okay with his income and stable job.
concentration in atmosphere, which spiked up later. Even if sometimes he has to work overtime without pay,
he will still be able to pay bills for himself and his family.
4
1.2 For “development”, what did they have to

trade-off for ?
Sir John - The Age of Colonialism
(16th-18th Century)
Sir John represents a person born in the 16th century when mercantilism
was booming. In this era, major powers sought to amass their wealth
to the extreme. They believed that the amount of gold, silver, or
precious metal possessed represents wealth and development of
one nation. Consequently, they had to occupy foreign territories with
abundant natural resources and cheap labors. These resources were
used as raw materials to produce manufactured goods at lower costs
for high-margin exports worldwide.
Major powers interventions brought wealth and prosperity to colonial countries back then.
The interventions increased political powers of the colonial empires because they influenced
several aspects of the colonial countries, including changing in customs and traditions, laying
down foundations of governance, and allocating resources internationally.
Although the development in Sir John’s era had led to major changes and
considered the foundations of modern governances, many problems followed,
such as the destruction of local culture and racial discrimination,
resulting in deep-rooted multidimensional inequalities today.
Smith - The Industrial Revolution

(Between 1760s – 1840s)
A Machinery mechanic likes Smith is the great representation of an era
that forever changed the world: the Industrial Revolution. In this era,
scientists invented many new technologies, notably “the steam engine”,
which transformed the western hemisphere. They could produce large
quantities of goods faster and cheaper because of their labor-saving
machines.
Smith and the people of his generation were so excited about the inventions
because it made him and his compatriots being a part of the nation’s greatness. Other countries
would want to own sewing machines and trains like they did.
However, they weren’t aware that these modern inventions would also change their lives.
Women in many families quit weaving and went to work in factories. Even Smith himself
had to endure the dirty smell, smoke, and dust from massive coal burning. Smith had
no idea that his era was the rising of carbon dioxide concentration in atmosphere,
which spiked up later.
The development in Smith’s era transformed the world from labor-intensive
to machinery-intensive manufacturing, which significantly made lives far more
convenient. However, that was the rising of human-made atmospheric
accumulation of carbon dioxide, led to global warming.
Mister Boontham and Uncle Boonmee

-The Green Revolution (Between 1930s - 1960s)
“Green Revolution” refers to an era after World War II when
global agriculture was diverted from subsistent cultivation
to commercial. At that time, the number of newborns rapidly
increased, a.k.a. Baby boom. Mister Boontham and Uncle
Boonmee were baby boomers.
They two were born in the era when there were considerably
fear of food scarcity because the number of populations was
higher than food supply. They did whatever to increase crop and livestock production
to feed everyone by using technologies such as disease-resistant varietal development,
chemical fertilizers, and pest controls.
The increase in crop yields benefited both farmers like Uncle Boonmee to live a better life
and rice traders like Mister Boontham, to gain his wealth.
However, the adoption of these practices was the beginning of extensive use of
chemical fertilizers and pesticides, left mass residues on food, which could be harmful to
both farmers and consumers health. These practices also caused biodiversity loss and
reduced plants and animals’ species because every farmer chose to grow only a few
varieties that they could sell at a good price. In addition, there was a significantly growing
of deforestation for agricultural purposes.
The development in the era of Mister Boontham and Uncle Boonmee (or the era of
our great-grandfather) resulted in producing adequate food for everyone in the world.
However, we had to pay a price for it with chemical contaminated food that could
harm our health and environmental degradation.
Santi - The Age of Free Trade and Globalization

(1990s-Present)
Santi started his career as an engineer when the world started to be
influenced by “freedom of choice” principle. By reducing the “barrier to
entry” in a major international economic transaction and immigration, he
could make oversea business trips, have some foreign friends, and buy
a car at an affordable price for a middle-class person like himself.
These are the results of widespread ideas of democracy, equality, and
human rights. People believes that if we can move freely, invest, and
build our business live with minimum control by the state, the economic performance would
be better. And when everyone has money, the country will be developed.
This statement is valid in most developing countries, including Thailand, which became one
of the top-picked industrial production bases in Asia. The number of people in poverty have
declined. This generation of working-class (who would later be our parents) see working as
an opportunity to improve their well-being. They are also inherited their parents’ belief that
“having a job is very fortunate”, as career options were limited and life was harder back
then. If you have a decent work, you must be industrious, so you can build up financial
capability for your family. With this idea in minds, education is very important. People in this
generation are willing to pay for higher tuition fees if it would allow their children to study in
a higher-quality school.
Even the spurt of economic growth has reduced the number of the poor, it is widening the
income gap between the poor and the rich. Opportunities for the poor to elevate their status
is lesser due to lack of seed money, education, good health, and land to be used as collateral.
Moreover, a minimum wage is still increasing at a slow pace. All of these situations leads
to “inequality”. Additionally, focusing only on economic development is the main cause of
environmental degradation.
The development in the era of Santi (or the era of our parents) have shrunk the
world, provided more facilities, and reduced the number poor by giving their jobs,
at the expense of the inequalities and environmental degradation.
Jane - The Age of Digital and Information and Digital

(Present)
Jane is representing an early Gen Z (born in 1997-2015), who just started work-
ing life. People like Jane, including all us young people, grew up with tech-
nology like mobile phones and the internet. These technologies are decisive
factors that totally differentiate us from our parents’ generation in terms of
ways of thinking, questioning and being curious. We also have a sense that
“wealth doesn’t provide any guarantee of a good life”. That is why Jane chose
not to apply for any full-time jobs and became a freelancer, to enjoy flexibility.
However, it also comes with some cons, such as underpayment, no welfare,
and a lot of uncertainty.
Even in the modernized and convenient world, Jane and young people like us both grew up
with full awareness of environmental issues and rising inequality. People in our generation
do not believe that hard work alone can get us the good life, because we may have to live
in a world with toxic air, face more frequent epidemics, and much more unexpected.
This young generation is more concerned and pays more attention to the surrounding
problems. The development for this generation goes beyond having a good paycheck.
No matter what generation is, the term “development” must be anything that
makes everyone’s life better. Still, the word “better” means differently to different
people and may lead to new problems.
What kind of development will be good for everyone then?
In 2012, a document titled “the Future We Want” was published.

The document provides details of current social situations and
issues to reaffirm us that only economic development will not
ensure good quality of life for all. Climate change is real, and
human activities are the main factor that make it worse. If it
continues unchecked, we and the next generations may not be
able to inhabit this planet. For that reason, the idea of sustainable
development was proposed, suggesting that new development
approach from now on must creating a balance between economy,
environment, and society. It is the only way forward for the planet
and the people.
1.3 Why do we have to act for sustainable

development?
The world is facing unprecedented risks.
According to the stories of five characters representing each era, you have learned that
mankind needed to deal with different problems: in the Colonial age of Sir John, people
were seizing territory and resources for survival and greatness; in the Green revolution era
of Mister Boontham and Uncle Boonmee, they were facing food scarcity after the World War;
Santi must work harder for a stable job and survive the economic crisis in the era
of Globalization and free trade.
And we have Jane, who represents a person with same age as us, growing up amid the
awareness of environmental degradation, extreme weather, income disparity between the
rich and the poor, and emerging diseases. Humans have never encountered these chal-
lenges before. Also, they are more complex and unable to be solved separately. These
new problems, caused by certain countries, also have broader impacts, even causing unin-
tended negative effects to others.
We must realize that “we cannot solve new problems with old approaches”.
Three reasons why old approaches are unable to overcome new

problems.
The reasons we are unable to deal with both existing and upcoming problems, by using
old approaches are because of their characteristics. The old approaches are linear, taking
only single step at a time, and perceiving one problem clearly separated from others, which
opposite the nature of the new problems we are encountering. Most present and future
global challenges have three distinctive characteristics as follows:
Unable to be solved
More complex Indivisible
by attitude alone
Many long-standing problems Having Ultra-Nationalists
The new problems arise from cannot be solved by changing persprctive will undermines
existing, equally serious attitude and behavior alone. problem-solving efforts because
problems. Choosing to solve They need systematic change we are facing problems that
one problem at a time is and enabling environments affect all individuals, regardless
ineffective and may make to encorage those positive of their nationals, race,
the old problems worse or behaviors. That is why running and where problems originated.
create unexpected new ones. awareness raising campaigns Nobody will escape the effects
will only works temporarily. of the problems, unless
there is strong cooperation.
An example of the problem that

“we can no longer do the same to solve it”
Marine Plastic Pollution
If you gather plastic waste in the world’s oceans, an estimated size is twice the size
of Texas2. Most of them comes from land-based sources, even if you properly dispose
the plastics and do not even throw them directly into the sea. Solving this problem needs
a more efficient waste management system not only in some countries, but all that
have access to the sea. This approach is easier said than done because an ideal waste
management process begins even before its generation; from product design,
manufacturing, household waste disposal, to its end in landfills. You can see that there
are a lot of people involving in the waste management chain. Immediately implementing
new stringent control measure will have broader impacts. Yet doing nothing or taking it too
lightly will not solve the problem.
In addition to marine plastic pollution, there are many more issues sharing these
three characteristics and cannot be solved with the old approach. What else can
you think of?
“
“
In the given data and case, we can see that our world is facing new risks that are
more severe and unable to be solved with the same old approach. We need to
seriously consider and follow the concept of sustainable development by balancing
between economic, social, and environmental aspects. Because of all these
problems, sustainability is not an option anymore but the key to our survival.
2
theoceancleanup, ‘WHAT IS THE GREAT PACIFIC GARBAGE PATCH?’ <https://theoceancleanup.com/
great-pacificgarbage-patch/> Accessed 1 December 2021
1.4 What is “Sustainable Development” ?

Sustainable Development
“Development that meets the needs of the present, without compromising the ability
of future generations to meet their own needs”
A definition from Our Common Future
In other words, it is the development that allows us to live the way we want, but
without jeopardizing the future generations or leaving our problems to them. This kind
of development can only happen when everyone understands and agrees with
an interconnectedness of the three dimensions; economic, social, and environmental,
if one fails, it will affect to the rest. Therefore, a focus of sustainable development
is to balance the economic, social, and environment, known as “the three pillars
of sustainability”.
Economy Economy
Society Environment Society

Environment
What it currently is. What it should be.
However, humans have been damaging the environment until it significantly

degraded. We can say that sustainable development is an attempt to make what it
currently is (the right figure) to what it should be (on the left).
1.5 Youth and Sustainable Development

Why sustainable development is important to youth?
The quality of life of 1.3 billion young people depends on sustainable development. -
By 2030, the world youth population is projected to rise to 15% of the world’s population
in that year, approximately 1.3 billion people out of the estimated 8.5 billion (United
nation: New York, 2015). However, this trend will not soar like it did after World War II.
This generation and the next will grow up amid rising of environmental problems, economic
inequality, and many more social issues. If we do not accelerate global sustainable
development, many young people will have poor well-being. They may become
malnourished, sick, drop out of school, have to live in a poor community, and suffer from
air pollution.
Asia
Africa
Caribbean and
Latin America
Europe
North America
Oceania
Youth aged 15-24 years, by region, 1950-2060

Sources: Youth Population trends and Sustainable Development (UN DESA,2015)
Youth are key stakeholders. - Young people in this generation will

Young people cannot help but follow any become adults at the most challenging
policies related to them made by adults; time. - Our world is going to face many
whether those come from their families, unprecedented challenges, especially
teachers, or government decisions, and environmental, in the next 5-10 years.
have been inevitably affected by them. Today’s youth are becoming adults during
Therefore, young people should be the great challenging time of the world.
included to participate in the design For this reason, if we do not start to
and decision-making process of those understand the global issues or try to get
policies affecting their lives. involved in any way, we will be severely
affected.
Why are youth important to sustainable development?

We need a better world, but, the world also needs youth power to make it better.
Why?
Young people in this generation have role in determining
the future of the world. - In the next 5-10 years, youth aged
15-24 years today are going to reach working age. They are
going to drive economic growth, support their families, and
become leaders in various sectors. Young people need to
play a significant role in designing the future we want at the
very beginning.
Youth can better communicate and voice their needs

than adults, leading to more effective problems solving,
particularly issues concerning young people, e.g, learning
styles, bullying, and stress in the educational system.
Young people have certain skills needed for problem-

solving. - As mentioned above, the newer skills are needed
to deal with them, including technology literacy, creativity,
flexibility, adaptability, and powerful communication. These are
the outstanding skills of the youth in this generation.
1.6 How can you contribute towards Sustainable

Development?
Everyone can contribute to sustainable development, from an easy level you can do
immediately to an advanced level that creates larger social impacts. Let us find out
which level of contributions are you in and what you can do more.
Change makers
Individual Active citizen

Individual Level: Questioning your surroundings

and changing behavior
The easiest and most ready-to-act level is “changing your behavior”. Ask yourself
if you are constantly doing these actions.
(1) Questioning your surroundings: Questioning is the starting

point for being aware of reasonableness of what is happening
around you. Curiosity helps us seek bias-free answers, be a more
rational person, and a critical thinker. These skills are helpful to
better understand the complex problems and align your perspectives
with the sustainable development approach.
(2) Changing consumption behavior: By do it and drop it.

Do it: Start by eating without food waste, and purchasing products
with a label indicating environmentally-friendly manufacturing.
Drop It: Stop purchasing any products having production process
that opposes sustainability, such as exploiting slave labor, oppressing
workers, or disposing hazardous waste harmful to community area
and environment. These actions will send signals to the producers to adapt accordingly.
(3) Stopping any behaviors against sustainability: Sustainability is not only limited to
environmentally-friendly actions, but also treating everyone with respect and dignity.
Therefore, we must end any destructive and disrespectful behaviors, whether intended
or not, such as teasing, bullying, or using authority to suppress other, etc.
(4) Be Open-minded and Understanding Diversity: We are living in a diverse society -- race,
religion, language, culture, etc. We should be more open to diversity, not express loathing,
and stop being self-centered.
If you have more than three behaviors listed above or frequently behave accordingly,
you are considered in the individual level of contribution. This level of change has
immediate effects on yourself. Even if it looks like taking only a small step, it could
lead to broader impacts or new norms, once the number of people changing their
behaviors increase.
Change-makers Level: Having a firm standpoint

and influencing people to make changes
It is the level of contribution for all ordinary people who have sustainability-aligned
behaviors and want people around them to change accordingly. People who would like
to make a change in this level do not need to set up any activity groups or projects,
but focus on expressing their viewpoints to send signals to people around them so as to
gain better understandings and agree with the points. You can be a change maker if you
usually perform these following actions:
(1) Expressing your position to support all activities aligned with sustainability and
oppose others that against sustainability on social media, or through any symbolic
campaigns, for example.
(2) Giving accurate information when encountering behaviors that go against
sustainability - For instance, when you witness bullying, you then inform those around
you how bad it is and admonish the wrongdoers for their actions.
You always make a call out and express your opinion on ….
“
“
Active citizen Level: Participating, Taking leading
roles, and aiming for structural changes
It is the highest level of contribution for enthusiastic ordinary people, who are not only
having positive behavior and influencing those around them but also advocating their
beliefs to drive large-scale changes. This group of people begins to concern about social
situations, take a leading role, participate in the issues of interest, and want to push ideas
forward. Here are some examples of the actions you can do:
1. Taking part in political participation by voting for leaders who promote sustainability
policies or sharing your opinions on any sustainability-related activities or policies.
2. Participating in public callouts and monitoring through available channels by joining
peaceful social media campaigns or sharing your opinions on social issues through
provided government’s channels.
3. Forming groups to advocate their interested issues by gathering those who commit
and want to make changes on the same issues. It could be in a format of a group, a school
club, or an informal assembly to do some activities together.
Do you still remember outstanding policies of your representatives

or the latest elected leaders? Have they walked the talk?
“
“
After the first chapter, to what extent do you think sustainable

development is necessary for you?
1 2 3 4 5
Not Slightly Moderately Very Most
necessary necessary necessary necessary necessary
To which level do you Give an example that reflects

think you are contributing your involvement in that level.
“
to sustainable?
1. Individual Level
2. Change-makers Level
3. Active citizen Level “

02
Getting to Know
the Sustainable
Development Goals (SDGs)
02 Getting to Know the Sustainable

Development Goals (SDGs)
2.1 What are the SDGs ?
Sustainable Development Goals (SDGs), also known as Agenda 2030, are a set of
17 global goals agreed upon by all 193 member states of the United Nations. The SDGs
works as a commitment between nations that they must work together to improve our
quality of life in terms of economic, social and environmental development over the period
of 15 years from 2016 to 2030.
Why did UN members agree that we should have the SDGs?

We will take you back in time before the SDGs were created.
2.2 Creation of the SDGs

Before the SDGs came, our world had another set of development goals, known as the
Millennium Development Goals (MDGs), which were in effect from 2001 to 2015. The important
principle of the MDGs is to encourage developed countries to promote and assist in the
development of developing countries in 8 goals:
Goal 1: Eradicate extreme poverty and hunger

Goal 2: Achieve universal primary education
Goal 3: Promote gender equality and empowering women
Goal 4: Reduce child mortality
Goal 5: Improve maternal health
Goal 6: Combat HIV/AIDS, malaria, and other diseases
Goal 7: Ensure environmental sustainability
Goal 8: Create global partnership for development
Results of the MDGs helped improve the quality of life for people around the world,
especially in those in developing countries and least development countries (LDCs),
including
Number of people living below the extreme poverty line (was set at $1.25
per day on that period) had dropped by more than half, falling to an estimated 836 million
people in 2015.
Gender equality in access to education in most countries had been improved
since 2000.
Global mortality rate of children under-five years old had declined by more
than half compared to 1990.
Maternal mortality had reduced by more than 45% globally.
6.3 million deaths from malaria and 37 million deaths from tuberculosis had
been averted.
More than 2.6 billion people gained access to safe drinking water between
1990 and 2015.
However, many problems still persist after the MDGs and new challenges keep arising,
including climate change, population growth accelerating natural resources use and
environmental degradation, socio-economic inequality, and intensified political conflicts.
Consequently, the main discussion at the United Nations Conference on Sustainable
Development in 2012 (or Rio+20) was about how global community should deal with
these challenges once the MDGs ended in 2015. The drafting process of the Post-2015
Agenda, which would contain a new set of global development goals after the MDGs,
was proposed. The process was designed to be participatory, engaging multi-stakeholders
from international organizations to ordinary people, particularly the vulnerable groups.
Approximately, 8.5 million people were engaged in the process to imagine the world
we want to see in 2030. The outcomes of that process are the 17 Sustainable Development
Goals or SDGs.
So what kind of the world would you like to see in 2030?
“
The Pathway of the SDGs
March 2015 July 2015 December 2015
2012 September 2015

Negotiation via diplomatic process
Approximately 8.5 million people worldwide

were engaged in the drafting of the SDGs, facilitated
by the academic sectors and civil sectors.
The fact that around 8.5 million people participated in the process might be insignificant
if we compare it to the total world population. However, this is the largest participatory
process for drafting a set of development goals the world has ever seen. This level of
participation, both in the drafting process and the following implementation, is the major
difference between the MDGs and the SDGs. Whereas the MDGs were formulated by
developed countries to elevate development level of developing countries, SDGs were
created by the inclusive process and negotiations of all countries. The SDGs, characterized
by its universality, became a mutual agreement of the UN member states. All signatory
countries are committed to implement the Global Goals to shape the future we want.
Fun fact:
Thailand also participated in the drafting of the SDGs, led by the Social Watch project of
Chulalongkorn University Social Research Institute, which organized participation from
academics, civil society, and other vulnerable groups.
2.3 What you should know about the SDGs
Human Rights SDGs

The 2nd Set of Global Goals
Leave no one behind Decoupling 3 Pillars of Sustainability
5Ps
17 Goals
169 Targets
247 Indicators
SDG Guidebook for Youth

Understanding the structure and the
basics you should know about SDGs
in video motion graphics,
Inclusive Indivisble Universal Tranformative by scanning the QR code
or click here.
https://youtu.be/hSILMzRIqfY
20
Structure of the SDGs

If you were one of the world leaders, do you think only setting the 17 Goals are enough
for real-world implementation by development practitioners and ordinary people?
A clear framework, and systematic monitoring and evaluation are needed to implement
the SDGs; therefore, the SDGs are structured into three levels:
Goal is the broadest level, setting to shape the future we want for all.
This level contains 17 Sustainable Development Goals.
Target is a sub-goal level, identifying what need to be done to

achieve the 17 goals. The 169 targets of SDGs are more specific and
more practical.
Indicator is a tool designed to measure progress we made to achieve

the targets or see if we should put more efforts. There are now
247 indicators in total.
Example
SDG 1 No Poverty Goal

SDG 1.1 By 2030, eradicate extreme poverty for all people
everywhere, currently measured as people living on less than
$1.25 a day (the threshold was updated to $1.7 per day).
Target
In summary, the goals give us a broader picture. The targets identify what we need to do
to achieve the goals. The indicators are used to measure our performance. In practice,
we will focus mainly on achieving the targets.
Learning Keywords of the 17 SDGs

Within each of the 17 SDGs, many issues and topics have been covered. To make
it easier to understand and apply the SDGs at a basic level, we have compiled
listsof keywords widely used in action and representing each target. See the table below.
5Ps SDGs Goals Keywords

People 1: No poverty Ppoverty, vulnerabFragility, disasters (affecting
with effect to vulnerable groups), land ownership
People 2: Zero hunger Food security, food safety, nutrition, agriculturale
market, agricultural biodiversity, sustainable
agriculture, breastfeeding
People 3: Good health and well-being infectious disease, non-communicable disease,
health insurance, healthcare services, access to
medical treatment, medications, healthcare
professionals, trafficroad accident, pollutions,
alcohol consumption, Vaccine
People 4: Quality education Scholarship, educational inequality,
employment, numeracy and literacy, teachers, sex
education, gender identity, lifelong education,
alternative education, place-based education,
arts and cultural education
People 5: Gender equality domestic violence, women, female women
labour, girls, human trafficking, women rights,
gender identity, LGBTQI, sexual harassment
Planet 6: Clean water and sanitation drinking water, clean water, water quality,
waste treatment, water scarcity, water resource
management, freshwater resources, sanitation,
clean toilet
Prosperity 7: Affordable and clean energy Rrenewable energy , clean, affordable energy,
solar energy, wind energy, biomass
energy, energy from waste, electricity
Prosperity 8: Decent work and employment, labour, SMEs, community

economic growth enterprises, sustainable tourism, international
trade, trade law, fiscal policy
Prosperity 9: Industry, innovation and Iindustrial development, infrastructure,

infrastructure scientific research, technology, ICTs, innovation,
financial services, value-adding
5Ps SDGs Goals Keywords

Prosperity 10: Reduced inequalities Iinequality, income distribution, discrimination,
disparity, justice, forcede labour, immigrant,
equal opportunity, wages, social protection
Prosperity 11: Sustainable cities and Basic services, housing, transportation system,
communities public transport, road safety, cultural heritage,
disaster, air quality, green space, public spaces
Planet 12: Responsible consumption Chemical, waste management, food waste, sus-
and production tainability report, procurement , effects on travel
sector
Planet 13: Climate action Global warming, climate change, greenhouse gas,
climate change adaptation
Planet 14: Life below water Ocean, seas, coast, fisheries, marine biodiversity
Planet 15: Life on land Forest, ecosystem, biodiversity, wild animals,
mountains, invasive alien species, water
resources - river, lake, dam
Peace 16: Peace, justice and strong Justice, violence, crime, law and order, rights,
institutions freedom, terrorism, public information, bribery,
corruption
Partnership 17: Partnership for the goals Global cooperation, taxation, public sector,
international cooperation, international trade,
international innovation, international finance,
multi-lateral trade, data system
Keywords in the table are selected from only the words that represent
the sub-targets and are often found to be easy to use at a basic level only.
For further details, please look at the full target name by scanning the QR Code or
https://bit.ly/3DLI2bj
click here https://bit.ly/3DLI2bj
2.4 Every development practitioner can take

advantage of the SDGs.
What type of development practitioners are you? There are many types of social
development practitioners, depending on their aptitudes and interests. Some are
planners. Some are coordinators. Some are communicators, good at telling story
about their work. No matter what kind of practitioner you are, adopting the SDGs into
your work is beneficial in many ways, including
Helping us learn more about Making our work more widely Connecting us with more people
our work and filling in gaps recognized. working in the same fields or
that we overlooked. with shared interests.
Because the SDGs are comprehensive Once everyone knows about the The SDGs help group people doing
goals covering almost every social SDGs and uses them as a common similar activities together and create
issue, they provide a conceptual language, it will be easier to space to hold an assembly, initiate
framework to guide us to see links communicate and present our work discussions, and exchange ideas.
between our work and a broader to a broader public. Our work can
range of problems. become a model or
give others an idea.
Giving us new tools to measure Giving us access to more Giving a warning when some-
what we are doing. resources. thing is going to conflict with
sustainability.
The SDGs specify what needs to be Currently, governments, business The SDGs are what the country’s
done and provide detailed sectors, and funders have implemented leaders have given a global
indicators to apply as our new policies targeting to support those commitment. We can therefore
measurement tools. working to promote sustainable refer to the SDGs to empower our
development. Therefore, the SDGs communication when we need to
can channel financial resources to alert leaders or decision-makers
our activities and help us get access on critical matters that conflict with
to knowledge from experts. sustainability, preventing them from
causing damages.
2.5 Four principles to consider when using SDGs

Do you think that just following the 17 SDGs is enough for us to
achieve sustainable development?
There were plenty of projects and activities following the SDGs but did not turn out well
as expected and even made things worse or caused new problems. Let us consider
a tree-planting along the fence project aiming to increase community green space
as an example. The project was in line with the SDGs however it was soon abandoned.
This is because the trees made the residential streets too narrow to commute conveniently
and some residents were concerned that the tree roots would break their fences.
This situation reflects the nature of existing social problems, which are complex
and intertwined. Solving only one problem can worsen others or create new ones.
For this reason, to apply the SDGs into action needs systematic solution planning and
considers these following four fundamental principles of the SDGs:
1. Inclusive
Inclusive development is a development that takes into account
the impacts of development on all groups of people, especially
vulnerable groups such as the economically disadvantaged,
the minorities the marginalized and vulnerable groups.
Those people may not have adequate adaptive
Inclusive
capacity or accessibility to resources compared to
other groups of the population. It is the meaning
behind a phrase we often hear - “leaving no
one behind”.
Four
2. Indivisible
As mentioned above, we are facing
Priciples
more complex problems and inevitably
of the SDGs
intertwined with other issues. Sometimes
Transformative Indivisible successfully solving one problem may
cause new ones or worsen others.
Therefore, solutions development and planning
need a holistic view rather than perceiving each
problem separately. This approach can help us identify
Universal
what issues we can address with our actions and what
we need to concern about. In addition, it also gives us a
clearer picture of how everyone’s work is connected,
helping shatter the siloed approach of working separately
between departments and sectors.
3. Universal
Universal development is a development that is based on respect for universally shared common principles,
such as human rights, fundamental rights, equality, and non-discrimination on the basis of race, color,
religion, etc. Moreover, the SDGs apply to all countries, not only to developing countries.
4. Transformative
When the old approach is unable to solve the problems, the SDGs offer a paradigm shift to look deeper
into root causes, which can be a systematic problem; social structure; values; customs; and persisting
community behavior; and to reveal the real reason, leading to the most effective solution to the problem
and preventing recurrence. To be able to make transformative change, the SDGs suggest that the following
two principles can help
Locally-focused Technology-driven
A development that focuses on the Adopting technology to drive development
participation in the development helps ease the completion of difficult,
design process of locals, communities, complicated, or time-consuming tasks.
schools, and minorities who are There is no need to use advanced or
disproportionately affected to find the expensive technology, just choose the
best fit their contexts, by reflecting on one that fits for purpose. For example,
the problems and voice their needs.
storing community or project
data on Cloud Storage, making
How about you? What technology has it easy to access quickly and
changed your life? and what did you use it for? more secure,
using mobile applications that

allow people to give anonymous
comments, making them feel
safe to speak out, and
using an unmanned ariel vehicle

or drone for aerial imagery and
exploring.
These fundamental principles are key points that differentiate SDG-aligned works from
others because they guide practitioners on what should be prioritized and considered.
At the same time, the SDGs can be the monitoring tools to find rooms for improvement
in your work.
2.6 How can we know if our work aligns with

the SDGs?
Once the work starts, how can we know if our project aligns with the SDGs? A simple
way to verify the project is to use the following two evaluation criteria:
(1) The projects/activities must leave (2) The projects/activities must focus
no one behind on decoupling development from environmental
degradation and practice circular
resource utilization
(1) Leave no one behind

In the past, development did not benefit all people equally, and the negatively affected
group did not receive adequate subsidies. The SDGs suggest that a new development
framework should take into account its potential positive and negative impacts on
everyone, especially on the vulnerable groups, who may not be able to adapt well
or access to resources as other groups of the population. This concept originated the
phrase “leave no one behind”. Our work must consider all people involved or affected
by a project, policy, or activity in the most precise way possible.
An example of why we must “leave no one behind”.
A ban on single-use plastics - We are in urgent need
to reduce disposable plastic waste. We all know that
banning is one of the effective measures. However,
a sudden implementation of the ban can severely affect
particular groups of people, such as losing jobs among
workers in plastic factories and entrepreneurs failing
to adapt quickly. Therefore, we need to make prudent
decisions and ensure those affected will not be left
without support.
This scenario reflects how problem affecting each group of people differently and how
different group of people have uneven adaptive and responsive capacities. Assistance
and support should be tailored accordingly to the context of each group. Using this
concept will guide us to more careful project execution with less negative impacts and
prevent future problems as it is comprehensively planned.
Who do we have to consider?

We need to know who we are working with or who we should consider. If we say everyone
is important and do not set up a specific target group or have any plans about this, we will
end up unable to identify affected persons or people involved in the issue we are working on.
Ultimately, it implies that “we think about no one”.
To make it easier to know who we should focus on and take into account when working
to achieve the SDGs, the UN has identified nine groups of “stakeholders” include
the following sectors:
NGO
Children and Women
Youth
Local Authorities Non-Governmental
Organizations/ Civil Society
Organizations
Farmers Indigenous People
Scientific and Business and Industry

Technological
Community
Workers and Trade Union
The stakeholders can be grouped into two major categories:
The most often affected group (in blue) is the group that we need to help and take care of.
When working with this group, we often ask “how can we help them?”. This category
includes children and youth, farmers, indigenous peoples, women, and workers and trade
unions, and
The stakeholder group as an organization (in red) is the group of people having
influence or ability to drive sustainable development. When working with this group, we ask
“how can they contribute?” This category includes business and industry, local authorities,
non-governmental and civil society organizations, and scientific and technological
community.
What social issue are you particularly interested in?

Who are they?
“
Who is the most often affected? Who is involved with or can contribute
(Blue Group) to the issue? (Red Group)
How can we help them? How can they contribute?

(2) The development that does not damage the environment and
practices circular resource utilization (Decoupling)
In addition to the inclusion of all groups of people in the development, the SDGs also
suggest that the new development framework must not damage the environment.
In the past, development has focused mainly on economic growth and compensated for
environmental damage after, which was inadequate to reverse the degradation of nature.
Accordingly, the SDGs-aligned project must take into account environmental conservation
going hand in hand with development in other dimensions. To turn this idea into reality,
we must transform our linear approach to production and resource utilization to
the circular approach.
If we continue using this linear approach, we may not have
enough resources for everyone.
Keep extracting Became waste

new raw that need to be
materials disposed of
Wasting natural Inefficient use of

resources resources
Make Use Dispose
Linear model of resource utilization

vs.
Circular model of resource utilization
Designing for durability Designing for recycling.

helps extend product life. Making products easier
to disassemble and reuse.
Using recycled and reuse Make Properly sorting and

raw materials from recycle disposing waste
and reuse process
Using recyclable products
or made from compostable
materials
Return Use
Using raw materials more efficiently and cost-effectively to reduce

natural resource depletion.
As ordinary people, we can be a part in realizing the circularity

concept.
From the pyramid diagram below, it seems that only manufacturing sectors and government
agencies play a critical role in realizing the circularity concept. However, ordinary people’s
behaviour changes are no less important. Our decision can influence positive change in
the manufacturing practice and government policies decision-making. Let us try to
understand this process with this diagram.
Successfully transition
to the circularity
Implementing
The government has making it easier for the
national law and
adequate regulations and government to implement
enforcements, regulations. new policies.
which private sectors Financial institutions launch As investors seeing

need to follow, responding new opportunities,
to consumer needs new products to support.
and the remaining Business and industry sectors to business sector

consumers will changing to adapt to them.
their behaviours eventually. transform their productions.
Consumer behaviour changes in massive Consumer are sending

signals
scale and in the same period of time.
You can see that all these transitions start from “a signaling from the consumers” or ordinary
people like us, who make big changes in our consumption behavior. This action drives
the manufacturing sector to adapt accordingly and is enable the government to make new
laws and policies more easily.
Not only work effectively in the transition to the circularity approach, but the actions of ordinary
people can also make positive changes in any social issue. We have to make sure they meet
two requirements: must be on a massive scale, and taken at the same time, so they can send
a strong and clear signal.
2.7 Remembering the 17 SDG Goals with 5Ps

The fact that the SDGs contain up to 17 goals and cover a wide range of issues makes
them challenging to fully understand and accurately communicate. To reduce the burden
on SDG learners, the United Nations have classified the 17 SDGs into five themes, easily
called 5Ps, which include:
The goals in this group aim to ensure a better quality of life for all; everyone has
People enough income, access to food , access to quality education, and is treated
equally regardless of their gender.
The goals in this group aim to ensure all decent works; access to clean energy,
Prosperity internet, good and affordable public transportation; and no exploitation
and no discrimination.
The goals in this group aim to ensure all better environments for better living,
Planet clean air, and clean drinking water, sustainable resource use, and protection
of oceans, forests, and wildlife.
Peace Partnership
This goal aim to foster This goal aim to strengthen
a peaceful and just the participation of all
society, where everyone countries in addressing
respects each other. global challenges.
2.8 How does our work relate to the SDGs?

Once we understand the structure and fundamentals of the SDGs, we will begin to
apply them to our work or an analysis of an issue. The SDGs application can be made in
various forms including, using as a framework to choose an issue to work on, identify
our target group and stakeholders, and evaluate our work. All of these applications share
the same starting point, to answer “how does our interested issue relate to the SDGs?”.
We can map the issue to the SDGs within four steps:
1 Choose an issue to map. It can be any particular problem or situation.

Scope of the issue will affects results from the mapping. If you
Choosing want to get an overview, choose a broader issue. If you want to get
an issue into the details, choose a more specific issue.
Ask yourself, “what will happen if the problem or situation

2 we choose actually happen?”.
What will Answer this question with the first things that come to mind or
happen if... expected consequences you can think of, not necessary to specify
related SDGs.
3
Put plus and minus signs to the answes accordingly to
+/- theirs positive or negative effects to the choosen issue, respectively.
Identify which SDG’s goal is related to each of the answers

4 from Step 2. You can go to Chapter 2 or scan the QR Code below
to use lists of SDG keywords to link them with SDG’s targets.
Identifying It is not necessary to map the issue to all 17 goals. Also a relationship
the related between the issue and a goal can be both postive and negative.
SDGs
Access the SDG target by Try to link the SDGs to your issue of interest in
scanning the QR Code or a motion graphic video by scanning
click here.https://bit.ly/3DLI2bj the QR code or click here.
https://youtu.be/AHXmiISLgY0
https://youtu.be/AHXmiISLgY0
https://bit.ly/3DLI2bj https://youtu.be/AHXmiISLgY0
2.9 SDGs and some interesting issues

Let us find out how the SDGs relate to our areas of interest by exploring these five examples.
Example 1: Plastic Pollution

Let us start with a well-known and one of the most chosen issues for a sustainability solution
project, which is plastic pollution. As in this example, you can try mapping the SDGs with
a problem statement, “overflowing plastic waste”, following these four steps:
Step 1: Choose an issue to map with the SDGs

1
– It can be any problem or situation. Scope of the issue will affect results from
Choosing
an issue the mapping; therefore, choose a broader issue If you want to get
an overview and a more specific issue if you want to get into the details.

2
Step 2: Ask yourself “what will happen if …”
–
What will Answer this question with the first things that come to mind or expected

happen if...
consequences you can think of, for example,
Increasing number of plastic wastes needs to be disposed of due to
the increase non-recyclable plastic wastes:
Local authorities have larger quantities of household plastic waste to
manage:
Forming of a giant patch of garbage, degrading the marine ecosystems:
Old landfills cannot cultivate crops due to soil contamination:
Contaminations by plastic wastes reduce the number of clean water
sources:
Air pollutants emitted from waste disposal include carbon dioxide,
a significant contributor to the rising global temperatures:
Micro-plastic contamination on land and in water bodies affects food
supply, especially those from the sea:
Plastic waste could be an opportunity for waste-to-energy plants
business:
Plastic waste may lead to new industries which use waste as raw
materials:
Poor waste disposal causes adverse health effects and contamination
in food, leading to illness:
The most severely affected people from this issue are the vulnerable
group, the poor, and waste workers. They are at greater risk of illness and
have insufficient access to medical treatment:
Plastic pollution is a global environmental threat. Collaboration from
all countries is required.
Step
3 3: After finish listing all relevant answers, try putting a sign to
+/-
the one that have positive effects to the chosen issue and a sign to
the one that shows negative effects.
This step will help us see the positive and negative dimensions of the issue.
If you find too many either positive or negative on the listed answers, do not panic yet.
That is normal. Recheck your answers once again to see if there are any missing points.
If not, go to the next step.
4 Step 4: Identify the related SDGs
In
Identifying the this step, everyone is encouraged to map the listed answer to the SDG’s goals,
related SDGs
using the SDG keywords in chapter 2 as a guide. You can also download
https://www.th.undp.org/content/thailand/en/home/library/other-publications/sdg-booklet.html
the SDG Booklet to learn more details of all the goals and targets. To master
this step, proceed through our following guidelines:

Identify the most relevant SDG goals related to your listed answers:
If you are unsure which one, look further to SDG targets. This step
will give you a clearer answer of which SDG target that related:
Once you are done with the SDGs mapping, you can see the linkages
between the chosen issue and the SDGs, as shown in the below diagrams.
Linkages between the SDGs

Linkages between the SDGs Linkages between the SDGs and “Transforming conventional
and “Overflowing of Plastic Wastes” and “Bullying at School” community-based tourism into eco-tourism”
(16.1) Stopping bullying makes students
feel safe from all forms of violence.
Soil pollution. Old landfills Improve health and well-being
Plastic pollution is a global
cannot cultivate crops. of people in the community
Forming of a giant garbage environmental threat.
because they can access to
patches, degrading marine Collaboration from all Reducing waste from tourist
good food and live in healthy
ecosystems. countries is required. Improve access to good food and health consumption.
environment.
and well-being because of a healthy
environment in the community.
Poor people are at a greater risk of
illness from poor plastic waste Rising global temperature is
disposal and contamination. worsening climate change
Promote sustainable tourism, which

does not degrade natural resources.
ng at Sch
A mismanaged transition can Keep marine
lyi
(4.7) Raise awareness to stop
fP
ng o lasti
bullying help youth understand negatively affect local people's ecosystems safe
wi
and respect human rights. It is income who are still running from degradation.
l
oo
Ecotourism
Bu
Micro-plastic Increasing number the knowledge needed to promote conventional tourist businesses.
l
sustainable development,
cW
contamination on of plastic wastes

o
human rights, and global citizenship.

Overﬂ
land and in water needs to be

astes
bodies affects disposed of due to

food supply, the increase Terrestrial
especially those non-recyclable ecosystems and
from the sea. plastic wastes. forests have been
restored and
Create a stable protected.
income, improving
well-being, and
(3.4) Students have (4.1) Regular school attendance eradicate poverty.
good mental health. reduces the likelihood of student
dropout or transferring school midyear.
Ensure all basic education.
(4.5) Decreased bullying reduce
disparities in learning between
Poor waste disposal causes Local authorities have larger students, on the basis of sex, disability,
adverse health effects and quantities of household ethnicity, and vulnerable situations.
contamination in food, plastic waste to manage. Promote the use Establish cooperation between
leading to illness.
of clean energy people in the community and
entrepreneurs, and build good
Contaminations by plastic Emergence of alternative
wastes reduce the number of industries, using plastic
clean water sources. wastes as raw materials. Some villagers who still running Generate more income and add
A new opportunity
for waste-to-energy conventional tourism businesses or value to the community
cannot adapt to the new approach in
36 38 40
electric plants
time may lose their income or jobs.
(5.2) Bullying has a negative impact on

eliminating violence against women and
girl, and people in LGBTQI community.
Linkages between the SDGs Linkages between the SDGs

and “Mental Health Problems” and “Corruption”
(3.4) Mental health problems increase the risk of suicide.

(3.c) Public health budget will be cut. The government
(3.5) Substance abuse and harmful use of alcohol negatively
become ineffective in public health administration and
affect both physical and mental health.
providing essential medicines, increasing the risk of
receiving unsafe or substandard medical products.
(2.1) In some cases, mental health problems
are linked to appetite loss. Inadequate (4.5) High cost of education and corruption reduce
(4.1, 4.2, 4.3) Experiencing mental health (9.1) Corruption can lead to large-scale
nutrition affects brain development and can educational opportunities of the poor.
problems lowers learning efficiency infrastructure built with low-standard
lead to depression and anxiety disorders. Nevertheless, receiving quality education helps people
of students. construction and materials develop knowledge and a positive attitude to gain
which may endanger the public. immunity to corruption.
alth Pr ruption
l He o Cor
ta
bl
n
Me
em
(1.2) If one’s mental health is deteriorating (16.4, 16.5) Rising in bribery.

to the point that being unable to go to Corruption creating a loophole for
s
work will cause a loss of income. weapon smuggling, money

laundering, other kind of crimes.
฿
(8.8) Illnesses and mental instability

affect one’s work productivity, (16.6, 16.10) Corruption makes public (10.1) Power of wealth creates more opportunities
causing problems at work. agencies lack transparency and to the rich to gain more income at a higher rate
efficiency. They tend to limit access than most people in the country,
to public information, sometimes widening inequality.
go as far as to restrict or deprive
freedom of the citizen
(16.1) If a serious mental illness goes untreated, (10.1) People with lower socioeconomic
in some cases, it can result in mania and status are more likely to suffer from (15.2, 15.5, 15.6, 15.7) Corruption accelerates a (14.2, 14.4, 14.5, 14.6) Corruption can lead to
unnecessary violence against others. mental health problems. threat to the planet’s limited natural resources. inefficient budgetary allocation for coastal
Poaching and trafficking can lead to fast resource conservation.
extinction of many protected species of plants
and animals. There will be a loss in global
biodiversity and degradation of ecosystems.
42 44

and “Overflowing of Plastic Wastes”
Soil pollution. Old landfills
Plastic pollution is a global
cannot cultivate crops.
Forming of a giant garbage environmental threat.
patches, degrading marine Collaboration from all
ecosystems. countries is required.
Poor people are at a greater risk of

illness from poor plastic waste Rising global temperature is
disposal and contamination. worsening climate change
fP
ing o lasti
Micro-plastic
contamination on w cW
Increasing number
of plastic wastes
o
Overﬂ
land and in water needs to be

bodies affects astes disposed of due to
food supply, the increase
especially those non-recyclable
from the sea. plastic wastes.
Poor waste disposal causes Local authorities have larger

adverse health effects and quantities of household
contamination in food, plastic waste to manage.
leading to illness.
Contaminations by plastic Emergence of alternative

wastes reduce the number of industries, using plastic
clean water sources. wastes as raw materials.
A new opportunity
for waste-to-energy
electric plants
Example 2: Bullying at School
Let us continue to the second example. In this one, we will try mapping the SDGs to a more
specific issue and learn how to make a greater use of the SDGs. This issue has gained
more attention in our society because it is happening around us and severely affecting
youth today. This is bullying.

1 Step 1: Choose an issue - For this one, we would like you to imagine
Choosing
an issue
yourselves as a group of young people who want to set up a club to
“Stop Bullying at School”.

2
Step 2: Ask a question – “What will happen if we could stop bullying
at
What will
school?”
If
happen if... there is no bullying at school, all students would feel safe.
Students will want to come to school if they feel safe there.
Once students enjoy going to school, it will reduce the likelihood
of dropping out.
Students have good mental health, reducing the risk of developing
depression.
When mental well-being is ensured, students will have good relationships
with friends, teachers, and people around them.
Being in a healthy environment encourages effective learning.
In gender dimension, stopping bullying make all students feel safer,
especially among LGBTQI, who are likely to be more bullied.
Step 3: Map the SDGs - To see more detailed linkages, we encourage
3
everyone to map the issue to the SDGs but dive deep into the target level
+/-
in this example. Explore which goals in the 17 goals are related to the chosen
issue, then look further to that SDG’s targets to find the best fit. Write it down
as in the following examples:
Stopping bullying makes students feel safe from all forms of violence,
in accordance with SDG 16.1:
It also has a positive effect on eliminating all forms of violence against
women and girl, in accordance with SDG 5.2:
Students having good mental health, in accordance with SDG 3.4 -
promote mental health and well-being:
Regular school attendance reduces the likelihood of student dropout
from education or transferring schools midyear, in accordance with SDG 4.1 -
ensure all children to basic education:
School without bullying can greatly reduce learning disparities
between students on the basis of sex, disability, and ethnicity, in accordance
with SDG 4.5 - eliminate all discrimination in education:
Understanding the seriousness of bullying as an abuse of human rights
is what youth need to learn, in accordance with SDG 4.7 - ensure all learners
acquire knowledge and skills needed to promote sustainable development,
You can see that when we narrow down the issue, even fewer SDGs appear, you can get
a closer look at the chosen issue. It also lets you know if your plan has direction aligning
with the goals you want to achieve.
Access the SDGs Try to link the SDGs to your issue of
target by scanning interest in a motion graphic video by
https://youtu.be/MWLtUDykvgU
the QR Code scanning the QR code or click here.

or click here.

and “Bullying at School”
(16.1) Stopping bullying makes students
feel safe from all forms of violence.
ying at Sch (4.7) Raise awareness to stop

l bullying help youth understand
and respect human rights. It is
l
oo
Bu
the knowledge needed to promote

l
sustainable development,
(3.4) Students have (4.1) Regular school attendance

good mental health. reduces the likelihood of student
dropout or transferring school midyear.
Ensure all basic education.
(4.5) Decreased bullying reduce
disparities in learning between
students, on the basis of sex, disability,
ethnicity, and vulnerable situations.
(5.2) Bullying has a negative impact on

eliminating violence against women and
girl, and people in LGBTQI community.
Example 3: Eco-tourism
In this third example, let us move on to tourism, an important economic activity that
generates income for many communities in Thailand. Today, all sectors are putting more
focus on and promote a new approach to tourism management. We will use “transforming
conventional community-based tourism into eco-tourism” as an example.
1

Choosing
Step 1: Choose an issue - Transforming conventional community-based
an issue
tourism into eco-tourism.
Step 2: Ask a question - What will happen if we could transform tourism

2
to be more environmentally conscious? Answers could be like,
What will
happen if... once everyone is committed to protecting the environment, there will be
less amount of waste generated, whether from either local people or
tourists. It will also help lower impact on the natural ecosystem, improve the community
environment, and ensure health and well-being of the local people.

3
Step 3: Map the SDGs - In this issue, the main relevant SDG goals include
•
+/- SDG 12: Promoting sustainable tourism which does not degrade
natural resources. Reducing the amount of waste generated by tourist
consumption:
SDG 14: Keeping marine ecosystems safe from degradation:
SDG 15: Terrestrial ecosystems and forests have been restored and
protected:
SDG 8: Generating more income and adding value to the community.
However, some villagers who still running conventional tourism business
may lose their income or jobs if they can’t adopt new approach:
SDG 1: Creating a steady income for local people and improving their
well-being. However, some villagers who still running a conventional
tourism business may lose their income or jobs if they can’t adopt new habits.
SDG 2: Improving local people’s accessibility to good food because
they live in good environment :
SDG 3: Improving health and well-being of people in the locals due
to the accessibility to good food and living in healthy environment:
SDG 7: Promoting clean energy:
SDG 17: Establishing cooperation between the locals and entrepreneurs,
and building good relationships with governmental sector.

and “Transforming conventional
community-based tourism into eco-tourism”
Improve health and well-being
of people in the community
because they can access to
Reducing waste from tourist
good food and live in healthy
Improve access to good food and health consumption.
environment.
and well-being because of a healthy
environment in the community.
Promote sustainable tourism, which

does not degrade natural resources.
A mismanaged transition can Keep marine

negatively affect local people's ecosystems safe
income who are still running from degradation.
conventional tourist businesses.
Ecotourism
Terrestrial
ecosystems and
forests have been
restored and
Create a stable protected.
income, improving
well-being, and
eradicate poverty.
Promote the use Establish cooperation between

of clean energy people in the community and
entrepreneurs, and build good
Some villagers who still running Generate more income and add
conventional tourism businesses or value to the community
cannot adapt to the new approach in
time may lose their income or jobs.
Example 4: Mental Health Problems

Having good mental health can improve our physical health, increase productivity at work
and school, and build healthy relationships with the people around us. There are many
external factors influencing good mental health such as living in a healthy environment,
having a sufficient income to the point that there is no worry about the cost of living, and
living in a violence-free community. These factors made mental health problems more
complex and be more than just a personal issue. It becomes one of interesting examples
for the SDG mapping.
1
Step 1: Choose an issue - Reduce risk factors influencing mental health
Choosing
problems.
an issue
2
What will

happen if... Step 2: Ask a question - What will happen if our mental health get worse?
Step 3: Map the SDGs - The most relevant SDG goals in this issue include
3
+/-
SDG 3.4: Mental health problems increase the risk of suicide:
SDG 3.5: Substance abuse and harmful use of alcohol negatively
affect both physical and mental health:
You can also map the issue to the other goals such as,
SDG 1.2: If one’s mental health is deteriorating to the point that being
unable to go to work will cause a loss of income:
SDG 2.1: In some cases, mental health problems are linked to
appetite loss. Inadequate nutrition affects brain development and can lead
to depression and anxiety disorders:
SDG 4.1, 4.2, 4.3: Experiencing mental health problems lowers
learning efficiency of students:
SDG 8.8: Illnesses and mental instability affect one’s work productivity,
causing problems at work:
SDG 10.1: People with lower socioeconomic status are more likely to
suffer from mental health problems:
SDG 16.1: If a serious mental illness goes untreated, in some cases,
it can result in mania and unnecessary violence against others.

and “Mental Health Problems”
(3.4) Mental health problems increase the risk of suicide.
(3.5) Substance abuse and harmful use of alcohol negatively

affect both physical and mental health.
(2.1) In some cases, mental health problems

are linked to appetite loss. Inadequate
(4.1, 4.2, 4.3) Experiencing mental health
nutrition affects brain development and can
problems lowers learning efficiency
lead to depression and anxiety disorders.
of students.
alth Pr
al He o
t
bl
n
Me
(1.2) If one’s mental health is deteriorating em

to the point that being unable to go to s
work will cause a loss of income.
(8.8) Illnesses and mental instability

affect one’s work productivity,
causing problems at work.
(16.1) If a serious mental illness goes untreated, (10.1) People with lower socioeconomic
in some cases, it can result in mania and status are more likely to suffer from
unnecessary violence against others. mental health problems.
Example 5: Corruption
In the last example, we would like to point out a topic that some may perceive as
a distant problem to our lives. But in reality, it may be closer than we think. This is corruption.
We encourage everyone to figure out in which way corruption is related to the SDGs.
The main relevant SDGs to the consequences of corruption include

SDG 16.4, 16.5: Rising in bribery. Corruption creating a loophole for weapon
smuggling, money laundering, other kind of crimes:
SDG 16.6, 16.10: Corruption makes public agencies lack transparency and
reduce their efficiency. The corrupt agencies tend to limit access to public information,
sometimes go as far as to restrict or deprive freedom of the citizen:
There are more other SDGs related to the impact of corruption on various sectors including:
SDG 3.c: Public health budget will be cut. The government become ineffective
in public health administration and providing essential medicines, increasing the risk of
receiving unsafe or substandard medical products:
SDG 4.5: High cost of education and corruption reduce educational opportunities
of the poor. Nevertheless, receiving quality education helps people develop knowledge
and a positive attitude to gain immunity to corruption:
SDG 9.1: Corruption can lead to large-scale infrastructure built with
low-standard construction and materials which may endanger the public:
SDG 10.1: Power of wealth creates more opportunities to the rich to gain
more income at a higher rate than most people in the country, widening inequality:
SDG 14.2, 14.4, 14.5, 14.6: Corruption can lead to inefficient budgetary
allocation for coastal resource conservation:
SDG 15.2, 15.5, 15.6, 15.7: Corruption accelerates a threat to the planet’s limited
natural resources. Poaching and trafficking can lead to fast extinction of many protected
species of plants and animals. There will be a loss in global biodiversity and degradation
of ecosystems.

and “Corruption”
(3.c) Public health budget will be cut. The government
become ineffective in public health administration and
providing essential medicines, increasing the risk of
receiving unsafe or substandard medical products.
(4.5) High cost of education and corruption reduce

(9.1) Corruption can lead to large-scale educational opportunities of the poor.
infrastructure built with low-standard Nevertheless, receiving quality education helps people
construction and materials develop knowledge and a positive attitude to gain
which may endanger the public. immunity to corruption.
ruption
Cor
(16.4, 16.5) Rising in bribery.
Corruption creating a loophole for
weapon smuggling, money
laundering, other kind of crimes.
฿
(16.6, 16.10) Corruption makes public (10.1) Power of wealth creates more opportunities
agencies lack transparency and to the rich to gain more income at a higher rate
efficiency. They tend to limit access than most people in the country,
to public information, sometimes widening inequality.
go as far as to restrict or deprive
freedom of the citizen
(15.2, 15.5, 15.6, 15.7) Corruption accelerates a (14.2, 14.4, 14.5, 14.6) Corruption can lead to
threat to the planet’s limited natural resources. inefficient budgetary allocation for coastal
Poaching and trafficking can lead to fast resource conservation.
extinction of many protected species of plants
and animals. There will be a loss in global
biodiversity and degradation of ecosystems.
What about your project?

Which SDGs are related to it?
Try mapping them here.
03
Actions in Daily Life
to achieve the SDGs
3.1 Three actions everyone (even a lazy person)

can do for the SDGs
Even if you are not doing any projects or leading any activity groups (or no matter how lazy
you are), you can contribute to the SDGs by changing some of your behaviours. First of all,
conduct a self-assessment by following our advice from the checklist below.
A Checklist of three actions everyone (no matter how lazy

a person is) can do for the SDGs.
Give yourself 1 point if each action in the list is you,
and 0 point if it contradicts your behaviours.
Then, add up the scores in each box. Let’s find out to what extent
how your behaviours align with the SDGs.
Consumption Behaviour Be Open-minded and Ask Questions, Ponder, and

Show Respect to Others Do Not Rush to Conclusion
Most of the time, You have never mocked You can distinguish
you waste no food when having or teased others over ones between real and fake news.
a meal. appearance or preference. You fact-check news
You do not eat food and You never bullied or and information from multiple
use items containing rare discriminated against others sources.
ingredients or parts from because of ones gender You are aware of
endangered species such as identity. propaganda and its purpose
shark fin, fish roe, small You understand and will and not susceptible to it.
young fish,a seal-fat candle, not interfere in others’ beliefs When things happen,
real fur coat, etc. when you see them follow you tend to examine causes
You always turn off the the teachings of their religion and consequences.
or belief, even if it is different
water and unplug the You tend to question
from the majority.
appliances when not in use. and try to understand others’
You have a way to give
You mostly refuse a suggestion or dissuade feelings and reasons behind
single-use plastic bags and someone close to you from their decisions.
glasses. unintentionally teasing other Your questions are quite
You always sort your people. friendly. Your communication
trash before disposing of it. You are not angry style can make people
You prefer choosing if someone offers an opinion around you feel comfortable
products with environmentally or standpoint that is different and willing to respond or
-friendly labels. from yours. share without fear of being
You do not buy products You can explain to others, criticized.
or services from any brand or resonably and calmly, You can ask questions
stores, even it once was your why you have such thoughts from new perspectives and
favorite, that are not aligned and beliefs. make yourself and surrounding
with the SDGs, such as violating You can explain to others people suddenly think of
human rights, exploiting why we should help take the same issue differently.
therir employee, or releasing care of foreigners’ lives and
untreated waste into water their safety, even if they are
sources. not native citizens.
Your total
score is
And the result is!!!

18 - 21 points: Your behaviours are strongly aligned with
the SDGs. Keep up the good work. If possible, invite people Ask Questions, Ponder, and
around you to join in. Do Not Ruch to Conclusion
14 - 17 points: Your behaviours are quite aligned with the
SDGs. You would do better if you can find what is missing in
your actions and gradually adjust to focus more on those
areas.
10 - 13 points: Your behaviours are aligned with the SDGs
to some degree, maybe you are just careless or not take
it very seriously. Challenge yourself to do something you
have not done before. You might see a lot of change in
yourself!
6 - 9 points: Your behaviours are slightly misaligned with
the SDGs. If you find these actions are too complicated to 1
understand and follow, try starting with the easiest to do,
3
and add on one at a time. You will see it is easier than you
think. 5
0 - 5 points: Your behaviours are misaligned with the SDGs, 7
and some may inadvertently harm yourself and surrounding Consumption Behaviour Be Open-minded
and Show Respect
people. Try changing yourself a little at a time. You can
to Others
start with what you think is easiest to do.
After getting your total score, we want everyone to try marking the scores
from each box on the level line on a provided pyramid diagram.
If any axis has disproportionately low scores, it means you need to pay more attention
and adjust your behaviour according to that group of actions.
After finishing self-assessment, you may invite others to try this checklist
and assess their actions.
Examples of tools to help you identify sustainable products more easily
Google “Eco-certified” Tag EGAT Label No.5 Green Label: Thailand

A certified tag from Google helps Energy Label no.5 certifies Green label certifies a product
us identify hotels and accommodations an electrical appliance that meets which its manufacturing,
that their practices meet high a standard on quality, energy utilization, consumption and
standards of sustainability. efficiency, and safety. Choosing disposal phases create lesser
The assessment has a focus on a Label No.5 certified products environmental impacts on the
environmental impact in will reduce the electricity environment than the non-labeled.
4 categories: energy efficiency, consumption, compared to Find List of Thai Green Label
water conservation, waste products without the label. Products here.
http://www.tei.or.th/greenlabel/labs.html
reduction, and sustainable sourcing. Find List of Label No.5 certified

Find the Eco-Certified appliances here.
http://labelno5.egat.co.th/new58/#to_label_info
accommodations here.
https://www.google.com/travel/
3.2 Action guidelines for “Active citizen”

Ways of expressing yourself
Once we have changed our behaviours and are keen to work harder, one way we
can do is to “express ourselves”. To show people around us what we believe in and
want to advocate and encourage them to follow, these three simple ways can help.
Vote for a leader who advocates Sign, support, and express Apply for a group or a club to
SDG-aligned policies to be your stance on various issues participate in activities that
a government representative match our interests
Such policies cover climate change For example, we can share a message, Such as doing volunteer work with
adaptation and mitigation, gender change our profile picture on social vulnerable persons, being a mental health
equality, anti-corruption, etc. network accounts, support a campaign, listener and counselor, joining
and join a peacful assembly. environmental conservation club,
and more according to our interests.
How can our voices be drivers of systematic changes that lead to

the achievement of the SDGs?
In addition to self-change, solving problems for the long run requires some other tools
like new and amended laws, rules, and policies, which can refer to “systematic change.”
Undoubtedly, achieving this level of change is difficult. However, if it succeeded, it would
create large-scale changes in society. Nowadays, it is easier for everyone to push for
a change. We can speak out, communicate our ideas and needs directly to the public
and relevant agencies. First of all, we recommend everyone the procedure for selecting
an effective channel for expressing ideas by answering this flow chart.
50
The selection procedure for an effective idea-expressing channel

suitable for our goals.
Yes Voice through the
available channel
Orders / laws / Is there any channel
for feedback/ Take these actions
structures Respond through
suggestion? simultaneously for
online open public
consultation positive reinforcement
No (Office of the PM)
What do you
want to change?
Yes Create a campaign
to raise public
Is their a need for awareness Participate in
Behaviours / Beliefs
public support to focus group
/ Social values Provide knowledge and
make a change? discussion
organize activities to
communicate
Not Yet directly to stakeholders Organize educational
workshops/seminars
Tips: Try presenting how our message relate to or affect which SDGs.
SDGs can help us gain more credibility to our message, increase the chances of getting
more attention and noticed because they are the global priority.
Examples of public communication channels everyone can use

to build coalitions and offer opinions directly to relevant agencies.
Change.org is a petition website that offers everyone Thai parliament website opens for public opinion on
a platform to promote campaigns and invite other
https://www.change.org/
new draft bills. Have your say here. https://web.parliament.go.th/view/7/nationalassembly/TH-TH
https://web.parliament.go.th/view/7/nationalassembly/TH-TH
individuals here.
https://www.change.org/ https://web.parliament.go.th/view/7/nationalassembly/TH-TH
The Prime Minister Office’s website offers channel The Secretariat of the House of Representatives’s
for public consultation on government-running website allows Thai citizens to directly initiate
projects here. submission of a petition for introducing new laws.
http://www.publicconsultation.opm.go.th/Web/Index
Learn more about the initiative process here.

https://web.parliament.go.th/view/5/%E0%B8%81%E0%B8%B2%E0
%B8%A3%E0%B9%80%E0%B8%82%E0%B9%89%E0%B8%B2%E0%
B8%8A%E0%B8%B7%E0%B9%88%E0%B8%AD%E0%B9%80%E0%B
8%AA%E0%B8%99%E0%B8%AD%E0%B8%81%E0%B8%8E%E0%B8
%AB%E0%B8%A1%E0%B8%B2%E0%B8%A2/TH-TH
https://web.parliament.go.th/view/5/%E0%B8%81%E0%B8%B2%E0
%B8%A3%E0%B9%80%E0%B8%82%E0%B9%89%E0%B8%B2%E0%
B8%8A%E0%B8%B7%E0%B9%88%E0%B8%AD%E0%B9%80%E0%B
8%AA%E0%B8%99%E0%B8%AD%E0%B8%81%E0%B8%8E%E0%B8
%AB%E0%B8%A1%E0%B8%B2%E0%B8%A2/TH-TH
3.3 What will you get from adopting the SDGs?

Adopting the SDGs not only makes our society and the world a better place, but also
benefits those who choose to do so. The reason is that the SDGs guide us how to analyse
the problems comprehensively and understand their systematic interlinkages, preparing
us for more complex problems in the future. If we keep training ourselves these thinking
skills, we will master them. Accordingly, even if the world fails to achieve the SDGs
by 2030, at least we will obtain these skills.
Conceptual thinking Empathy

Taking into account all potential impacts on Taking into account all groups of people
all aspects as suggested in the SDGs within society, e.g., vulnerable groups and
stakeholders, will build our capacity to
framework will give us a broader perspective
place ourselves in another’s position, and
of our works and all possible outcomes. enable us to understand and accept others’
decisions and feelings.
Knowledge for future Complex

work and problem-solving
other aapplications
Practicing how to use cause
Sustainability is becoming
and effect analysis and identify
a significant global issue and
plays a role in education linkages with the SDGs
and career. Understanding teach us systematic thinking
the SDGs helps us develop skills needed to understand
the knowledge we can apply complex problems and
in future work. find effective solutions.
Skills for becoming global citizens

Developing system thinking, conceptual
thinking, and empathy help us become
open-minded and embrace diversity.
These are competencies needed to become
a better global citizen.
04
How to design a project
that aligns with the SDGs?
4.1 Make simple projects cooler than ever

with the SDGs
It is not unusual that everyone may encounter the following situations while designing
a project. Sometimes we just cannot figure out what to do or may not know where to
start, sometimes we are not sure if this project is going to work, or even if it is a well-thought-out
one, it might not get much att ention as it should. Perhaps the SDGs could be a helping
hand that we are looking for. Find out how we can apply the SDGs framework on
project design and development.
To understand the current situation To set clear and feasible goals

- To understand the area: Use 5Ps as - The goals should match skills and interests
a simple social assessment framework. of the project contributors.
- To understand the people: Identify the project - The goals should be feasible under
target groups and stakeholders by using conditions of resources and time
the nine groups of SDG stakeholders. - The project outcomes must leave no one
- To understand the problems: Analyse causes behind.
and effects of the problems in all aspects - The project outcomes must not cause
by engaging with the 17 SDGs. damage to environment.
To take action according

to SDG principles
- Our plan must take into account
To systemically and regularly
potential impacts on everyone.
monitor, evaluate, and report
- Indivisible, by focusing on collaboration
Use the SDGs as a guideline
with other groups/institutions.
to develop and apply indicators
- Our method should be in accordance
that fit with our project context.
with basic principles, including human rights.
- Focus on transformation, by addressing
the root causes of the problems
To present and communicate, externally and internally,

the project impacts
- To communicate how our project outcomes align with or contribute
to the SDGs.
- To communicate how we apply the SDGs into our project.
4.2 Steps in designing an SDG-aligned project

We already know how we can apply the SDGs framework to our project. Next, we will
show you the five steps of project design with details to guide us on applying the SDGs in
each step as shown below.
Understand people
from 9-groups of the SDG
stakeholders. Project goals must leave Break sustainable solutions
no one behind and do not damage into practical steps and identify
the environment. required resources.
Understand the area
with the 5Ps focus
5. Developing a project’s
action plan
3. Setting the goal
for problem solving
1. Exploring problem
and collecting data
2. Identifying 6.Evaluating project

the problem’s root causes
4. Brainstorming
for solutions
Develop the indicators,

guided by the SDGs.
Analyse the problem
with the SDGs framework. Choose the idea that aligns
with 4 Principles of the SDGs
(1) Exploring problem and collecting data

Have you ever seen it when some people wanted to do good to others but turned out
to be unsatisfying because that was not what they exactly want? This is the reason why,
before doing anything, we need to identify what the community or area needs, problems,
and root causes are.
** We recommend answering all questions as suggested in order to support following the next steps.**
1. What is the problem? (What) 2. Where does the problem lie? (Where)
and When did it happen? (When)
You can get the answer from observation,
first-hand experience, or by questioning the locals. We recommend choosing the area where
*Seeking answers from various groups of people the problem persists. As accurate as possible
is recommended. of the ‘where’ and the ‘when’ answers will be helpful
in designing projects that meet community needs.
3. Why does the problem occur? (Why) 4. What is the characteristic of the area ?
Focus on survey and fieldwork methods - Basic Information: size, population,
to collect data. In this step, analysing and making main occupation, etc.
personal comments are not required yet. - You can use 5Ps as a survey framework.
5. What is the effect of this problem? (Effect)

Focus on extracting the answer from data and information collected
from survey and fieldwork.
In this step, analysing and making personal comments are not required yet.
6. Who is a directly-affected person of this problem? 7. Who is an indirectly-affected

person of this problem?
- Focus on groups of people who got affected, both positively
and negatively, by the problem at the very first. - This answer is usually a person
- Identify the details of the affected person as accurately affected by the consequences
as possible. For example, if they are students, find out which schools of a previous problem. If that particular
and grades they are in and other features. problem does not occur in the first place,
- Start by considering nine groups of SDG stakeholders as this person will not be affected.
a guideline. - Start by considering nine groups
of SDG stakeholders as a guideline.
8. Who is currently solving this problem? 9. Other stakeholders

It can be a responsible agency or group of people are Not a first handed affected person nor a problem
trying to ease this problem. Opinions from them will solver. It can be any person living in the area
help us learn what is done and where we can make we work on or in the neighbourhood who is aware
a contribution by collaborating with them or offering of the problem. We may invite them to work together
to do some tasks. in the future.
Introducing a 5Ps-based checklist for community, schools, organization

exploration in all aspects
The SDGs can be applied in exploring characteristics of our community, school, educational
institution, or target area. We can select issues in the SDG targets which is closely related to
or fit the area context and adjust them to be in easy-to-understand language and question
format. Use these questions to collect information and interview stakeholders to learn what
is already done and needs to be done in our community.
See the checklist below as an example. Some of the issues from SDG targets are selected,
focusing on the ones that can apply to all areas and are frequently found in action, made
them easier to understand, and categorized into 5Ps groups. In doing so, everyone can use
this checklist or create a new one if see better suits the project.
***No need to ask all questions, select only some that could get us the information we want.
However, to better understand the area in all aspects, asking questions
from every 5Ps group is recommended.***
P-People P-People
SDG 1 What is the economic status of SDG 2 Can everyone in the community
local people? Is there any afford safe, nutritious,
poor person living on less than and sufficient food?
3,000 baht a month? SDG 2 Are there malnourished people?
SDG 1 Is there any welfare money (e.g. stunting, wasting, and
or social protection mechanism underweight.)
for the poor in the community? SDG 2 Can those who have food
SDG 1 Do the locals have access allergies or are on different diet
to any financial sources, patterns, for example, vegan
such as loans? and halal, get food in the area?
SDG 3 How many people in the SDG 4 Can most locals read and write?
community are suffering from
non-communicable diseases SDG 4 Do all children have equal
(NCDs)? access to education, regardless
(NCDs include diabetes, cardiovascular
of their gender?
disease emphysema, cancer, hypertension,
SDG 4 Do local schools have adequate
and obesity)
teachers and facilities?
SDG 3 How many local people consume
alcohol and/or smoke? SDG 4 How many students have
dropped out of school?
SDG 3 Are there people suffering from
depression/poor mental health? SDG 4 Are local languages and cultures
taught in schools?
SDG 3 Are there any teenage
SDG 4 Do schools have lessons on
pregnancies in the community?
equality and diversity?
SDG 3 Is there sexuality education
provided to students?
P-People P-People
SDG 3 How often do traffic accidents SDG 5 Do local organizations or leader
occur in the community? groups have a nearly equal
SDG 3 Are there accessible healthcare share of male and female
facilities in the community? members?
SDG 3 Do the locals have health insurance SDG 5 Can everyone participate
or healthcare coverage? in public activities in the communities,
regardless of gender?
SDG 5 Have women and children in
SDG 5 In the community, are there
the community experienced
any people being hated, bullied,
physical violence?
and mocked based on their
P-Prosperity gender identity?
SDG 7 Do most houses and places have

access to electricity?
P-Prosperity
SDG 7 Does anyone in the community SDG 8 What is the employment rate of
still use charcoal-fired, a source the working-age population in
of PM2.5, for cooking? the community?
SDG 9 Can everyone in the community SDG 8 What is the occupation of most
access to the internet? people in the community?
SDG 9 Do schools and government Do they have stable income?
offices own enough computers SDG 8 Have there been any strikes or
and communication equipment protests on wage suppression
to function? in the community?
SDG 9 Are there any SMEs, start-ups, SDG 8 Do youths in employment get paid
young entrepreneurs in in legal wage rates?
the community? What business do SDG 8 How much do the locals earn from
they do? tourism? Have they been affected
SDG 9 Are there any industrial factories by any shocks?
in the area? Do they release SDG 10 What is the income disparity
untreated waste and cause between the richest and
pollution affecting the locals? the poorest in the community?
SDG 9 Is there the potential growth in SDG 10 How many immigrants living in
the industries in the community? our community? How are their lives?
SDG 11 Is there any inadequate and unsafe SDG 11 How much participation do
housing or slums in our community? the locals have in community
How many of them? planning and development?
(in approximate number) SDG 11 Are there green public spaces like
SDG 11 Does our community provide parks for everyone to enjoy in
a safe, affordable, and accessible our community?
public transportation system? SDG 11 Does anyone in our community
SDG 11 Do our village, community, burn trash and leaves in the open
and school manage waste area?
effectively? Are these areas clean
and liveable?
P-Prosperity P-Prosperity
SDG 11 Does our community pay attention SDG 11 If there is a disaster, does our
to protecting and conserving all community have any preparedness
cultural and natural heritage? plan? Do we have watchtowers,
How do we utilize local wisdom? emergency alert systems, or
evacuation drills?
P-Planet P-Planet
SDG 6 Do houses, schools, and various SDG 12 Does our community promote
places in our community have single-use plastic reduction?
clean toilets and continuous SDG 12 Is there a waste sorting and
supply of tap water?
disposal system in our community?
SDG 6 Does everyone have access
SDG 12 Does our community and local
to clean and affordable
organizations promote sustainable
drinking water?
procurement and sourcing?
SDG 6 Does our community have
SDG 12 Does our community develop
a wastewater treatment system
activities and policies to support
before releasing it to the water
sustainable tourism?
source?
SDG 14 Are artisanal and small-scale
SDG 13 Has our community been affected
fisheries still able to conduct fish
by climate change? It could be
catching to sell?
extreme weather, repetitive flooding,
SDG 14 Is there a problem with slave
coastal erosion, drought,
labour in fisheries industry?
or wildfire.
SDG 13 Does our community have SDG 14 Are corals, sea animals, and
a climate change preparedness marine ecosystems in
and adaptation plan? our community protected?
SDG 13 Do the schools teach about SDG 14 Is our community affected by

climate change? marine debris?
SDG 15 Does our community provide SDG 15 Have invasive alien species
guidelines for forest conservation been released to natural
and restoration, and wildlife ecosystems?
and freshwater sources protection?
SDG 15 What are the conditions of forest
area, soil quality, and freshwater
sources in the community?
(degraded/improved)
SDG 15 Are there poaching and illegal
logging in our community?
SDG 15 How much participation do
the locals have in forest management
and protection?
P-Peace P-Peace
SDG 16 How often do the incident of SDG 16 Can everyone in our community
violence and physical abuse express their opinions on
occur in the community? the leader’s administration?
SDG 16 Has our community ever been SDG 16 Do leaders of local organizations
reported about the locals and communities have transparency?
involved in human trafficking? Can everyone monitor them ?
SDG 16 Has our community ever been SDG 16 Has everyone obtained ID cards
reported about corruption and or any other legal identity?
bribery in local agencies? SDG 16 Does everyone have access to
SDG 16 Can everyone in our community public information of government,
express a different opinion organization, and groups’
without fear of harassment? administration and spending?
P-Partnership P-Partnership
SDG 17 Is there any project/activity SDG 17 In our community, is there
collaboration between a fundraising event or procuring
our community and other communities from various sources to support
or external organizations ? the project and activity
SDG 17 Are there activities for people
with interests or people working
in different areas to meet,
discuss, exchange ideas,
and collaborate in the future ?
(2) Identification of the problem’s root causes

After obtaining the data from the survey, we will further analyse the problem to determine
the root cause and understand the impact, which leads to the decision about what to do
next. For this step, we will analyse causes and effects with “Triple-level Diagram”.
** We will also use the information from the 9 questions from the exploration step. We recommend you to prepare it. **
Causes Effects
Level 3 Level 2 Level 1 Level 1 Level 2 Level 3

Problems
• To make it easy for the analysis,

the problem statement should be specific,
or at least not too broad.
• Use the information obtained from
question 1 and 2 of the exploration step,
to help you analyze.
• Ask the question “why does ... happen?” 3 times. • Ask the question “what will happen if…?”. Use the
Use the answer from the third question of answer from the fifth, sixth, and seventh questions
the exploration step (why does the problem occur?) of the exploration step (effects of the problem,
as an input. and directly and indirectly affected people) as inputs.
• Ask the question “Why does … happen?”. Write in • Ask the question “what will happen if…?”.
the level 1 an immediate cause of the problem Write in the level 1 an immediate effect of the problem
(it is usually observable or the first thing that comes (it is usually observable or the first thing that comes
to your mind). to your mind).
• Then, ask the question “Why does the (cause in • Then, ask the question “what will happen if the
level 1) happen?” and write the answer in the level 2. (effect in level 1) happen?” and write the answer in
• Then, ask the question “Why does the (cause in the level 2.
level 2) happen?” and write the answer in the level 3. • And ask the question “what will happen if the
(effect in level 2) happen?” and write the answer in
• Notice: Causes in level 1 are generally the most obvious the level 3.
ones. Causes in level 2 and 3, in most cases, however,
are less obvious and possibly the root causes of the problem. • Notice: Effects in level 1 are generally the direct effects of
the problem. Thus, the people affected by the level 1 effect
are probably our target group.
Finally, map causes and effects at all levels to the SDGs to see which SDGs are associated
with the causes and which SDGs’ achievement might be affected by the problem of interest.
At this stage, the SDG mapping can be either at goal or target level as you see appropriate.
An Example
Causes Effects
PM 2.5
Level 3 Level 2 Level 1 Level 1 Level 2 Level 3
Unsustainable
No land ownership. Poor with not agriculture, i.e., Sickness from Declining labour Macroeconomic
Difficult to do many career deforestation, air pollution and productivity recession
permanent choices stubble burning, and respiratory
business monocropping diseases
(SDG 1.4) (SDG 1.1) (SDG 2.4) (SDG 3.9) (SDG 8.2) (SDG 8.1)
Why are they Why do they choose What will happen What will happen if labour
still poor? unsustainable farming? if people get sick? productivity decline?
From the example, if we simply link to which SDG is related to the issue of PM2.5, we will find that it relates
to SDG 11 - Urban air quality. However, when we analyse the causes and effects from levels 1 to 3, we can clearly
see the sources and the impacts of the problem. It helps us set goals more precisely. But most importantly,
we need to collect the information in the first step (the exploration step) correctly and sufficiently to make our
analysis more accurate.
(3) Setting the goal for problem solving

Once the root cause is identified, we need to set a goal for our next step. The goal that
leads to problem solving must have these five characteristics and its outcomes must leave
no one behind and not be harmful to the environment.
S Specific
M Measurable
“Leave no one behind”
SMART A Attainable
“Do no harm the environment”

R Realistic Emphasizing the circularity
approach
T Time-bound
(4) Brainstorming for solutions

When you get a problem you want to solve, now you will begin to find a solution to this
problem. What you have to do is to brainstorm to get as many ideas as possible.
Then, choose an idea (or ideas) that you see the most appropriate.
But how do you know if the chosen idea is a good idea? We have a method for selecting
the best and most suitable ideas for action, by putting all ideas in these 4 boxes.
Ideas
Not Feasible – Impossible to happen How – Currently not feasible, but might be
possible in the future
The idea is unrealistic because it requires a large For example, an idea might be interesting
amount of capital, people and tools, or conflicts but requires more than the currently available
with local beliefs and values. budget.
Reject these Ideas. Keep these Ideas and prepare for the future.
NOW – Already existing and feasible WOW – Innovative, nobody has done it before.
It is an idea based on what you have done, This is an ideal idea that should be used.
or you are currently doing, which can definitely
be done. But it is not new. Start evaluating the feasibility of the ideas
in the following boxes.
Kept these idea as a “backup plan”
Do not forget
to include the “Four Principles”
Inclusive Indivisible Universal Transformative
The activities accommodate Equality Using Adjust or changing

the needs of everyone technologies structure and values
Open and accept
or most people, but also
all genders, Make
consider possible negative
races, colours everyone participate
impact on the minority
equally
Human rights
Idea evaluation
After sorting and selecting some interesting ideas, we will pick ideas from the red box
or “WOW Idea”, which are interesting and innovative, to evaluate the extent to which they
can effectively solve the problem. Try rating each idea using the following table. The idea
with the highest score would be appropriate to use as our master plan. The rest of the
ideas may be included as supplementary activities.
Effectiveness Long-Lasting Impact Participative Efficiency
20 Points
20 Points
25 Points
35 Points
This idea allows This idea aims to To realize this idea, The idea was feasible
eliminate the problem, everyone can take and allows us to use
our work to achieve
create long-term action or solve the budget and other
its goals or objectives. benefits, or bring about the problem together, resources at the minimum
change on a larger which increases with good quality and
scale, rather than a sense of ownership timely outcome.
a change in smaller and a desire to
and shorter-term advocate the idea
scale until the problem with us.
recurs.
WOW Ideas Effectiveness Long-Lasting Participative Efficiency Total

Impact
(In the red box) (35 Points) (25 Points) (20 Points) (20 Points) (100 Points)
1........................
..........................
..........................
..........................
..........................
2........................
..........................
..........................
..........................
..........................
3........................
..........................
..........................
..........................
..........................
4........................
..........................
..........................
..........................
..........................
(5) Developing a project’s action plan
After choosing the best and the most achievable and feasible idea for a solution project, we need to plan it in more details.
An action plan of the project should be created and cover steps of action, how to prepare, what resources are required (such as people,
money, equipment, and venue). An action plan can be formulated in many ways, depending on the project’s characteristics. However,
most action plans contain the following basic elements, as shown in the table below.
Activities Tasks Outcomes Duration Resources Budget Team
Break down the chosen Specify what needs to Specify what we expect Estimate how long Specify resources Estimate how much Identify who is
idea into activities, be done to make each from each activity. each activity will last, each activity requires, money it will take responsible for each
such as activity promotion, activity happen, such For instance, we make covering from preparation such as speakers, to get the required step.
field trips, setting up as visiting the area, field visits to get to action stages. training locations, resources (in the re-
the venue, organizing contacting the landlord, information and gain accommodation, sources box)?
a training, etc. preparing vehicle and more insights of the vehicles.
travel information, etc. local context.
Activity 1 1. .......................................... .............................................. .............................................. .............................................. ..............................................
.............................................
.............................................. .............................................. .............................................. .............................................. .............................................. ..............................................
Days/Weeks/Months/Years
............................................. 2. ......................................... .............................................. .............................................. .............................................. ..............................................
............................................. .............................................. .............................................. .............................................. .............................................. ..............................................
SDG Guidebook for Youth

Activity 2 1. .......................................... .............................................. .............................................. .............................................. ..............................................
.............................................
.............................................. .............................................. .............................................. .............................................. .............................................. ..............................................
Days/Weeks/Months/Years
............................................. 2. ......................................... .............................................. .............................................. .............................................. ..............................................
............................................. .............................................. .............................................. .............................................. .............................................. ..............................................
Activity 3 1. .......................................... .............................................. .............................................. .............................................. ..............................................

............................................. ........................................
.............................................. .............................................. .............................................. .............................................. ..............................................
Days/Weeks/Months/Years ..............................................
............................................. 2. ......................................... .............................................. .............................................. .............................................. ........................................
............................................. .............................................. .............................................. .............................................. ..............................................
64
(6) Evaluating project

After the project has been done, an action that will indicate if the project is achieved
as expected is project evaluation. Besides assessing whether the project is achieved,
a project evaluation also reveals weaknesses of the project and could lead to
the improvement in planning of future projects.
What needs to be concerned in project evaluation?

Set objectives of the evaluation. Set indicators.
Why do we evaluate? On what basis are we evaluating?
For intance, to assess if the project should be In other words, what are project’s indicators?
continued, or to assess if the budget should For example, participant’s knowledge,
be increased, or area expanded. amount of waste in the area, income of people
in the community.
Most often they would set in accordance
with the project’s objectives.
Use a variety of evaluation methods. Beware of possible discrepancies.
Discrepancies may arise from improper

Because each measurement method evaluation method, for instance, lack of variety
has different advantages and disadvantages of respondents for the evaluation, or respondents
and may lead to different evaluation results. did not provide information or truthful opinions.
Even if we evaluate from the same people/ Therefore, the project evaluation should cover
a wide variety of respondents that match with
area. Therefore, more than one method the project’s target groups. Questions and
should be used. instruments must be clear, convenient,
and suitable for the respondents.
Tools for project evaluation

Observation Data Logging Interview
The evaluator observes by Record of feelings Interview

using two methods. Record of thoughts Setting goals and prepare
(1) participate in the project’s Journals of staff and participants interviewing questions in ad-
activities vance, to find out the truth
(2) not participate in the project’s Suitable for activities with or real opinions of your target
activities but observing from abstract, subjective, group.
outside or emotional outcomes.
This allows participants This approach is friendly and
Suitable for preliminary to reflect on what happened easy to implement, suitable
evaluation while the project is to them along the way. when insights and opinions
still in progress and can be are needed or when responding
adjusted. Physical project, such in writing is inconvenient. But it is
as construction, cleaning, time consuming when there are
or area development, which many interviewees. It is more
is easily observable can also suitable for small number
apply these methods. of interviewees.
Questionnaire Examination
Two types of questionnaire are It is a tool to measure knowledge

(1) Open-ended Questionaire: For each and understanding of various learning
question, multiple choices are not provided, issues, both academic and
only a blank space. This type behavioural, obtained by participants.
of questionnaire is suitable for evaluation It could be a written test
that requires respondents to elaborate or a hands-on exam.
their needs or recommendations. It is suitable for evaluating educational
(2) Closed-ended Quesionaire: For each activities, skills, training, but might be
question, multiple choices are provided. a little tense and less flexible.
These choices are created by the evaluator. The evaluator might adjust the format
This type of questionnaire allows the such as turning an exam into a game.
evaluator to control the answer,
suitable for evaluating concretely
and quantitatively.
How to design indicators for your project with the SDGs

The structure of the SDGs reveals a set of indicators covering almost all development
issues. These indicators have been well-researched and used for reporting at the global
level. Therefore, they might be able to suggest how your project should be evaluated.
Please see the diagram below.
3. Look into the SDG
1. Review the goals 2. Map the project’s goal target’s indicator, and ask
of the project to see with SDGs (at Target yourself if you understand
what it wants to achieve. level). it and if it is applicable
to your project.
For example, the project For example, in this case, Understandable, Quite technical.
wants all genders to play SDG 5.5 states that and applicable >> Adapt that
a leading role women need equal to the project. indicator to fit your
and participate decision-making >> Use that project context.
in decision-making opportunities. indicator.
process of club’s activities.
* A perfect match is not
necessary. Choose the
most related targets.
For example, in this case, the SDG 5.5.1
indicator is the proportion of national
and local representatives by gender.
This indicator can be adapted to your
project context as follows.
“Proportion of club’s leaders by gender”
ทุกคนสามารถเข้าถึงตัวชี้วัด SDGs ภาษาไทยได้ที่นี่

https://sdgs.nesdc.go.th/
4.3 SDGs, as an assistance to make people

want to know our project
Communicating what we do is one step towards sustaining our activities and making other people acknowledge
the values of our work and give us help and support, but it is not an easy task.
How about you? Have you ever felt this way?
What if my teammates I’m afraid that other

do not want to people will see my
continue? work meaningless.
They might
not understand my work.
Is it good enough? I might feel discouraged
one day and give up.
Do not panic, if you have those feelings. It is normal to be nervous. Perhaps the SDGs
can become a great help in communicating our work in two dimensions: (1) internal
communication and (2) external communication.
(1) Internal communication - In the actual work situation, everyone has a different
duty and roles, which led to a different level of situation awareness. To bring the pride
sense of ownership, which affects the relationship of the people in the team and project
sustainability. Therefore, it is necessary to communicate with the team to know the results
equally and something that should be told to everyone likes:
The contribution our
work made to SDGs,
Bring team members who are in which goals.
responsible for different tasks What people talk
to meet and reflect on perceptions about/complement
towards each other. our project?
How did each team
member’s responsibilities
Project outcomes
contribute to project
accomplishment?
Create a space/an activity Regularly inform how close

for all to show appreciation, to the project goal we are.
encourage, and share
feelings with each other.
For example, a note box
for sending messages.
(2) External communication - The strong point of the SDGs is that they are widely known
and globally adopted; therefore, shifting the communication direction of our work by
adding linkages between our project outcomes and the SDG will open more channels
for us. There are two critical messages we need to communicate to the external,
as follows:
Tips & techniques on
1 how we applied
How our project outcomes 2

On which problem in our work
aligned with or contributed to How we applied the SDGs
that the SDGs could solve.
the SDGs (SDG Impact). to our work and how effective
they are.
Compare before and after

applying the SDGs
to the project.
Publish our work directly onto
SDG-supporting channels will Challenges and limitations
help increase awareness and we encountered.
recognition.
Examples of communication platforms to share SDG-aligned projects
SDGs Story: NESDC SDG Good Practices: United Nations

The NESDB’s platform for sharing SDG A website, initiated by the UN, for sharing
activities in Thailand. It opens for the SDG activities with good practices
public to submit their SDG stories and open for submission of good practices
to publish and get more recognition, and stories every year. If the practice
especially from schools and government is approved, it can reach a global
agencies. Click here. audience. Click here.
https://sdgs.un.org/sdg-good-practices
https://bit.ly/34iJZQD
SDG Club Thailand SDSN Thailand

A Facebook group of people Sustainable Development Solutions
who are interested in and working in the Network (SDSN) Thailand Is a network of
SDG field, such as academics, teachers, academic and practical experts working to
businesspeople, local community help realize the SDGs. They regularly
leaders, and students. Group members publish news, events, funding information
can promote activities and make https://www.facebook.com/groups/1126644547812608
from SDSN Global and members and
inquiries about the SDGs. Click here. provide a platform for discussion.
https://www.facebook.com/groups/1126644547812608
Their Facebook page is open for SDG activities

promotion to Thai members. Click here.
https://www.facebook.com/SDSNTH
SDSN Youth
A global network that unites to support knowledge, introduce new problem-solving
tools to youth interested in sustainable development activities, and create a space
for these people to meet and do activities together here.
https://www.sdsnyouth.org/
Symbols and Logos of the SDGs

In addition to communication channels and activities, anyone can also use the SDGs
logos to produce their own material which the UN is open to download for anyone
with a user guide here.
https://www.un.org/sustainabledevelopment/news/communications-material/
4.4 Case studies of SDG-integrated activities

Friends from Thailand: Turning the missions into an effective mechanism
Friends from Thailand or the FFT is a project coordinating, recruiting, and sending Thai
volunteers to work abroad. This project is supported by the Department of International
Cooperation, Ministry of Foreign Affairs of Thailand. Generally, international volunteering
already exists in many countries, including Thailand. FFT was established based
on the experiences of the international volunteer collaboration and management
and provides volunteers to developing countries that need development assistance.
The project coordinates, recruits, screens, and sends 21–35-year-old skilled volunteers
to work 1-2 years in the targeted areas. The volunteers must be specialized in one or
more of the 5 major fields, namely, public health, agriculture, labour skill development,
education, and rural development.
Learn more about Friends from Thailand here.

https://bit.ly/3mSnZCC
Through the lens of SDGs, this project does not only work on development issues
contributing to the Global Goals, but also sets its organizational objective to be a mechanism
to expand collaboration and localize development partnership (consistent with SDG 17).
This volunteer unit is an intermediary between the locals who need assistance
and the volunteers equipped with skills and desire to contribute. Promoting sustainable
development at local level is therefore possible because the SDG concept is passed
on to the volunteers and to the locals. As a result, this project was selected as a model
project of SDGs Good Practices) by the United Nations Department of Economic
and Social Affairs (UN DESA).
Friends from Thailand is an example of a project established under support of a government
agency, which often has a clear mission, that the SDGs can be integrated into its mission
and operations. By identifying its strengths or its responsibilities, and supplementing them with
SDG-related knowledge, the project can increase its effectiveness and contribute to the SDGs
without creating a new project.
YSDA: An assembly of ordinary people who want Thai youths

to understand SDGs
Young Thai for Sustainable Development Association (YSDA) is a youth volunteering
organization that was initiated by students from Pridi Banomyong International College
of Thammasat University. They have undertaken projects encouraging students within
the college, both Thai and foreign nationals, to pay more attention to the Sustainable
Development Goals. Subsequently, YSDA has been expanding and including more
alliances by accepting members from across the country. All members are provided with
basic SDGs training before participating in other activities such as seminars and the SDGs
Youth Camps. Once these members understand the SDGs and their concepts, they can be
spearheads or voices to transform their communities to be more sustainable in the future.
https://ysdathailand.org/
Knowing more about YSDA Thailand Here.

Currently, YSDA has been established for two years since 2019. An interesting aspect
of this youth group is that it was initiated from an individual level without any official
supports from any organizations. They have had to acquire and mobilize resources
for their activities by themselves. However, with a clear objective of spreading the SDGs
knowledge, an organizational culture that reflects the SDG principles (i.e, the membership
is open for all, regardless of race, nationality, and ethnicity), and effective and motivated
staff members who join voluntarily, YSDA has organized their activities effectively,
regularly, and coherently with the SDGs.
4.5 Some considerations to prevent the misuse

of SDGs
(1) It is not necessary to solve all problems in one single project.
The relationship between the SDG goals and targets can be classified into two types,
which are synergies and trade-offs.
Synergies Trade- off
refers to a relationship that occurs when refers to a relationship of two issues
two issues (or more) are supporting each (or more) that occurs when one issue
other and consistent with one another. achieves a positive change at the expense
One solved problem creates positive of the other(s). For example, to prevent
impacts on the other problem(s). infectious diseases, we need to wear masks
For example, the lesser the plastic wastes, and use more plastic food packaging. In this
the smaller the garbage patches. case, we can ensure good health but at the
expense of the environment (more waste).
Therefore, when setting objectives for a project or activity, you need to understand
that you do not need to solve every problem linked to the SDGs. However, we need to
weigh different options to ensure that our project is successful with a little negative impact,
feasible, and consistent with our capacities.
(2) SDGs are not just about the latest (3) Put more emphasis on integrating
innovative technologies. Local wisdom the SDG principles into your project,
and traditional ways of life can also and do not only link it to SDGs
provide sustainable solutions.
SDGs often refer to growth, transformation, SDGs will only differentiate our project
and the use of technologies. But that does only when we integrate the SDG principles
not mean abandoning the old traditions. into our project’s details and planning.
Traditional wisdom can be a solution to These principles include leaving no one behind,
a previously unsolvable problem. For indivisibility, prioritizing human rights,
instance, traditional food preservation empowering communities, and encouraging
methods could be cost-effective, minimising local participation. If these principles are
inputs, and reducing food waste; Sand fences neglected, SDGs will only be symbolic and
using local wooden materials could prevent not differentiate or improve our project.
coastal erosion without destroying the beach. (And many people are often trapped in this
misunderstanding! Do not forget about it!!)
(4) Do not worry too much about indicators and reporting.

This is a common problem at work (regardless of its relationship to the SDGs). Project
contributors are always concerned about underperformed indicators or unsatisfactory
reporting because it can result in project cancellation. Therefore, they overemphasize
the indicators.
However, an indicator is just a tool to measure the progress of our work.
Trying to make the indicator show a good result does not necessarily
mean we achieve the project goal. It is like taking a temperature when
we have a fever, the number on the thermometer only reflects the
body temperature (we do not know our diagnosis yet). If we immediately
take a fever reducer, it could worsen the actual illness.
Likewise, if we overemphasize the indicator result and forget to tackle the root causes of the
problem, we will end up failing to achieve our objective.
The Solutions
1. Try to understand that indicators are telling you what is going on. Underperformed indicator
does not necessarily mean failure.
2. Communicate this matter to your team so that everyone understands, is not discouraged,
and solving problems based on facts.
This is all this guide wants to tell you.

SDGs may not immediately transform your project.
But hopefully, it will help fill the gap and provide tools to continue
and create new perspectives to develop your own project.
Just try it!!!

References
Department of International Cooperation ‘TICA The diplomat for development: Learning to be
Friends from Thailand volunteer’ <https://tica-magazine.mfa.go.th/TICA_issue7/index.html>
accessed September 12, 2021
Office of the National Economic and Social Development Council ‘The participation to drive
SDGs’ http://sdgs.nesdc.go.th accessed September 12, 2021
SDG Move (2021) ‘Great news for Thailand: 2 Selected Thailand’s projects by UN DESA
‘Good practice for achieving SDGs’ https://www.sdgmove.com/2021/06/30/two-thai-projects-
as-sdg-good-practices-undesa/ accessed September 12, 2021
United Nations. Roles for youth and the SDGs. Available at https://www.un.org/sustainablede-
velopment/youth/
______(2015). Population 2030 Demographic challenges and opportunities for sustainable

development planning. United Nations, Department of Economic and Social Affairs, Population
Division
______(2015). Youth population trends and sustainable development. New York : United Nations,
Department of Economic and Social Affairs, Population Division
______The Lazy Person’s Guide to Saving the World. Available at https://www.un.org/sustain-

abledevelopment/takeaction/
______(2015). SDG Good Practices. United Nations, Department of Economic and Social
Affairs Sustainable Development. Available at https://sdgs.un.org/sdg-good-practices
YSDA Thailand (2019). YSDA Past Present Future < https://ysdathailand.org/index.php
?home=about-ysda> accessed August 15, 2021

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SDG Guidebook for Youth in Action 2

SDG Guidebook for Youth in Action 3

UNDP works in some 170 countries to support the achievement of www.undp.org

Youth play a significant role in achieving the Sustainable

Nowadays, number of young people1 in Thailand involved in activities

The SDG Guidebook for Youth in Action aims to serve fundamental

In each part, supplementary video are available to make

Why do we need the SDGs? 1

02 Getting to Know the Sustainable Development Goals (SDGs) 16

3 Actions in Daily Life to achieve the SDGs 46

4 How to design a project that aligns with the SDGs? 52

Why do we need the SDGs?

Do not take any decisions yet!

So what exactly is “development”? Why is it important to everyone? Before getting to know

1.1 What is “development”?

Getting to know sustainable development through motion graphic video

Mercantilism and Colonialism Green Revolution Information and Digital

SDG Guidebook for Youth in Action

Smith - Machinery Mechanic Santi - Industrial Engineer

1.2 For “development”, what did they have to

Smith - The Industrial Revolution

Mister Boontham and Uncle Boonmee

Santi - The Age of Free Trade and Globalization

Jane - The Age of Digital and Information and Digital

In 2012, a document titled “the Future We Want” was published.

1.3 Why do we have to act for sustainable

Three reasons why old approaches are unable to overcome new

An example of the problem that

1.4 What is “Sustainable Development” ?

A definition from Our Common Future

Society Environment Society

What it currently is. What it should be.

However, humans have been damaging the environment until it significantly

1.5 Youth and Sustainable Development

Youth aged 15-24 years, by region, 1950-2060

Youth are key stakeholders. - Young people in this generation will

Why are youth important to sustainable development?

Youth can better communicate and voice their needs

Young people have certain skills needed for problem-

1.6 How can you contribute towards Sustainable

Individual Active citizen

Individual Level: Questioning your surroundings

(1) Questioning your surroundings: Questioning is the starting

(2) Changing consumption behavior: By do it and drop it.

Change-makers Level: Having a firm standpoint

You always make a call out and express your opinion on ….

Do you still remember outstanding policies of your representatives

After the first chapter, to what extent do you think sustainable

To which level do you Give an example that reflects

3. Active citizen Level “

02 Getting to Know the Sustainable

Why did UN members agree that we should have the SDGs?

2.2 Creation of the SDGs

Goal 1: Eradicate extreme poverty and hunger

So what kind of the world would you like to see in 2030?

March 2015 July 2015 December 2015

2012 September 2015

Approximately 8.5 million people worldwide

Human Rights SDGs