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| Target | Indicator | |
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SDG 2
ZERO HUNGER
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| 2.4 By 2030, ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production, that help maintain ecosystems, that strengthen capacity for adaptation to climate change, extreme weather, drought, flooding and other disasters and that progressively improve land and soil quality | 2.4.1 Proportion of agricultural area under productive and sustainable agriculture | |
| 2.a Increase investment, including through enhanced international cooperation, in rural infrastructure, agricultural research and extension services, technology development and plant and livestock gene banks in order to enhance agricultural productive capacity in developing countries, in particular least developed countries | 2.a.2 Total official flows (official development assistance plus other official flows) to the agriculture sector | |
SDG 3
GOOD HEALTH AND WELL-BEING
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| 3.b Support the research and development of vaccines and medicines for the communicable and non?communicable diseases that primarily affect developing countries, provide access to affordable essential medicines and vaccines, in accordance with the Doha Declaration on the TRIPS Agreement and Public Health, which affirms the right of developing countries to use to the full the provisions in the Agreement on Trade-Related Aspects of Intellectual Property Rights regarding flexibilities to protect public health, and, in particular, provide access to medicines for all | 3.b.3 Proportion of health facilities that have a core set of relevant essential medicines available and affordable on a sustainable basis | |
SDG 4
QUALITY EDUCATION
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| 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development | 4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment | |
SDG 15
LIFE ON LAND
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| 15.1 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements | 15.1.1 Forest area as a proportion of total land area | |
| 15.1.2 Proportion of important sites for terrestrial and freshwater biodiversity that are covered by protected areas, by ecosystem type | ||
| 15.2 By 2020, promote the implementation of sustainable management of all types of forests, halt deforestation, restore degraded forests and substantially increase afforestation and reforestation globally | 15.2.1 Progress towards sustainable forest management | |
SDG 17
PARTNERSHIPS FOR THE GOALS
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| Data, monitoring and accountability 17.18 By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts |
17.18.1 Proportion of sustainable development indicators produced at the national level with full disaggregation when relevant to the target, in accordance with the Fundamental Principles of Official Statistics | |
The botanical garden of Faculty of Pharmacy, Srinakharinwirot University is set in 3.7 hectares of an agricultural land reform area at Banna district in Nakonnayok province. This land was originally considered to be a waste area because the soil was highly acidic and several plant species consequently did not grow well. Collaboration with two organizations, Agricultural Land Reform Office and Land Development Office, for more than ten years, Faculty of Pharmacy has eventually improved the soil condition at the botanical garden by liming technique and “green manure strategy”. The land is shaped to form slope and curve in order to facilitate water irrigation and drainage. Bamboo trees and Dipterocarpus trees, have been grown around the botanical garden as wind breaking. Various kinds of perennial trees have been initially grown in order to provide shade and host of climbing vines. Then selective shrubs and herbs have successfully been cultivated (figure 1).
Faculty of Pharmacy also has collaboration with traditional doctors and local people. They not only provide various kinds of medicinal plants but also transfer their local wisdom related to traditional use of these plants. The botanical garden now collects approximately 400 medicinal plant species and still move forward to collect more medicinal plants. The botanical garden also serves community for recreation area and workshop activities related to how to use herbs and herbal products safely. In addition, the botanical garden facebook has been established to communicate information and activities to community for nearly five years.
1. Community (figure 2, 3, 4)
As a resource base for medicinal plant utility, the botanical garden is open for people who are interested in growing medicinal plants, studying medicinal use, or visiting for relaxation. The Faculty arranges workshop activities for especially elderly people and school children in the community and nearby area. There are three workshop activities; (1) processing herbs as a medicine for primary care, (2) generating bio-compost, and (3) “know your herbs” (activity for school children). Moreover, the Faculty establishes a facebook and website as alternative hubs to provide knowledge and current information about medicinal plants. These activities help community understand how to use the herbs safely so that they are confident to use these herbs for primary health care. Therefore, the cost for medicines will be ultimately reduced.
2. Pharmacy students and staff members (Figure 4)
Pharmacy students study plant morphology and medicinal properties so that they have contributed these knowledge to the botanical garden by growing medicinal plants. They also create several learning media, such as video clips and infographics, related to the use of medicinal plants. A group of pharmacy students pleasantly works as leader and facilitator in the “know your herbs” activity for school children. These activities should greatly enhance awareness of public mind of pharmacy students and improve their knowledge which will be further applied for pharmacy career. In addition, staff members continuously gain and keep up to date with knowledge about medicinal plants.
3. Environment (Figure 5)
The botanical garden of Faculty of Pharmacy is now a shady and pleasant area located in the community. In addition to plants, various kinds of animals, such as indigenous birds and tree squirrels, are often found. Thus, a biodiversity has already been established. The botanical garden is performing a project to collect DNA fingerprint of the plants. Since the botanical garden hosts a number of microorganisms living on the plants and in the soil, the Faculty has planned to set a project to collect these microorganisms in the next few years.
