Report on Commonwealth University’s Study Abroad Program in Belize

Program Overview and Alignment with Sustainable Development Goals (SDGs)

A cohort of 16 students from Commonwealth University participated in a two-week, faculty-led study program in Belize. The course, “Politics and Culture,” provided a framework for field research centered on themes directly linked to the United Nations Sustainable Development Goals (SDGs). The program was designed to provide students with direct observational and experiential learning opportunities related to global development challenges.

The primary research areas for the students included:

1. Sustainable Development
2. Multiculturalism and Social Inclusion
3. Globalization and Economic Impact
4. Democracy and Institutional Strength

SDG 4: Quality Education

The program provided an immersive educational experience, contributing to SDG 4 by promoting knowledge and skills needed for sustainable development. Through direct engagement, students gained a nuanced understanding of global citizenship and an appreciation for cultural diversity.

• Experiential Learning: Activities included exploring Mayan archaeological sites, navigating the Actun Tunichil Muknal Cave, and participating in Garifuna drumming and dancing lessons.
• Direct Observation: Students conducted formal and informal interviews, attended lectures, and participated in educational tours to gather primary data.
• Global Perspective: As noted by student Deja Weaver, the experience demonstrated that “experiencing it firsthand is the only way to get a glimpse into what life is like in other countries,” highlighting the program’s success in fostering a global perspective.

SDG 8: Decent Work and Economic Growth & SDG 11: Sustainable Cities and Communities

Students investigated Belize’s economic structure, particularly its reliance on tourism, and its efforts to create sustainable communities. This aligns with SDG 8’s goal of promoting sustained, inclusive, and sustainable economic growth and SDG 11’s aim to make human settlements inclusive, safe, resilient, and sustainable.

• Sustainable Tourism: Meetings with a Belize tourism officer revealed a strategic interest in shifting from cruise ship-based tourism to an overnight tourism model, which more effectively distributes economic benefits to local communities (Target 8.9).
• Local Industry: A tour of the Western Dairies factory in the Mennonite community of Spanish Lookout provided insight into local production and economic diversification.
• Cultural Heritage: Visits to Mayan sites such as Altun Ha, Lamanai, and Xunantunich underscored the importance of protecting and safeguarding cultural heritage as a component of sustainable community development (Target 11.4).

SDG 10: Reduced Inequalities & SDG 16: Peace, Justice and Strong Institutions

A core focus of the research was Belize’s multiculturalism, which relates to SDG 10’s objective to reduce inequality and SDG 16’s goal of promoting peaceful and inclusive societies. Students observed how diverse ethnic groups coexist and contribute to a unified national identity.

• Cultural Diversity Exposure: The itinerary included engagement with Mestizo, Mennonite, Creole, and Garifuna communities, providing a comprehensive view of the nation’s social fabric.
• Social Cohesion: Student Salahudinn Abdul-Hamid reflected on this, stating, “Belize shows that it’s possible to be proud of being different and still come together as one nation.”
• Global Disparities: The experience also highlighted global inequalities. Student Paige Smith noted the contrast between first-world concerns like “slow internet service” and the reality for communities that “can’t afford food,” reinforcing the core message of SDG 10.

SDG 14: Life Below Water & SDG 15: Life on Land

The program emphasized Belize’s significant biodiversity and conservation efforts, directly connecting to SDG 14 (conserve marine resources) and SDG 15 (protect terrestrial ecosystems).

• Marine Conservation: Students explored the Belize Barrier Reef System, the world’s second-largest, and snorkeled in a protected marine area off Caye Caulker, observing efforts to conserve marine biodiversity (Target 14.5).
• Terrestrial Ecosystem Protection: A visit to a Creole village highlighted a voluntary community initiative to preserve the local black howler monkey population, demonstrating a grassroots approach to protecting biodiversity and promoting sustainable land use (Target 15.5).

Analysis of Sustainable Development Goals in the Article

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

The article on the student trip to Belize highlights issues and activities that connect to several Sustainable Development Goals (SDGs). The analysis identifies the following relevant SDGs:

• SDG 4: Quality Education – The entire article is centered around a faculty-led study abroad program designed for experiential learning and gaining a global perspective, which is a core component of quality education for global citizenship.
• SDG 8: Decent Work and Economic Growth – The article discusses Belize’s tourism industry, mentioning the desire to shift from cruise ship tourism to an overnight tourism model that provides greater economic benefits to the local population.
• SDG 11: Sustainable Cities and Communities – There is a strong focus on Belize’s cultural heritage, specifically the preservation and exploration of Mayan archaeological sites.
• SDG 14: Life Below Water – The article explicitly mentions the world’s second-largest barrier reef and the students’ experience snorkeling in a protected marine area, highlighting marine conservation efforts.
• SDG 15: Life on Land – The text describes a community-led initiative to protect a specific terrestrial species, the black howler monkey, which relates directly to the conservation of biodiversity and life on land.

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

Based on the activities and discussions described in the article, the following specific SDG targets can be identified:

1. Target 4.7: Under SDG 4, this target aims to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development… and appreciation of cultural diversity and of culture’s contribution to sustainable development.” The study abroad program, with its focus on research topics like “multiculturalism” and “sustainable development,” and activities like visiting diverse cultural communities (Mayan, Mestizo, Mennonite, Creole, Garifuna), directly contributes to this target.
2. Target 8.9: This target under SDG 8 focuses on devising and implementing “policies to promote sustainable tourism that creates jobs and promotes local culture and products.” The article’s mention of a Belize tourism officer’s interest in “developing its overnight tourism sector, which more widely benefits Belizeans” is a direct reference to creating a more sustainable tourism model.
3. Target 11.4: Within SDG 11, this target calls for strengthening “efforts to protect and safeguard the world’s cultural and natural heritage.” The students’ visits to multiple Mayan archaeological sites such as Altun Ha, Lamanai, and Xunantunich underscore the importance and preservation of this cultural heritage in Belize.
4. Target 14.5: This target under SDG 14 aims to “conserve at least 10 per cent of coastal and marine areas.” The article provides a concrete example of this target in action by stating that students “snorkeled with sharks and sting rays in a protected marine area” off the coast of Caye Caulker.
5. Target 15.5: Under SDG 15, this target urges “urgent and significant action to reduce the degradation of natural habitats, halt the loss of biodiversity and… protect and prevent the extinction of threatened species.” The article highlights a “voluntary community preservation initiative to protect the black howler monkey population,” which is a direct action toward achieving this target at a local level.

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

The article implies several indicators that can be used to measure progress towards the identified targets:

• For Target 4.7: An implied indicator is the existence and number of educational programs (like the one described) that focus on global citizenship, cultural diversity, and sustainable development. The article itself serves as documentation of such an initiative.
• For Target 8.9: The article implies an indicator related to the structure of the tourism economy. Progress could be measured by tracking the growth of the “overnight tourism sector” relative to the cruise ship industry and the corresponding increase in income distributed to local communities.
• For Target 11.4: The maintenance and accessibility of cultural heritage sites are implied indicators. The fact that sites like Altun Ha and Lamanai are open for educational tours suggests they are being actively preserved and managed.
• For Target 14.5: A direct indicator is mentioned: the establishment and enforcement of “protected marine areas.” The existence of such a zone where students snorkeled is a clear measure of progress. The official UN indicator is the “coverage of protected areas in relation to marine areas” (Indicator 14.5.1).
• For Target 15.5: An implied indicator is the number and success of community-led conservation projects. The “voluntary community preservation initiative” for the black howler monkey is a specific example that could be tracked to measure engagement in biodiversity protection.

4. Summary Table of SDGs, Targets, and Indicators

Source: northcentralpa.com