The UN's urban sustainability goal number eleven (11) is fundamental to the global sustainable development agenda. David Simon explains the anatomy and dynamics of SDG 11, and critically assess how it is being used and understood in different local, regional and national contexts.

Supported by case studies throughout, Simon considers how SDG 11 interacts with other Sustainability Development Goals and how competing indicators, other external constraints, as well as lack of political will can present tough challenges to implementation. He provides a balanced and dispassionate analysis, highlighting problems and limitations alongside positive applications. A key aspect of the unfolding story of the SDGs is how they play out in practice. Although some of the connections and complementarities were designed, others are shown to have emerged by default. Drawing on lessons learnt so far, Simon considers how realistic sustainability goals are for cities and human settlements worldwide, and asks how different will cities be by the end of the SDG's 15-year lifespan in 2030?

Written for students, policy-makers and practitioners, the book provides an authoritative assessment of one of the most important and integrative SDGs.

The UN's Sustainable Development Goal (SDG) number four (4) focuses on inclusive, quality education, galvanizing efforts for substantial educational reform around the globe. Progress is being made but are the initiatives being upscaled and mainstreamed rapidly enough? Has caring become an essential aspect of learning? Have cooperative learning and creativity been given enough attention? Are teachers receiving sufficient support? These are some of the questions raised by Victoria Thoresen as she considers the goals and challenges iterated in the SDG.

Thoresen argues that unless implementation of the new definitions of inclusive, quality education are prioritized everywhere, sustainable development will be severely hampered and, conceivably, misdirected. She examines the recent evolution of education in light of political and commercial ambitions, technological advancements, and knowledge creation and sharing. Key concerns relating to education for and learning about sustainable development are identified and major obstacles to achieving inclusive, quality education for all are discussed.

Robert Walker provides a critical examination of the promise and reality of SDG1, the United Nations' Social Development Goal designed, among other things, to eradicate extreme poverty by 2030. The author's message is stark: there is little chance of success. Although the need for a collective and coordinated response is clear, global and national systems of governance are currently incapable of an adequate response.

While the critique is formidable, the book seeks to identify reforms necessary to meaningfully increase the likelihood of meeting SDG1's goals. These include reshaping international institutions so that they give greater voice to governments in the developing world, facilitating enhanced modes of participatory governance, and increasing democratic accountability at a global level. Evidence is drawn throughout from a systematic review of international best practice supplemented by more detailed strategic case-studies, including from China.