GOAL 3 Good Health and Well-Being
Ensure healthy lives and promote well-being for all at all ages
SDG 3 aims to ensure health and well-being for all at all ages by improving reproductive, maternal and child health; ending the epidemics of major communicable diseases; reducing non-communicable and mental diseases. SDG 3 also calls for reducing behavioural as well as environmental health risk factors.
Main prerequisite for meeting these objectives are universal health coverage; access to sexual and reproductive health-care services and to safe, affordable and effective medicines and vaccines for all. Other crucial steps for addressing persistent and emerging health issues that SDG 3 emphasises are support for research and development of vaccines and medicines, increased health financing and health workforces in developing countries and strengthened capacity for early warning and management of health risks.
Monitoring SDG 3 in an EU context focuses on progress made in enabling EU citizens to live healthy lives, by assessing health determinants, causes of death and access to health care.
Education for Sustainable Development Goals
Suggestions for the development of specific sustainability competencies from the action-oriented, transformative educational and learning outcome-oriented guide Education for Sustainable Development Goals, UNESCO (2017)
Suggested learning objectives
Cognitive learning objectives
- The learner knows conceptions of health, hygiene and well-being and can critically reflect on them, including an understanding of the importance of gender in health and well-being.
- The learner knows facts and figures about the most severe communicable and noncommunicable diseases, and the most vulnerable groups and regions concerning illness, disease and premature death.
- The learner understands the socio-political-economic dimensions of health and wellbeing and knows about the effects of advertising and about strategies to promote health and well-being.
- The learner understands the importance of mental health. The learner understands the negative impacts of behaviours like xenophobia, discrimination and bullying on mental health and emotional well-being and how addictions to alcohol, tobacco or other drugs cause harm to health and well-being.
- The learner knows relevant prevention strategies to foster positive physical and mental health and well-being, including sexual and reproductive health and information as well as early warning and risk reduction.
Socio-emotional learning objectives
- The learner is able to interact with people suffering from illnesses, and feel empathy for their situation and feelings.
- The learner is able to communicate about issues of health, including sexual and reproductive health, and well-being, especially to argue in favour of prevention strategies to promote health and well-being.
- The learner is able to encourage others to decide and act in favour of promoting health and well-being for all.
- The learner is able to create a holistic understanding of a life of health and well-being, and to clarify related values, beliefs and attitudes.
- The learner is able to develop a personal commitment to promoting health and well-being for themselves, their family and others, including considering volunteer or professional work in health and social care.
Behavioral learning objectives
- The learner is able to include health promoting behaviours in their daily routines.
- The learner is able to plan, implement, evaluate and replicate strategies that promote health, including sexual and reproductive health, and well-being for themselves, their families and others.
- The learner has the capacity to perceive when others need help and to seek help for themselves and others.
- The learner is able to publicly demand and support the development of policies promoting health and well-being.
- The learner is able to propose ways to address possible conflicts between the public interest in offering medicine at affordable prices and private interests within the pharmaceutical industry.
Severe communicable and non-communicable diseases.
Health problems of vulnerable groups and in the most vulnerable regions, and an understanding of how gender inequalities may affect health and well-being.
Direct strategies to promote health and well-being, e.g. vaccines, healthy food, physical activity, mental health, medical consultation, education, sexual and reproductive health education including education about pregnancy avoidance and safer sex.
Indirect strategies (public health) to promote health and well-being: e.g. political programmes for health insurances, affordable prices of medicine, health services including sexual and reproductive health care services, drug prevention, transfer of knowledge and technology, reduction of pollution and contamination, early warning and risk reduction.
Philosophical and ethical conceptions of life quality, well-being and happiness Sexual and reproductive health education including family planning.
Discriminatory attitudes towards people living with HIV, other illnesses or mental disorders Road traffic accidents.
Overweight and obesity, insufficient physical activity and unhealthy food Chemicals, pollution and contamination of air, water and soil.
Examples of learning approaches and methods
Set up an information stand in the city, e.g. on “World AIDS Day” (December 1)
Watch videos that show health promoting behaviors (e.g. using a condom for safer sex, saying “No” to drug offers…)
Participate in ethical, reflective essay writing and/or discussions about what a life of health and well-being means.
Engage with story-telling by people with severe diseases, drug addictions, etc. Organize training on health promotion and illness prevention strategies (e.g. participating in physical activities, preparing healthy food, applying a condom, installing a mosquito net, detecting and managing sources of waterborne diseases).
Conduct projects on epidemic and endemic disease – success vs. challenges (Malaria, Zika, Ebola, etc.) Develop an enquiry-based project, ‘Is living longer a good thing?’