You are expected to prepare a 3,000-word written report in two parts: part one of the assignment is a short academic report of no more than 500 words and part two is a longer report, of no more than...

WRITTEN ASSIGNMENT
Table of contents
Part one    3
Part Two    4
Introduction    4
Evaluation    5
Market sector    6
Financial Position    6
Performance assessment    7
Discussion    9
Conclusion    10
References    11
Part one
The expression "sustainable development" at first began in 1987 with the publishing of the Brundtland Report, which sought to find answers to the issues welcomed on by industrialization and populace expansion and cautioned of the unsafe environmental effects of economic growth and globalization (Silvestre & Ţîrcă, 2019). Worldwide cooperation and the advancement of sustainable development are necessary to address large numbers of humankind's problems, including environmental change, water scarcity, imbalance, and yearning. Sustainable development is characterized as a promise to social advancement, environmental balance, and economic growth. The Sustainable Development Goals, a source of inspiration to conserve the climate and ensure human government assistance on a worldwide scale, were em
aced by the United Nations as a feature of a new sustainable development diagram known as the 2030 Agenda. These shared objectives necessitate the dynamic investment of individuals, corporations, governments, and nations all over the place. One of the trickiest sorts of evaluation procedures is sustainability assessment (SA). This involves cross-disciplinary components as well as social and worth-based ones. Moreover, SA is frequently em
aced to assist with wide based policy a
angement and decision-production. As a matter of fact, assessing sustainability is a strategy that is increasingly being used in item, policy, and institutional assessments. Studies have shown a strong relationship among sustainability and education (Reznichenko et al., 2018). In this manner, it is urgent for a
iving at the Sustainable Development Goals to design and execute the appropriate performance evaluation for students' skill development and accomplishments (SDGs). This article provides a careful assessment of the Qatari educational system, focusing on the existing assessment strategies and continuous issues that forestall the creation and reception of fitting performance-evaluation techniques in accordance with SDGs. This study evaluates the existing performance evaluation procedures in Qatar using a proposed theoretical framework informed by the constructive a
angement hypothesis and suggests potential improvement paths with respect to the SDGs and educational objectives (EGs). Results show an absence of compatibility between assessment procedures, educational goals, and the SDGs while using this framework as an insightful device. This paper demonstrates that to really assess and coordinate students' twenty-first-century talents toward the accomplishment of SDGs, personalized, logically suitable, and progressive assessment methodologies must be devised. The presentation and discussion of proposals for performance evaluation techniques that should be revised to be viable with, lined up with, and supporting the SDGs and EGs are different conclusions of this article. Clearly, there is developing wo
y in the scientific local area and in policy circles about the suitability of numerous exact sustainability assessment (SA) instances. They should truly have the option to distinguish between various advances and assess if they satisfy the needs of the present without endangering the capability of people in the future to satisfy their own needs. Such wo
ies are every now and again associated with the sustainability idea's inborn fuzziness as well as the capacity to deal with environmental, economic, and social challenges and their linkages with viable and suitable methods (Dantas et al., 2021). Moreover, there is a contrast between coordinated assessment and sustainability assessment (SA), and in the ongoing study, we propose a transition from incorporated assessment to SA. At the ontological, strategic, and epistemological levels there are significant disparities. A sustainability assessment demands transitioning from a purely multidisciplinary to an inter- and trans-disciplinary approach, as well as incorporating sustainability concepts, thresholds, and objectives in the evaluation. The capacity to play out the co-creation of information and solutions in a trans-disciplinary setting, as well as the need to distinguish scientifically based and policy-based demarcation lines that can specify a limit between what contributes to a sustainable development and what does not, are thusly the two principal challenges for sustainability assessment.
Part Two
Introduction
Many nations joined together in 2015 to announce the United Nations' 17 Sustainable Development Goals, capping off years of intensive labor (SDGs). The fourth goal among these objectives places a strong focus on excellent education and the development of quality learning for everyone. This emphasis highlights the important role that education plays in enabling numerous SDGs, including economic growth, health, the decrease of inequality, and the eradication of poverty. In order to promote sustainable living for both the present and future generations, education for sustainable development (ESD) attempts to build integrated thinking, better living, decision-making, and action patterns for inte
elated environmental, cultural, social, and economic systems. Due to the interdependence of the systems that govern the environment, culture, society, and economy, education has a crucial influence on all of these systems. ESD may work toward the SDGs by –
· incorporating them into the teachings
· encouraging problem-solving, thoughtful analysis, and action that effectively addresses the sustainability concerns
· fostering ideas and concepts that enable sustainable living across all stakeholders and educational institutions
· Employing diverse educational practices
· include students in decision-making processes, and
· spreading knowledge on tackling regional and international issues
Evaluation
The ideal education system would ensure the education and planning of future citizens, outfitting them with information, understanding, and habits 20th century skills that will prepare them to partake in the labor force and common society and to address the complicated difficulties of contemporary times, such as sustainability and resiliency (Holmberg and Sand
ook, 2019). Thusly, these abilities will ensure the adequacy and proficiency of the society's future labor force. Qatar has coordinated sustainable development (SD) into its education policy, ministerial and sectoral plans, and national development vision and objectives. The Qatar Education System (QES), which focuses on K-12 education, has also been attempting to remember ESD into learning and teaching for request to give students the data, attitudes, and skills they need to satisfy the SDGs. Nevertheless, numerous nations neglect to utilize fitting techniques for assessing students'...