Background: Biofortification, the process of enhancing the micronutrient content of staple crops, is a nutrition-sensitive agricultural intervention with the potential to increase micronutrient intakes and improve health outcomes, especially among vulnerable populations. Although data are available on the number of farming households that grow biofortified crops, information on the coverage of biofortified foods in the general population is limited. Such information is critical to assess the performance of biofortification programs and guide decisions related to program implementation while ascertaining progress toward achieving expected impacts. Objective: This study aimed to assess the household coverage of iron-biofortified beans (IBBs) in rural areas of the Northern Province of Rwanda. Methods: We applied methods previously used to assess coverage in large-scale food fortification programs to develop coverage indicators for IBBs. These indicators were 1) consumption of beans in any form; 2) awareness of IBBs; 3) availability of IBBs; 4) consumption of IBBs (ever); and 5) consumption of IBBs (current). Results: Of the 535 households surveyed, 98% consumed beans in any form and 79% were aware of IBBs. Among the 321 households that provided bean samples, only 40% of the samples were biofortified (as determined by a breeding specialist) and only 21% of respondents were able to correctly identify IBBs. Although 52% of households reported to be ever consuming biofortified beans, only 10% of households were currently consuming these beans. Conclusions: Despite relatively high awareness of IBBs among surveyed households, a few households currently consume IBBs, highlighting the need to explore strategies to promote consumption. More research is also required to investigate factors hindering the consumption of IBBs. © 2023

The youth movement “Fridays for Future” has spurred new interest from the research community aboutthe way in which young people engage in politics and governance of social and physical environment.The recent wave of youth activism originated from school strikes concerning the failure of the adults totake any serious measures against climate change. Over the past two years, there is a growing researchinterest to study how youth articulate their concerns about the present and the future, and how adults payattention to these, and act on these demands in practical terms e.g., if, and how these translate into currentsocial and political affairs. Youth research trending in the last decades has investigated why youth politicalorganizations fail to attract young people. Researchers have investigated the ways in which young peopleengage politically e.g. via social media, rather than being loyal to traditional political parties. Much ofthis literature is research done on the young, but more recently a new strand of research has been emergingwhere researchers work with the young, in order to gain a better understanding of how social and politicalengagement can be articulated.

The concept of Mosaic Governance rests on relationships grounded in local context and puts forward ideas about how these relationships can be catalysed for transformative change. As part of the research project VIVA-PLAN we designed a Working Package where some of these assumptions have been put forward for further experimentation and testing. As part to this our project team partnered with a local NGO Läsfrämjarinstitutet for the organization of an on-site local stakeholder event which was held on the 25th of August 2021 in Södertälje (Sweden). The ambition for this event was to bring together ideas and insights from two different and now emerging engagement methods: i) hackathons and ii) co-creation, to create opportunities for discussion, visioning and local engagement. At this event, we shared data (summarised in data visualization sheets) collected in the course of our project about local conditions in Ronna, a residential area in Södertälje. In total, 15 participants attended the event, all affiliated with public or private organizations that are active in or near Ronna with a clear role and contribution to community building there. The event helped to unpack some of our findings and to further discuss challenges that emerged from data collection in Ronna. The event was a productive gathering where important questions were raised and discussed about the challenges and opportunities of the Ronna residential area, and how they align with ideas about more sustainable living environments as currently advanced by Swedish planning policy

Systemtänkande är en av de viktiga nyckelkompetenserna som utbildning för hållbar utveckling ska bidra till enligt UNESCO. Denna kompetens bidrar till förmågan att se hur de 17 hållbarhetsmålen hänger samman i ekonomiska, sociala och ekologiska dimensioner (Stafford-Smith 2017). Systemtänkande ger kompetens att analysera komplexiteten i de ständiga förändringar vår värld genomgår och hur olika faktorer påverka varandra till att ge utfall som inte kunnat förutses om faktorerna studerats varför sig (Wieck et al 2011). Systemtänkande finns i alla discipliner men dessa beskriver och analyserar komplexa system påolika sätt. Naturvetenskap och ingenjörsvetenskap använder ofta matematiska eller schematiska modeller; samhällsvetenskap och humaniora analyserar genom beskrivande redogörelser; tidiga systemekologer beskrev komplexa system med bilder och i humaniora kan vi hitta poesi för systemanalys.

För att blivande studenter ska bli attraktiva på arbetsmarknaden behöver de kunna tillämpa systemtänkande, vilket ger dem en större förmåga att möta utmaningar med en holistisk syn. I utbildning inom de flesta discipliner finns inslag av systemtänkande men studenterna har ofta svårt att ta till sig betydelsen av att förstå komplexa system och hur de ska användadet för problemlösning. Det kan vara svårt att “se skogen för bara trän”. För att öka kvaliteten i undervisningen behöver systemtänkandet synliggöras i kurserna t.ex. genom lärandemål i kursplanerna och med praktiska moment där man tillämparsystemtänkande vid problemlösning.

I workshopen vill vi undersöka vilka undervisningsmoment i olika discipliner som redan berör komplexa system och systemtänkande och vilka som skulle kunna. Arbetet delas i tre delar: Först en introducerande föreläsning. Därefter bjuds deltagarna in att ge exempel på undervisningsmoment som kan ingå i en kurs i en diskussion i mindre interdisciplinära grupper. Under den tredje delen av workshopen kommer vi diskutera på vilket sätt man kan genomföra undervisning för systemtänkande. Finns det finns gemensamma drag eller olikheter mellan de olika ämnen om hur man undervisar systemtänkande?

Stafford-Smith, M., Griggs, D., Gaffney, O., Ullah, F., Reyers, B., Kanie, N., Stigson, B., Shrivastava, P., Leach, M., &O’Connell, D. (2017). Integration: The key to implementing the Sustainable Development Goals. Sustainability Science, 12(6), 911–919. https://doi.org/10.1007/s11625-016-0383-3

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academicprogram development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6

In Sweden, the twenty-first century came with a new generation of biosphere reserves (BRs). Between 2005 and 2011 , five nomination forms for BRs were submitted to the Man and Biosphere (MAB) Programme, hosted b the United Nations Educational, Scientific and Cultural Organization (UNESCO) for inclusion in the World Network of Biosphere Reserves. Interestingly, in all of these cases, actors at different leels mobbilized and collaborated to endorse the BR proposals. The inclusion of governmental and municipal autorities, civil society and in some cases the private sector, has provided an opportunity for inter-sectoral leaning on sustainable development. Two more nomination forms were submitted in 2018, both clearly showing that they had learned from previous nomination processes and from the actual implementation of the BRs.