**SDG 1 – No Poverty**
The course opens equal opportunities for all students regardless of income, ensuring access to high-quality academic experiences. By integrating professional exposure into the curriculum, it indirectly supports social mobility and educational equity.
**SDG 4 – Quality Education**
With guest lectures, hands-on training, and field visits, ACT11967 delivers robust vocational preparation. Students gain both theoretical and applied insights in alignment with lifelong learning and professional upskilling.
**SDG 5 – Gender Equality**
The course promotes equal participation of male and female students and features diverse professional speakers, reinforcing gender equity within accountancy education and leadership.
**SDG 8 – Decent Work and Economic Growth**
Students are equipped with future-ready skills through industry engagement, ethics, and real-world application — preparing them for professional careers and national economic contribution.
**SDG 9 – Industry, Innovation, and Infrastructure**
By collaborating with local firms and involving guest experts, the course bridges academia with industry, fostering future potential for innovation and applied research.
**SDG 10 – Reduced Inequalities**
Inclusive access, support for all student groups, and equal learning environments reflect institutional efforts to reduce inequality and promote fairness in education.
**SDG 11 – Sustainable Cities and Communities**
Study visits to local public and private entities integrate students into community systems and urban development processes, enhancing their practical awareness.
**SDG 16 – Peace, Justice, and Strong Institutions**
Ethics, integrity, and governance are central to the curriculum, supporting the development of honest, accountable professionals who uphold justice and transparency.
**SDG 17 – Partnerships for the Goals**
Strong partnerships with local institutions, accounting firms, and government offices empower the course to deliver meaningful SDG-aligned learning through cross-sector collaboration.
