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Tabela de conteúdo • Table of contents
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Ambientalização curricular em instituições de ensino superior
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Los residuos sólidos urbanos en un municipio del Estado de Morelos, México: análisis de factores que influyen en su manejo
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
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RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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SECCIÓN DOSSIER
TRANSFORMING OUR WORLD: HIGHER
EDUCATION AND THE AGENDA 2030*
Stefanie Mallow** Abstract The United Nations’ Agenda 2030 was unanimously adopted in New York in September 2015. For the first time, the work of universities and higher education institutions (HEIs) is specifically mentioned in a UN global development agenda, as a target as well as means of implementation. Reflecting on pre vious work on the absence of higher education in earlier agendas, this article asks what the inclusion means for universities.
The article further analyses the role universities and HEIs play for the Sustainable Development Goals (SDGs) and Agenda 2030. Using data collected on the Global Portal of Higher Education and Research for Sustainable Development (HESD), created and developed by the International Association of Uni versities (IAU), the article shows higher education initiatives and best practices in support to the SDGs that are already implemented, stressing the importance of such initiatives. The article argues, that all functions of the university - teaching, research and community engagement - are important for the achievement of the SDGs and that the science-policy interface needs to be further strengthened to make sure we will reach the future we want.
Keywords: Higher education; universities; research; sustainable development; SDGs; science-policy interface.
* Non-research-based reflection article.
** Programme Officer, Higher Education and Research for Sustainable Development, International Association of Universities. UNESCO House, 1 rue Miollis, 75732 Paris cedex 15, France. Phone: +33 1 4568 4863. Email: s.mallow@iau-aiu.net Master in Cultural Anthropology, Uppsala University, Sweden.
Received: 19/08/2019 • Accepted: 13/03/2020 DOI: 10.22395/ambiens.v2n4a6 AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Los residuos sólidos urbanos en un municipio del Estado de Morelos, México: análisis de factores que influyen en su manejo
28
Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
68
DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
85
Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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TRANSFORMANDO NUESTRO
MUNDO: LA EDUCACIÓN SUPERIOR
Y LA AGENDA 2030
RESUMEN
La Agenda 2030 de las Naciones Unidas fue aprobada por unanimidad en Nueva York, en septiembre de
2015. Por primera vez, el trabajo de las universidades
e instituciones de educación superior (IES), se men ciona específicamente en una agenda de desarrollo global de las Naciones Unidas, tanto como objetivo y como medio de implementación. Reflexionando sobre el trabajo anterior sobre la ausencia de la educación superior en las agendas anteriores, este artículo se pregunta qué significa la inclusión para las universidades.
El artículo analiza, además, el papel que desempeñan las universidades y las instituciones de educación superior en los Objetivos de Desarrollo Sostenible (ODS) y la Agenda 2030. Utilizando los datos reunidos en el Portal Mundial de la Educación Superior y la Investigación para el Desarrollo Sostenible, creado y desarrollado por la Asociación Internacional de Universidades (AIU).
El artículo muestra iniciativas de enseñanza superior y prácticas óptimas en apoyo de los SDG que ya se aplican, destacando la importancia de esas iniciativas. Sostiene que todas las funciones de la universidad –la docencia, la investigación y la participación de la comunidad- son importantes para el logro de los ODS y que la interfaz científico-normativa, se debe reforzar aún más, para asegurar que alcancemos el futuro que queremos.
Palabras clave: Enseñanza superior; universidades; investigación; desarrollo sostenible; ODS; interfaz científico-normativa.
TRANSFORMANDO O NOSSO
MUNDO: O ENSINO SUPERIOR E A
AGENDA 2030
RESUMO
A Agenda 2030 das Nações Unidas foi adotada por unanimidade em Nova York, em setembro de 2015. Pela primeira vez, o trabalho das universidades e das instituições de ensino superior (IES) foi mencionado especificamente na agenda de desenvolvimento global da ONU, como meta e também como im plementação. Refletindo sobre trabalhos anteriores acerca da ausência do ensino superior nas agendas anteriores, este artigo indaga o que essa inclusão significa para as universidades. O artigo analisa também o papel que as universidades e as instituições de ensino superior desempenham em relação ao Objetivos de Desenvolvimento Sustentável (ODS) e a Agenda 2030. Foram utilizados dados coletados no Portal Global de Ensino Superior e Pesquisa para o Desenvolvimento Sustentável (HESD), criado e desenvolvido pela Associação Internacional de Universidades (IAU). Este artigo mostra iniciativas de ensino superior e as melhores práticas de apoio aos ODS já implementadas, enfatizando a importância destas. O artigo discute que todas as funções da universidade - ensino, pesquisa e engajamento da comunidade - são importantes para o cumprimento dos ODS e que a relação entre a ciência e a política necessita ser fortalecida para garantir que futuro que queremos seja alcançado (ONU, 2012). Palavras chave: Ensino superior; universidades; pesquisa; desenvolvimento sustentável; ODS; interface ciência-política.
AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Los residuos sólidos urbanos en un municipio del Estado de Morelos, México: análisis de factores que influyen en su manejo
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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INTRODUCTION
The United Nations Resolution Transforming our World: the 2030 Agenda for Sustainable Develo pment, or commonly known as Agenda 2030, provides guidelines on how to achieve sustainable de velopment within a timespan of fifteen years. Agenda 2030 was unanimously adopted by the UN Ge neral Assembly in September 2015, following long discussions and first steps to ensure sustainable development. Sustainable development is often described as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs.’ (Brundt land Report, 1987).
The 17 Sustainable Development Goals (SDGs) are part of Agenda 2030. They are ‘universal goals and targets which involve the entire world, developed and developing countries alike’ (UN, 2015). No one is supposed to be left behind. Through global unity, the Goals aim to find solutions to our (self-ma de) problems and transform the world to the better for all. Through 169 Targets and 230 Indicators, the SDGs provide concrete examples and measurements tools on how the Global Goals can be reached. This article looks at Agenda 2030 from a global higher education perspective. It shows how uni versities and higher education institutions (HEIs) around the world contribute to the achievements of the SDGs and Agenda 2030. Higher education has long been absent in global development agendas, and it is now for the first time mentioned in Agenda 2030. The International Association of Universi ties (IAU), the leading global association of universities and HEIs founded in 1950, advocated, toge ther with other university association, for the inclusion of higher education in the new Agenda. Higher education can now be found in SDG 4: Quality Education. However, there remains more potential for universities and HEIs to be part of the SDGs that is not fully explored and used yet. This potential be comes clearer when looking at the historical relations of higher education, research and sustainable development.
1. BRIEF HISTORY HIGHER EDUCATION FOR SUSTAINABLE DEVELOPMENT
The higher education community has always been aware about developments happening in world politics, and reacted mostly. While IAU started to work officially with sustainable development in 1993, the Association had contributed before that date to the debate and is today the main advocate for higher education and research for sustainable development (HESD) at global level. The work IAU AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Los residuos sólidos urbanos en un municipio del Estado de Morelos, México: análisis de factores que influyen en su manejo
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
68
DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
85
Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents did in relation to sustainable development gives a good example of the ways higher education reacted (Table 1).
Table 1. Overview UN main steps towards Agenda 2030 and IAU actions (adapted from Lozano et al. 2013).
1972
United Nations Conference on the Human Environment, Stockholm Outcome Document: Stockholm Declaration United Nations
1987
Report: Our Common Future (Brundtland Report) United Nations
1991
Halifax Declaration: Creating a Common Future: University Action for Sustainable Development; Halifax
IAU
1992
United Nations Conference on Environment and Development (UNCED) (Earth Summit); Rio de Janeiro Outcome Document: Agenda 21 United Nations
1993
IAU Kyoto Declaration on Sustainable Development
IAU
2000
Adoption Millennial Development Goals (MDGs) United Nations
2000
World Education Forum, Dakar Outcome Document: Dakar Framework for Action: Education for All (EFA)
UNESCO
2000
Start Global Higher Education for Sustainability Partnership (GHESP)
IAU, COPERNICUS, ULSF,
UNU, UNESCO
2001
Lüneburg Declaration on Higher Education for Sustainable Development Leuphana University, EUA, &
GHESP
2005 -
2014
UN Decade on Education for Sustainable Development United Nations & UNESCO
2012
United Nations Conference on Sustainable Development in 2012 (Rio+20), Rio de Janeiro Outcome Document: UN Resolution: The Future We Want United Nations
2014
IAU Iquitos Statement on Higher Education for Sustainable Development
IAU
2014
World Conference on Education for Sustainable Development (ESD), Aichi-Nagoya Start Global Action Programme on ESD (GAP ESD)
UNESCO
2015
Adoption of Agenda 2030 & SDGs United Nations Source: The author.
As can be seen in the table above, higher education reacted constantly to the developments at global Level. Yet, until Agenda 2030, higher education had never been formally included in internatio nal development agendas. Neither the Millennium Development Goals (MDGs) from the UN, nor the UNESCO Education for All Framework mentioned higher education (e.g. IAU, 2014b; Owens, 2017). This does not mean that universities and HEIs did not contribute to those earlier Agendas. IAU for AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Los residuos sólidos urbanos en un municipio del Estado de Morelos, México: análisis de factores que influyen en su manejo
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
68
DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
85
Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents example started the Higher Education for Education for All (HEEFA) project and universities were a strong agents for the MDGs, contributing knowledge and education (Ajai-Ajagbe, 2014). At the same time HEIS started campus greening initiatives and adopted their own sustainable development agen das (Owens, 2017). IAU adopted the IAU Kyoto Declaration (1993) and the Iquitos Statement (2014) in support of sustainable development and to highlight the important work universities and HEIs are doing. Those efforts led eventually to the inclusion of higher education in Agenda 2030. Another big difference Agenda 2030 presents compared to previous development agendas is the combination of environment related issues (mostly addressed to developed countries) with matters concerned with human development (supporting developing countries) (Figure 1). Two Parallel Processes Sustainable Development Track Focus on environmental sustainability MDGs & Education for all Track Strong focus on social dimension and primary and secondary education Completing the unfinished business of the MDGs and leaving no one behind Including Higher Education Revising sustainable development with an integrated and balanced view of all key dimensions One holistic Agenda 2030 Figure 1. Two processes become one (adapted from Wollaeart, 2018). Before 2015, the two tracks were more separated, today however, the preamble of the Agenda 2030 includes specifically three dimensions of sustainable development: economic, social and envi ronmental. Sustainable development has become in Agenda 2030 a holistic approach, involving all aspects of human life.
2. HIGHER EDUCATION AND RESEARCH IN AGENDA 2030
It is our shared belief that only with the full engagement of higher education in the post-2015 Agenda will it be possible to create the intellectual, economic, environmental and cultural conditions required for a sustainable future for all (IAU Iquitos Statement, 2014a, article 3). Despite its commitment to sustainable development, it was long not clear if higher education would be mentioned in the Agenda 2030. In 2014, IAU gave its November edition of the Magazine IAU Horizons the theme ‘Post 2015 Development Agenda: Where in the World is Higher Education?’. The AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
52
Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
68
DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
85
Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents edition united 18 authors writing about the need to finally include higher education officially in the Agenda and give it more visibility (e.g. Hall, 2014; Ajai-Ajagbe, 2014). Ultimately, higher education made it into Agenda 2030: the words ‘university’ and ‘higher educa tion’ appear exactly once each in the Goals and Targets, all in SDG 4: Quality Education. This is com pared to eight times ‘research’, three mentions of ‘science’ and 12 mentions of ‘education’ (mostly in SDG4). Taken together, the contributions and functions of HEIs can be found in nine Goals (SDGs 2,3,4,7,8,9,13,14 & 17).
Nevertheless, it has often been argued that universities and HEIs can and should contribute to all SDGs, no matter if officially mentioned or not (e.g. McCowan, 2016; IAU, 2014a). Yet, due to the priori tisation of primary and seconday education by development agencies, the World Bank and UNESCO in the past, higher education is still struggeling to find its place in the new Global Agenda (Owens, 2017; McCowan, 2016 Heleta & Moodien, 2017). Nevertheless, higher education can add to more than ‘Qua lity Education’, where it is predominantly associated with, and research can contribute to more goals than just the four in which it is specifically mentioned.
3. INTERRELATIONS OF HIGHER EDUCATION AND AGENDA 2030
Higher education and the Global Agenda are connected. Some universities are already transfor ming their curriculum, research, campuses, and management according to the SDGs; others are be ginning. A global study conducted by IAU in 2016 showed, that 89% of the universities replying to the survey knew about the SDGs. Yet, only 34% had already adopted a strategic plan for sustainable de velopment, while 38% were developing one (IAU, 2017). On the other hand, some other universities are influencing the SDGs through conferences and research outcomes. They present results at the Hi gh-Level-Political-Forum (HLPF) in New York or host SDG specific conferences, such as the University of Bergen. HEIs are influenced by the Agenda 2030 and influence the Agenda 2030 at the same time. The Australian branch of the Sustainable Development Solutions Network (SDSN) produced a gui de called Getting started with the SDGs in Universities (2017). In this guide, the authors highlight fur ther connections universities have with the SDGs and vice versa. They point out that the SDGs need universities for research; for education of future generations of leaders, academics, researchers, and AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Los residuos sólidos urbanos en un municipio del Estado de Morelos, México: análisis de factores que influyen en su manejo
28
Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
52
Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
68
DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
85
Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents teachers; as sustainable industry through campus greening etc.; and finally for the science-policy in terface, translating knowledge to politicians and the surrounding society. At the same time as higher education plays a role for the achievement of the Global Goals, the SDGs can have a transformative impact on HEIs. In this direction, the SDGs increase sustainable develop ment oriented education and research; define a responsible university; offer an impact framework; generate new funding; and support collaborations (Figure 2). Figure 2. The case for university engagement in the SDGs (SDSN, 2017:7). In the following, four areas of universities and HEIs in relation to the SDGs will be explored: higher education, research, the relationship to the community around the university, and the science-policy interface. The examples are all taken from the Global Portal on Higher Education and Research for Sustainable Development (www.iau-hesd.net) developed by IAU. (Higher) Education for Sustainable Development SDG Target 4.7 describes what Education for Sustainable Development (ESD) is: 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 (UN, 2015). AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Los residuos sólidos urbanos en un municipio del Estado de Morelos, México: análisis de factores que influyen en su manejo
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
85
Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents This is an important target, because it is transversal, necessary not just for the success of SDG 4 but also for the other 16 Goals. It really is about a holistic change in the way people think and act. Higher Education for Sustainable Development (HESD) describes the education at universities and HEIs and the special approach to it.
University students of today will be the leaders, academics, researchers, and teachers of tomorrow. They will shape the future and is has been argued that HEIs are the place where a necessary holistic cultural shift towards sustainability has to happen (Cortese, 2003). HESD is hence a very important task universities and HEIs have in support of the SDGs. Stephen Sterling, Professor of Sustainability Education in the Centre for Sustainable Futures (CSF) at Plymouth University, developed the 4 C’s model to describe how such a holistic change can work: through Campus, Curriculum, and Community a new Culture can be created that will eventually lead to the necessary changes in society (Figure 3).
Figure 3. The ‘4 C’ Model (Jones, Selby & Sterling, 2010). This means that the whole institution is required to engage in education for sustainable develop ment. The Partner Network 2 (PN 2), transforming learning and training environments, of the UNES CO Global Action Programme on ESD advocates as well for the Whole Institution Approach (WIA). PN 2, which includes the university networks ARIUSA and IAU, highlights five dimensions of an institu tions where ESD should be implemented: governance/policy/management; curriculum, teaching and AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Los residuos sólidos urbanos en un municipio del Estado de Morelos, México: análisis de factores que influyen en su manejo
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
85
Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents learning; campus and facilities; community, partnership, outreach and communication; and research, action research. This means, that HESD is not just for students, it includes the whole institution. Some universities follow this holistic approach already. For example, The University of Bologna produced a recent report mapping all the direct and indirect impact the university has through its missions on the SDGs (University of Bologna, 2016). Yet, as the IAU Survey from 2016 shows, there is still potential to do more, as only 45 % of surveyed universities adopted a WIA. On the other hand, previous work done during the UN-DESD is showing its impact and students are starting initiatives to change their universities and make them more sustainable. For example, rootAbility in Germany started the Green Office Movement, where students lobby for a green univer sity. In the UK, the National Union of Students (NUS) launched the Green Impact model with a similar approach. Both examples are trying to make the university more sustainable with the students as the main agents.
In other countries, there are initiatives encouraging staff and students to increase their social re sponsibility, organized by students or the university. For example, Clima de Cambios at PUCP in Peru, a recycling and climate awareness program, or Tuft’s Eco Ambassadors in the USA, where students teach fellow students about sustainable lifestyles. This shows, that HESD can not only be done as a top-down approach, by teachers or leaders, but also as a bottom-up approach, where students educate the community around them.
Research for Sustainable Development Research conducted at universities is arguably the most obvious activity of support of higher edu cation when it comes to the SDGs. Five targets of the Goals explicitly mention the need for more re search to achieve this goal: SDG 2, Zero Hunger, advocates for more research in the agricultural sector. SDG 3, Good Health and Well-Being requests more research focused on vaccines and medicines. SDG 7, Clean and Affordable Energy, highlights the need for more clean energy research and technology. SDG 14, Life below water, calls for more research to increase ocean health and marine biodiversity. Additionally, SDG 9, Industry, Innovation and Infrastructure, gives an entire target almost exclusively to research and the research community:
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
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Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development work ers per 1 million people and public and private research and development spending (UN, 2015, SDG 9.5). SDG 9.5 shows well the importance that the Agenda 2030 gives to research. Nevertheless, while this goal calls for capacity building of industrial sectors in developing countries, it does not mention capacity building for higher education systems. Therefore, the question remains where is research ex pected to come from, when higher education systems are not strengthened (Heleta & Tohiera, 2017). HEIs are conducting research related to the SDGs almost everywhere and in often more inclusive ways than suggested by Agenda 2030. In fact, some universities and countries have aligned their re search strategy towards the SDGs. In Australia, the University of Technology Sydney maps all of its research according to the SDGs. Other universities started new research project, specifically address ing the SDGs. The University of Ghana for example that recently launched the Economic Inclusion and Poverty Eradication Project.
While those are recent changes directly related to Agenda 2030, other research in support of the SDGs might be less conscious or has been established a long time ago. For example, the University of Costa Rica established in 1994 the Centre for Research on Sustainable Development (CIEDES), which has been researching about sustainable development long time before the SDGs were adopted. It is a multidisciplinary research center that studies the interactions of society with the environment. Another example are Living Labs that some universities are turning into in order to support the sustainable development. Living Labs at the university means, that the research conducted in the lab oratory is testing real-live sustainability solutions on campus. This can include recycling solutions, transportation systems or water governance. The University of Malaya in Malaysia uses this approach. Other universities have so-called Green Labs. Here, the research itself might not focus specifical ly on a topic related to sustainable development, but the way research conducted does. For example, the products used are recyclable wherever possible and energy usage is monitored. In Green Labs, the underlying principle of how research is conducted is sustainable. Hence, there are multiple ways on how research at the university is supporting Agenda 2030.
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
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RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents Translating Sustainable Development from Global to Local & Local to Global The third mission of universities is described as the commitment universities have towards the communities around them (e.g. Owens, 2017). This does not only relate to the community immediately surrounding the HEI, but also entails a global spectrum. With the changing higher education landscape and increased cooperation at global level, this is more important than ever. As Jaana Puukka writes: ‘Universities and other higher education institutions (HEIs) are faced with increasing expectations to drive local and national socio-economic development and address global challenges’ (2017:145). This means that HEIs have a role as translator and as a reactor to new developments on local and global level. The Global Agenda is addressed to all nations and cultures and cultural diversity is mul tiple times mentioned and appreciated. Universities, as global actors in a local context, can support the SDGs as translators. They can translate the Global Agenda into local action, and at the same time inform the global community about local needs. This can take many different forms, depending on the context of the HEI and the resources available.
One example for this is Griffith University in Australia. Their program Pacific EcoAdapt focuses on the effects of climate change in Vanuatu. While researching how to address climate change from a technical aspect, they pay attention to the social and cultural needs of the island population and how to integrate climate change adaption measurements into their culture. Another example can be found in India, where Assam Don Bosco University has a program about Agroforestry and conservation of Bio diversity and uses this research to educate and feed the local community around it. The Autonomous University of Nuevo León in Mexico hosts a local TV station to educate the people in the area about sustainability called Mundo Sustentable. All of those initiatives are important, because they translate and transfer Agenda 2030, indirectly and directly, to a local level, in a way that it is useful and under standable to the community and includes their perspectives. It is sustainable development in action. In this context, it is important that the cultural dimension of sustainable development is taken into account. The term ‘culture’ made it into Agenda 2030, as well as higher education, for the first time compared to earlier international development agendas, which has been praised by UNESCO (n.d.). In development aid history, there are many examples of how development aid went wrong because the local culture and knowledge were not taken enough into consideration or how the local community was exploited by the global community (e.g. Brock-Utne, 2003; Sillitoe, 2007). This danger exists also AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
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RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents for the SDGs to encourage culturally inappropriate, or locally not useful approaches. This can also happen in capacity building projects within higher education. Savo Heleta and Tohiera Moodien explain in their article SDGs and higher education – Leaving many behind (2017) that the way the SDGs are currently phrased is a ‘recipe for brain drain’. They claim that Agenda 2030 should have put more emphasis on strengthening local higher education systems instead of calling for more scholarships for developing countries (SDG 4.b). Also Latin American and Caribbean countries have been described as lagging behind in terms of access to the knowledge soci ety. If this is not changed and taken into account more and supported by the global community better, reaching the SDGs will be difficult in those countries (Lovillo & Hurtado, 2014). Therefore, universities and HEIs in all countries and regions should act as voices for the local real ities at a global forum. They should be advocates for the local needs and ensure that in the next global agenda more support and focus will be given to strengthening higher education systems everywhere. It is also important to show to the global level what is needed in the regions, so that further well meant ‘development aid mistakes’ are avoided. At the same time, policy makers and development agencies should work together with local universities and learn from them what they require. Only with local understandings, joint with global efforts, no one will actually be left behind. Engaging the Science-Policy Interface The previous described need to translate local needs to the global level can be extremely difficult, due to cultural differences and understandings. Yet, not only local to global can be difficult. Often, researchers and scientists encounter difficulties when trying to communicate with policy makers in their own countries, and vice versa.
There are many articles and books about the science-policy interface (e.g. Carden, 2009), and also about the importance the science-policy in relation to universities and local knowledge to achieve Agenda 2030 (UNESCO, 2015). According to Fred Carden’s book Knowledge to Policy(2009), it can be difficult for researchers to influence policy. It is almost like two different worlds coming together. Of ten, researchers and scientist are biased towards the other and do not take the other side as serious and important as they should. Some examples can be found in the table 2. AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
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RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents Table 2. Stereotypes of researchers and politicians. Researchers stereotypes towards politicians Politicians stereotypes towards researchers They are ideologically closed and are not open minded They are ridiculously impatient.
They make decisions irrationally.
They do not have self-criticism.
They use the investigation to justify what they have already decided.
They refuse to give up control.
They are lawyers who do not understand research. They are excessively framed by rules.
They are short-sighted.
They make decisions according to fashion. They are ideologically closed and are not open minded They take too much time to do nothing They think that they are always right and that they do not need to justify themselves.
They do what they want, not what they should. They always want more money.
They ignore the complexities of political decision. They promise a lot.
They present recommendations that are practically irrelevant, very limited, and obsolete.
Source: Adapted from (Cross & Henke, 2000). This can have a great impact on the effectiveness of the Agenda 2030. Wu and Shen (2016) for example found, that research done about ESD during the UN-DESD did not match the strategic pers pectives UNESCO had. They found, that most research was biased towards certain aspects of sustai nability, although this changed after some time. Research and policy was not sufficiently aligned. To avoid this to happen in Agenda 2030, it is important that researchers and policy-makers communicate with each other.
Besides those difficulties, the authors of the Agenda 2030 noted the importance of the policy-scien ce interface and put it into article 83 of the Agenda: The high-level political forum will also be informed by the Global Sustainable Development Report, whi ch shall strengthen the science-policy interface and could provide a strong evidence-based instrument to support policymakers in promoting poverty eradication and sustainable development (UN, 2015). However, the way this article is phrased shows, that there are certain reservations towards the actual effectiveness of the science-policy interface. That is why it is even more important for universi ties and HEIs, as places where research is often conducted, to strive for a dialogue with policy-makers. HEIs do not only have the task of finding scientific solutions for the SDGs. They also have the task to monitor the process of the targets and indicators and informing decision-makers on the next steps AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
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RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents that are needed to move forward. At the same time as they collect data, they also translate it into an understandable language, for the local community and global policy-makers. While doing this, they educate the future generation of leaders on how to produce such data, how to read it, and ideally how to act accordingly. Universities and HEIs are a unique bridge between the many stakeholders invol ved in the achievement of Agenda 2030. Yet, they can only live-up to this role if policy makers involve them and request their support.
4. CONCLUSIONS
As shown in this article, higher education and Agenda 2030 have many points of contact and HEIs have an important role to play towards the achievement of the SDGs. The SDGs are not perfect, yet they provide a unique change the world to the better. Higher education, can and should play a key role in it. As Hilligje van’t Land, secretary general of IAU writes: ‘Higher Education is not an end in itself but a means to an end: the creation of the world we want for today and tomorrow.’ (2014). At the same time as recognizing the important role universities and HEIs play, it is important to see them as holistic institutions. The different areas of a HEI should not be put in silos when it comes to the SDGs. Sustainable development is not only the task of curriculum, or teaching, etc., but should be approached holistically. In the preamble of the Agenda 2030 it says that ‘The interlinkages and in tegrated nature of the Sustainable Development Goals are of crucial importance in ensuring that the purpose of the new Agenda is realized.’ Same applies to the work of universities and HEIs. Each university should use its social responsibility in a way that is appropriate to its local reali ty, the society in which it is embedded and its mission. Yet, we can learn from each other and create partnerships across cultural or disciplinary divides. IAU, for example, creates a global cluster of uni versities in support of the SDGs. Each SDG will be led by one HEI. Partnerships, or SDG 17, is led by IAU and connects all the SDGs to work jointly on one common goal: the Future we want (UN, 2012). HEIs around the world should see Agenda 2030 as a call to work towards the same goals. Every institute, no matter how small or how big, can contribute something. Sustainability concerns all dis ciplines and is part of all university levels. Policy-makers, on the other hand, need to use the diverse functions of universities and HEIs more and see them as connectors between the local and the global. Including universities and higher education into Agenda 2030 is not enough: action needs to follow. AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
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Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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https://revistas.udca.edu.co/index.php/ambiens Tabela de conteúdo • Table of contents The Agenda 2030 for Sustainable Development needs to become a sustainable agenda that goes beyond the year 2030. Everybody, university leaders, researchers, students, policy-makers, NGOs, etc. should invest in capacity building and in future generation, and now lay the foundation for our com mon future (Brundtland Report, 1987), also beyond the year 2030. What it needs is a holistic cultural shift, towards a society that is based on sustainable thinking and acting. Sustainability needs to stop being something artificial, it cannot be a label and needs to go further than just the SDGs, otherwise there is the risk of just ‘greenwashing’ universities and other areas of life. Rather sustainable develop ment should be one of the underlying principles of our societies, including higher education. As Albert Einstein said: ‘We cannot solve our problems with the same thinking we used when we created them’. AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
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Determinación del indice de transición que influye en la definición de la época seca y húmeda en la zona de la ciudad del conocimiento Yachay, Urcuqui, Imbabura, Ecuador
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
85
Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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Impactos ambientales por extracción del litio en salmuera en la Puna Argentina: un llamado a la investigación
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DOSSIER
Programas institucionais de educação ambiental como base para a formação cidadã numa região amazônica
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Transforming our world: higher education and the agenda 2030
105
RESEÑAS
Hidalgo, Carelia et al. (2017). Ambiente y Universidades Sostenibles. Resultados de indicadores de sostenibilidad en las universidades venezolanas. Barquisimeto: Red Venezolana de Universidades por el Ambiente
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van’t Land, H. (2014). Where in the World is Higher Education in the Post-2015 Development Agenda. IAU Horizons, 20(3), 19. WOLLAERT, P. (2018). An introduction to a universal, integrated and transformative vision for a better world – the SDGs frame work. 8th UNICA GREEN Workshop: Implementation of SDGs in Higher Education. Brussels. Retrieved 07 05, 2018, from http:// www.unica-network.eu/sites/default/files/20180321_unica green_cifalflanders.pdf WU, Y.-C.J.; SHEN, J.-P. (2016). Higher education for sustainable development: a systematic review. International Journal of Sus tainability in Higher Education, 17(5), 633-651. AMBIENS ISSN 2346-9269 vol. 2 - No 4 105-121 páginas julio/diciembre de 2020
Cita: Mallow, Stefanie (2020), Transforming our world: higher education and the agenda 2030, Universidad de Ciencias Aplicadas y Ambientales, p. N. https://repository.udca.edu.co/handle/11158/5195