Hypothetical LPC Projects

To encourage project ideas here are some imagined scenarios. Ideally, projects should be useful to the community/environment they impact, and contribute in some way to social, environmental or economic sustainability. Projects can be any issue, of any size or type ; can be identified /proposed by individuals, organizations or a community, and should respond to one or more SDGs (including Goal 11 if possible) and (as relevant) the New Urban Agenda.

Other possible topics/approaches could include public policy; health issues in housing (e.g. water, lead, asbestos); sustainable school playgrounds; people power transport-­‐ bikes, scooters etc.; women, safety, cities; migration; refugees; natural disasters; the SDGs, entrepreneurship and creativity, etc.


Civil Society – Education/Professional 

In country A, a women’s grass roots organisation needs childcare facilities, senior care, and recreational space that is culturally appropriate. Meeting the needs of an older population with disabilities is a priority. They want to develop some long term proposals with which they can try and influence local politicians to fund the childcare and senior care project. In the short term, they have the resources to develop a recreational space. To achieve their goals they will approach University X or Professional Office Y, and ask if they want to work together on the project.  SDG 11.7 and 5 are just two of the SDGs they will address.

Education – Local Government 

In country B, a professor of sustainability is developing her next studio class for her Masters level students. They will examine sea level rise (Goal 13), and the likely impact on a small coastal town. They have already researched changes in weather patterns and sea level as recorded over the past ten years. The class will collaborate with local government, and will begin the course by a thorough reading of the SDGs and the NUA to see which goals and targets most address the issues at hand. The professor will encourage the students to ‘localize’ any goals or targets that they think could be more appropriately phrased. She has many international students, so while a local project, the students will appreciate that their work with the SDGs has implications for when they return home.

Professional – Education 

In country C, an international design firm is carrying out a major urban design project with significant  area for public space. They would like to make this project more responsive to the  local people, the SDGs and the NUA. The design firm doesn’t  have  time to do any further design or research. The firm contacts local University X. They develop  a part of the  project and provide the firm with design and or policy recommendations that respond to the SDGs. Potential end users are engaged in the project. Through an exhibition, results will  be shared with local residents, professionals and the wider university community. The proposals may be adopted.  With the new knowledge created and disseminated, its a win-­‐win for all.

Civil Society – Education/Professional 

In country D, a slum community lacks adequate public open space, which is co-­‐located with malfunctioning public toilets. Local authorities ignore health and well-being problems, and while very capable, the community organization needs assistance. They approach a local NGO and together they approach University X. Unaware of the SDGs at the start, the community finds it can gain political traction when they link their health and environment issues to the SDGs. The University invites local professionals to contribute their expertise.  All actors meet with the community to understand the problem from their vantage point. With an evidence based strategic plan, and some designs for public space as the outcome , the community  will  work to implement the public space proposal and use the sanitation strategic plan  to lobby  local and state government. Goal 6 and 11 gives them some focus.

Education – Professional/Civil Society 

In country F a local University Y has been engaged in mapping  informal transport modes in the country’s capital, and want to see how  city transport can be improved for all. Their focus is on equitable, affordable access, and enhancing the travel experience for men, women and children. The  research  has revealed a number of open spaces that offer development potential  to improve  transit  and associated activities.  Partnering with transit researchers, and reaching out to new community and local partners, the project develops proposals and principles for transit co­‐located public space that can become useful advocacy tools for supporting urban life but also the urban – rural continuum. A number of SDGs, including 11.2, support this project.

Civil Society – Civil Society

In country G, community gardens also contribute to the social and environmental well  being of  neighbourhoods. In this imagined project the gardeners do an oxygen production audit of the trees in their garden and surrounding streets. They also inform themselves about the methane gas produced  by food scraps in land fill. Goal 11.6 and 13 gives them a focus for this project, and they request additional street trees to further reduce carbon emissions -­‐ and set up a Block composting station in the garden.

In Country H a group of teenagers are shocked at the waste created -­‐and pollution caused -­‐ by the clothing industry. Their project is to create an awareness program, and over their summer break, set up a stall in a local market where they talk with passers by about more sustainable clothing alternatives. Goal 11.6 provides a starting point.

Education – Civil Society

In country I, a group of planning students hear a lecture from an Indigenous elder on problems with their traditional lands, which include local government overreach and in turn, culturally damaging results. The planning law is complicated; the students want to help. They offer to work with the group to understand the problems in the context of equity issues raised in the SDGs. They assist the group resolve the planning, environmental, social and cultural issues, provide sound planning advice as well as opening up a discussion about the SDGs with the indigenous community.

Education – Professional/Civil Society

In country J, affordable housing is a pressing issue. Working across disciplines, University X takes up Goal 11.1 to explore options for affordable  housing in an underserved neighborhood. By introducing a number of other goals, including  Goal 13, they can offer more comprehensive solutions. They partner with local government and prospective housing users.

Union Organization – Civil Society

In Country K a workers’ union is training its members in more sustainable work practices, and contributing to Goal 13. They would like to see if the SDGs are relevant to other parts of their operation including the classes they offer.

Professional– Civil Society

In Country L, the headquarters for an international skilled tradesmen organization, the management wants to introduce the SDGs to its  civil society members from around the world. Their project is to review their projects and to see whether they would benefit from any of the SDGs.

Professional – Civil Society/Education

In Country M a group of young filmmakers have been inspired but  frightened by the recent films by David Attenborough, and reports on loss of biodiversity. Their project is to make a short film for young people, showing the SDGs in action in an engaging but humorous way.