These NU students are building water distribution plants in Uganda and Panama – Northeastern Global News

Engineers Without Borders Northeastern University Chapter: Advancing Sustainable Development Goals through Global Engineering Projects

Introduction: A Student-Led Initiative for Global Goals

The Northeastern University Student Chapter of Engineers Without Borders (EWB-NU), established in 2004, is a student-led organization dedicated to implementing engineering projects that address basic human needs in developing communities. Under the leadership of students like fourth-year bioengineering major Casey Laguna, the chapter actively contributes to the United Nations Sustainable Development Goals (SDGs) by focusing on providing essential infrastructure and services. The work involves significant administrative and technical responsibilities, reflecting a deep commitment to global partnership and sustainable development.

Core Projects and Direct Alignment with Sustainable Development Goals

EWB-NU’s international projects are designed to directly address several key SDGs, with a primary focus on clean water, sanitation, and quality education.

• Panama & Uganda Projects: Targeting SDG 6 (Clean Water and Sanitation)

  The chapter is developing water distribution systems in La Pedregosa, Panama, and Nakyenyi, Uganda. These projects aim to provide clean and accessible water to approximately 250 and 4,000 community members, respectively. This work is a direct contribution to achieving SDG 6, which ensures the availability and sustainable management of water and sanitation for all. By improving water access, these projects also support SDG 3 (Good Health and Well-being) by reducing waterborne illnesses.

• Guatemala Project: Supporting SDG 4 (Quality Education) and SDG 6 (Clean Water and Sanitation)

  In Guatemala, a dedicated team is designing and constructing a school building and latrines for 50 schoolchildren. This initiative directly advances SDG 4 by providing a safe and adequate learning environment and promotes SDG 6 by ensuring access to basic sanitation facilities, which is critical for student health and attendance.

Project Methodology: A Framework for Sustainable Impact

The chapter’s operational framework emphasizes community partnership, sustainable design, and long-term viability, aligning with the principles of SDG 17 (Partnerships for the Goals).

1. Community Engagement and Needs Assessment

   A critical first step is the Planning, Monitoring, Evaluation, and Learning (PMEL) process. This involves direct engagement with community members to understand their specific needs, current water sources, and daily challenges. This participatory approach ensures that the engineered solutions are context-specific and community-driven, a core tenet of sustainable development.

2. Design, Collaboration, and Implementation

   Following national EWB-USA design standards, students develop technical plans for infrastructure projects. They collaborate closely with non-governmental organizations (NGOs), local engineers, and professional mentors who ensure the designs are technically sound and feasible. This multi-stakeholder collaboration is a practical application of SDG 17.

3. Fostering Local Ownership and Sustainability

   To ensure the long-term success of the projects, the community stakeholders contribute approximately 5% of the project costs. Furthermore, a significant emphasis is placed on knowledge transfer and training. EWB-NU ensures that community members are equipped with the skills to maintain the implemented systems independently, which is vital for the sustainability of the infrastructure and the achievement of the related SDGs.

Challenges and Adaptive Management in Development Work

The implementation of these projects is not without challenges, requiring adaptive problem-solving that reflects the complexities of building resilient infrastructure (SDG 9).

• Infrastructure and Environmental Hurdles: In Panama, the project has faced delays due to unstable roads that prevent the transport of heavy drilling equipment. This highlights the interconnectedness of infrastructure systems and the need to account for local environmental conditions, such as seasonal weather patterns.
• Logistical and Communication Complexities: Managing projects remotely from Boston requires meticulous coordination and effective communication with in-country partners to ensure all stakeholders are aligned on project goals and execution.

Conclusion: Cultivating a New Generation of Globally Conscious Engineers

The work of the EWB-NU chapter provides a powerful model of how higher education can contribute to the Sustainable Development Goals. While delivering tangible benefits to communities in Panama, Uganda, and Guatemala, the program also provides an invaluable educational experience. Students gain hands-on experience in engineering, project management, and cross-cultural communication, preparing them to be future leaders in sustainable development. The responsibility of delivering these essential systems fosters a profound understanding of the global challenges addressed by the SDGs, thereby advancing SDG 4 by offering a unique and impactful form of quality education.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education

   The article mentions a project in Guatemala focused on “designing and constructing a school building and latrines for 50 schoolchildren.” This directly addresses the need for adequate educational facilities, which is a core component of providing quality education.

2. SDG 6: Clean Water and Sanitation

   This is the most prominent SDG in the article. The core mission of the Engineers Without Borders chapter is to “build water distribution systems in Panama and Uganda” to help communities “get access to basic human needs.” The article also mentions building “latrines” in Guatemala, which addresses the sanitation aspect of this goal.

3. SDG 9: Industry, Innovation, and Infrastructure

   The projects described—water distribution systems and a school building—are fundamental types of infrastructure. The article highlights the challenges related to infrastructure, such as in Panama where “key roads that crews use to transport materials to the construction site have become too unstable.” This points to the need for developing resilient and sustainable infrastructure.

4. SDG 17: Partnerships for the Goals

   The entire operational model of the student chapter is based on partnerships. The article details their collaboration with multiple stakeholders, including “community members,” “nongovernmental organizations,” “local engineers,” and “professional engineering mentors.” This multi-stakeholder approach is central to achieving the SDGs.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

  The project to construct a “school building and latrines for 50 schoolchildren” in Guatemala directly contributes to this target by improving the physical learning environment.

• Target 6.1: By 2030, achieve universal and equitable access to safe and affordable drinking water for all.

  The primary projects in Panama and Uganda aim to build “water distribution systems” for communities that currently have inadequate access. The students’ work to understand community needs, such as asking “How far do you have to walk to get water?”, aligns with the goal of providing equitable access.

• Target 6.2: By 2030, achieve access to adequate and equitable sanitation and hygiene for all and end open defecation, paying special attention to the needs of women and girls and those in vulnerable situations.

  The construction of “latrines for 50 schoolchildren” in Guatemala is a direct action towards achieving this sanitation target for a specific community.

• Target 9.1: Develop quality, reliable, sustainable and resilient infrastructure, including regional and transborder infrastructure, to support economic development and human well-being, with a focus on affordable and equitable access for all.

  The construction of water systems and a school building represents the development of essential local infrastructure. The challenge with “crumbling” roads in Panama underscores the importance of resilient infrastructure for project success and overall community development.

• Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.

  The article describes a civil society partnership in action, where a university student group works with NGOs, local communities, and professionals to implement development projects. The funding model, where the club covers 95% and the community 5%, is an example of a resourcing strategy for such a partnership.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicators for SDG 4 (Target 4.a):

  The article provides a specific number of beneficiaries: “50 schoolchildren.” This can be used as a direct indicator of the number of students with access to improved facilities. The construction of “a school building and latrines” serves as a qualitative indicator for the provision of basic infrastructure (Indicator 4.a.1).

• Indicators for SDG 6 (Target 6.1 & 6.2):

  The article provides quantitative data on the number of people the water systems are designed to serve: “4,000 community members in Nakyenyi, Uganda, and 250 people in La Pedregosa, Panama.” This directly measures the population with access to a new water source. The mention of conducting “water quality testing” is a direct reference to measuring the safety of the water supply (part of Indicator 6.1.1). The question “How far do you have to walk to get water?” implies the measurement of time/distance for water collection, a key aspect of accessibility.

• Indicators for SDG 9 (Target 9.1):

  The number of people served by the new infrastructure (4,000 in Uganda, 250 in Panama, 50 in Guatemala) is a key indicator of the reach and impact of the infrastructure development.

• Indicators for SDG 17 (Target 17.17):

  The financial structure of the partnership is explicitly mentioned: “The club funds roughly 95% of the cost of the projects, with the community stakeholders responsible for the remaining amount.” This financial commitment from different stakeholders is a measurable indicator of the partnership’s nature. The existence of the collaboration itself, involving a student organization, NGOs, local engineers, and community members, serves as a qualitative indicator of a multi-stakeholder partnership.

4. Summary Table of SDGs, Targets, and Indicators

Source: news.northeastern.edu