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Purpose: This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach: The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings: Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value: In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook. [ABSTRACT FROM AUTHOR]

Purpose: Disasters continue to be most prevalent and severe for marginalised communities. To reach those furthest behind first, as the global community pledges in the 2030 Agenda, a critical assessment of equity in disaster risk governance is necessary. Yet, the understanding of factors that mediate the capacity of the governance processes to achieve equity ambitions is limited. This paper addresses this gap by proposing and testing a conceptual framework to assess equity in disaster risk governance. Design/methodology/approach: The framework analyses the extent to which institutional relationships and data in risk governance support inclusion and diversity of voice and enable the equitable engagement of communities. The study applied the framework to key risk policies across governance levels in Brazil and Colombia. Findings: The study finds that institutional awareness of cross-sectoral and -scalar coordination clearly exists. Yet, the engagement of actors further down the governance scale is framed reactively at all scales in both countries. The analysis of the risk data practices indicates that although data integration and sharing are key policy priorities, the policies frame the relations of disaster risk data actors as hierarchical, with data needs determined from the top down. Originality/value: A key contribution of this framework is that its equity view results in a nuanced analysis, thus pointing to the differences between the two countries concerning the factors that mediate these challenges and providing specific entry points for strengthening equity in risk governance policies. [ABSTRACT FROM AUTHOR]