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The future of the Social Responsibility concept :
challenges of Higher Education and the role of
universities in the social transformation”.
Presentation for the International Conference for the Management of Educational Quality within the
University Social Responsibility.
21st of September 2016
Victor van Rij
University of Amsterdam / STT
1
The contents of this presentation
• The concept of corporate responsibility
• UN sustainability goals
• UNESCO’s: strategy and the rethinking of education
• The implications for social responsibility of universities
2
Social responsibility
ISO 26000
3
4
Recognizing Social Responsibility (clause 5)
• recognizing its social responsibility within its sphere of influence, and
identifying and engaging with its stakeholders (also in relation to
sustainability see clause 3)
• making social responsibility integral to its policies, organizational
culture, strategies and operations ; building internal competency for
social responsibility ; undertaking internal and external
communication on social responsibility ; and regularly reviewing
these actions and practices related to social responsibility (clause 7)
5
Principles of social responsibility
(clause 4 ISO 26000)
• Accountability
• Transparency
• Ethical behaviour
• Respect for all stakeholders
• Respect for rule of law
• Respect for international norms of behaviour
• Respect for human rights
6
Core subjects social responsibility (Clause 6)
• Human rights and Labour practice
• Governance
• Environment
• Fair operating
• Consumer issues
• Community involvement and development
7
UNESCO - Post 2015
Sustainability Development
Goals
Clause 3 ISO-26000: Understanding social responsibility in close
relationship with sustainability
8
UN - Sustainable Development Goals (SDG’s)
9
Many Challenges – and wicked problems
Pollution
Poverty
Corruption
Conflict and
nuclear threat
Terror
Disasters
Climate
change
Depletion of
natural
resources
Violation of Human rights
10
World Population growth
Exponential or limited growth???
11
Exponential growth of consumption: Are we
in control?
http://www.theworldcounts.com/counters/shocking_environm
ental_facts_and_statistics/world_population_clock_live
Situation on 19-9-2016 15h30
12
Ecological footprints
Luxemburgo
Colombia
13
Each year 5 December Dutch celebrate St Nicolaas
Children are over whelmed by presents by their
parents , there is no escape to this
Each year 30 of April , now 27 th of April Queens
day now Kingsday is celebrated,
Children try to sell the presentsthat they got on St
Nicolaas a few months before
So they learn to be a brave consumer and
entrepreneur , at the same time
How different the world can be on the other side of the world
In many places on the world children are scavenging landfill to contribute
to the lowest income imaginable
CO2 - increase ongoing
16
US
China
India
Source: gapminder.org
17
US
China
India
18
Solutions – conceptual – technological, social,
cultural, political as well as economical
Circular Economy
Natural sciences , technology as well
as social sciences and humanities,
holistic approach
19
But will it be enough to change what needs to
be changed
Situation on 19-9-2016 - 22u00
6 hours after slide 12 : 60 000 extra people
1.500.000 ton of waste dumped
40.000.000. tons of resources
extracted
110.000 consumers extra
20
Unesco’s role
UNESCO will contribute to the implementation of the SDGs through its work on:
• 1. Education ( SDG 4) UNESCO will lead and coordinate Education 2030 through guidance and technical
support within the overall SDG agenda.
• 2. Sciences (for all SDG’s) The new 2030 Agenda for Sustainable Development represents a significant step
forward in the recognition of the contribution of Science, Technology and Innovation (STI) to sustainable
development. UNESCO’s Social and Human Sciences Programme aims to firmly entrench universal values
and principles, such as global solidarity, inclusion, anti-discrimination, gender equality and accountability, in
the implementation of the SDGs.
• 3. Culture (for all SDG’s) Placing culture at the heart of development policies constitutes an essential
investment in the world's future and a pre-condition to successful globalization processes that take into
account the principle of cultural diversity.
• 4. Communication and Information (for all SDG’s) UNESCO advocates the recognition of the vital role that
freedom of expression and access to information and knowledge play in sustainable societies.
• 5. Sustainable Development Goals for Ocean (especially SDG 14) through The Intergovernmental
Oceanographic Commission (IOC) of UNESCO
21
1.By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
2.By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
3.By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary
education, including university
4.By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and
vocational skills, for employment, decent jobs and entrepreneurship
5.By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational
training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable
situations
6.By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and
numeracy
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
8. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
9.By 2020, substantially expand globally the number of scholarships available to developing countries, in particular
least developed countries, small island developing States and African countries, for enrolment in higher education,
including vocational training and information and communications technology, technical, engineering and scientific
programmes, in developed countries and other developing countries
10.By 2030, substantially increase the supply of qualified teachers, including through international cooperation for
teacher training in developing countries, especially least developed countries and small island developing states
Education targets relevant to Universities
22
Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015
2a. Natural Sciences
23
2b .Social Sciences and Humanities
Research and social science based practice; Through research, foresight and management of social
transformations, UNESCO will strengthen the link between knowledge, policy and practice. ,
By drawing on the competences of the social sciences to advance innovative thinking that holds the potential for
transforming societies across different facets of the SDGs.
Foresight will introduce the use of the future in comprehending the nature of the SDGs and developing a wider
range of human responses to the challenges and aspirations of the post-2015 agenda.
It will also continue to work on bioethics and ethics of science and technology, through its membership in the
Human Rights Working Group of the UN Development Group (UNDG), UNESCO is also active in developing a
system-wide reflection on positioning human rights in the implementation of the SDGs.
24
3.Culture
Source: http://en.unesco.org/sdgs/shs
Engaging youth is “the human development agenda for the next decade”., it is now time to improve
investment in research, policies and programmes to create an enabling and rights-based environment
where youth prosper, exercise rights, regain hope and a sense of community, and engage as responsible
social actors and innovators.
Cultural literacy needs be strengthened at a large scale and new opportunities and spaces for dialogue
and cooperation created through the development of intercultural competences based on shared values,
mutual understanding and respect, empathy, reconciliation and trust.
A culture of peace should be promoted as a key enabler for sustainable development, bearing in mind
that values and practices of mutual respect and tolerance, reinforced through intercultural and
interreligious dialogue and a commitment to non-violence and reconciliation, are essential to realize
everyday peace for all members of society.
25
4. Communication and Information sharing
Source: http://en.unesco.org/sdgs/shs
Opening access to knowledge: In relation to the contribution of science and technology to sustainable
development, UNESCO will work on the right to enjoy the benefits of scientific progress and its
applications (REBSP) and the principle of the sharing of benefits, with a view to enhance capacities of
Member States to respond to sustainable development challenges (climate change, widening
inequalities, including in access to science, technology and innovation, unsustainable consumption and
production patterns, etc.).
26
UNESCO Education Strategy
2014-2020
27
UNESCO education strategy 2014-2021
EFA in a changing global context
EFA is far from realised. It focused on access, equity and quality in primary and secondary education and adult
education mainly in developing countries. But it is interfered by:
• Demographic trends , enormous growth of world population; most youth in developing regions (89% of age
0 to 14) increasing aging in most regions because increase of life expectancy (above 60 :from 22% in 2011 to
34% in 2050 in Europe, Asia and Latin America from 10% to 24 % in same period, urbanisation
• Poverty and Hunger, decrease of hunger but still 883 million with a lower income than 1.25 USD a day and
almost the same number chronically hungry of which 60 million are primary school age (FAO-2014)
• Peace, security and democracy, more than 1.5 billion live still in fragile conflicted areas. Due to politic,
economic , religious and ethnic causes and ignorance. Enormous increase of displaced people last decades.
Large barrier for education (UNHCR-2014)
• Information and communication technology, growth in Open Educational Resources, Consequences for
what needs to be learned (ethics critical thinking etc)
• The knowledge Economy and the labour market, requires literate and trainable workforce,
entrepreneurship ,need for broad problem solving, social and interpersonal skills, life long learning,
international qualification. Still huge youth unemployment, many causes but also pointing to mismatch?
• Sustainable development and consumption patterns, environmental degradation has reached alarming
levels , the present economic model is not sustainable. Transition to green (or circular) economy is needed,
a holistic, equitable and far sighted approach
28
Rethinking Education
Towards a global common good?
http://en.unesco.org/news/launch-spanish-and-basque-editions-rethinking-
education-towards-global-common-good
29
http://en.unesco.org/news/launch-spanish-and-basque-
editions-rethinking-education-towards-global-common-good
30
New vision of Education
• which responds to a changing world and is based on respect for life and human
dignity, equal rights, social justice, cultural diversity, international solidarity and
the shared responsibility of a sustainable future
Core Issues
• Sustainable development as a central concern (full of tensions)
• Reaffirming a humanistic approach (worldwide)
• Education policy-making in a complex world
• Education as a common good?
31
Recontextualizing education and knowledge as global common goods
we need to rethink the normative principles that guide educational governance: in particular, the right to education
and the notion of education as a public good. Indeed, we often refer to education as a human right and as a public good in
international education discourse. Yet, while these principles are relatively uncontested at the level of basic education, there is
no general agreement, in much of the discussion, about their applicability to post-basic education and training.
To what extent does the right to education, and the principle of public good, apply also to non-formal and informal education,
which are less institutionalized, if at all? Therefore a concern for knowledge – understood as the information, understanding,
skills, values and attitudes acquired through learning – is central to any discussion of the purpose of education.
The authors propose that both knowledge and education be considered common goods. This implies that the creation of
knowledge, as well as its acquisition, validation and use, are common to all people as part of a collective societal endeavour.
The notion of common good allows us to go beyond the influence of an individualistic socioeconomic theory inherent to the
notion of ‘public good’. It emphasizes a participatory process in defining what is a common good, which takes into account a
diversity of contexts, concepts of well-being and knowledge ecosystems. Knowledge is an inherent part of the common
heritage of humanity.
Given the need for sustainable development in an increasingly interdependent world, education and knowledge should,
therefore, be considered global common goods. Inspired by the value of solidarity grounded in our common humanity, the
principle of knowledge and education as global common goods has implications for the roles and responsibilities of the diverse
stakeholders. 32
Education and knowledge should be considered global common goods. The creation of
knowledge, its control, acquisition, validation, and use, are common to all
people as a collective social endeavour
33
Considerations for the future
How can the four pillars of learning – to know, to do, to be, and to live together be strengthened and renewed?
How can education respond to the challenges of achieving economic, social and environmental sustainability?
How can a plurality of worldviews be reconciled through a humanistic approach to education?
How can such a humanistic approach be realized through educational policies and practices?
What are the implications of globalization for national policies and decisionmaking in education?
How should education be financed?
What are the specific implications for teacher education, training, development and support?
What are the implications for education of the distinction between the concepts of the private good,
the public good, and the common good?
Diverse stakeholders with their multiple perspectives should be brought together to share research findings
and to articulate normative principles in the guidance of policy. UNESCO, as an intellectual agency and think tank,
can provide the platform for such debate and dialogue, enhancing our understanding of new approaches to education
policy and provision, with the aim of sustaining humanity and its common well-being.
34
Universities Social
responsibility
What to do according to ISO 26000? Which role to chose? How to do
this?
35
Recognizing Social Responsibility
• Clause 5 of ISO 26000 states : any organization should recognize its
social responsibility within its sphere of influence, and identifying
and engaging with its stakeholders (also in relation to sustainability
see clause 3)
• Clause 7 states : any organization should make social responsibility
integral to its policies, organizational culture, strategies and
operations ; building internal competency for social responsibility ;
undertaking internal and external communication on social
responsibility ; and regularly reviewing these actions and practices
related to social responsibility (clause 7)
36
Role of university to choose as common good
supplier
• University as catalyst of innovation for society and intellectual leader by example?
Promoting the following values:
As catalyst (bringing knowledge and stakeholders together to think, debate and act to resolve the present and future challenges )
• Scientific approach and values, scientific truth seeking, quality education
• Bringing in the creative and foresight aspects
• Respond to the need of society to develop sustainability in environmental as well as social, political, governmental and
economical sense
• Deliver its outcome to the common (open access to knowledge and education?)
• Human rights, contributing to peace and dialogue, equity
Being a good example (for society and governance) taking ethics ,law, wisdom into account :
• as employer
• as provider of education (educating future generations that solve the present and future challenges)
• as seeker of scientific truth – by research and debate – fostering rational thinking and evidence based approaches
• as catalyst and leader of innovation and knowledge development towards sustainability, inviting all stakeholders to engage
37
How
• By engaging its stakeholders to the discussion on role and responsibility of the
university
• By taking the role as catalyst to resolve the main challenges (on different levels)
engaging and involving all stakeholders
• By research agenda’s that focus more on the ways to resolve main challenges on
global , national and local scale in a sustainable way and with stakeholder
involvement
• By educating “ the problem solvers of the future” the knowledge and skills they
need to be able to resolve main challenges , in a better way than we can
presently (this includes training in all new enabling technologies – like ICT)
• By being a good example for others parts of society in all aspects of its
functioning
38
Some questions
• Higher Education as a common good? Responsibility to society at large, to
consumers students and other clients and stakeholders? Open Access?
• Dilemma of financing; public vs private finance (who pays the piper, calls
the tune?)
• How to achieve equity in admission and the provision of Higher Education?
• How to bring in the humanistic approach and sustainability (concepts and
solutions) and anticipatory thinking in the core of university activities?
• How to educate problems solvers that become smarter and wiser than we
are at present?
• How to bring in the human values represented by UN and UNESCO?
39
Thank you for your attention
Muchas gracias
Further info:vvanrij@live.nl
40
1.Quality Education (SDG Target 4)
41
Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015
Goals SDG 4 directly relevant to universities
42
Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015
Goals SDG 4 indirectly relevant to universities
43
Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015
Means of implementation SDG target 4
44
Education for All (commitment Dakar 2000)
• Goal 1 Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children.
• Goal 2 Ensuring that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to, and complete,
free and compulsory primary education of good quality.
• Goal 3 Ensuring that the learning needs of all young people and adults are met through
equitable access to appropriate learning and life-skills programs.
• Goal 4 Achieving a 50 per cent improvement in levels of adult literacy by 2015,
especially for women, and equitable access to basic and continuing education for all
adults.
• Goal 5 Eliminating gender disparities in primary and secondary education by 2005, and
achieving gender equality in education by 2015, with a focus on ensuring girls’ full and
equal access to and achievement in basic education of good quality.
• Goal 6 Improving all aspects of the quality of education and ensuring excellence of all so
that recognized and measurable learning outcomes are achieved by all, especially in
literacy, numeracy and essential life skills.
45
Sustainable development: A central concern
The aspiration of sustainable development requires us to resolve common problems
and tensions and to recognize new horizons.
Economic growth and the creation of wealth have reduced global poverty rates, but vulnerability,
inequality, exclusion and violence have increased within and across societies throughout the world.
But connected to this wealth creation, unsustainable patterns of economic production and consumption
contribute to global warming, as well as more environmental degradation and an upsurge in natural
disasters.
Moreover, while international human rights frameworks have been strengthened over the past several
decades, the implementation and protection of these norms remain a challenge.
Education must find ways of responding to such challenges, taking into account multiple worldviews and
alternative knowledge systems. as well as new frontiers in science and technology.
Rethinking the purpose of education and the organization of
learning has never been more urgent.
46
Reaffirming a humanistic approach to education
a humanistic and holistic approach to education can and should contribute to achieving a
new “sustainable” development model.
In such a model, economic growth must be guided by environmental stewardship and by
concern for peace, inclusion and social justice.
The ethical and moral principles of a humanistic approach to development stand
against violence, intolerance, discrimination and exclusion. This means going beyond
narrow utilitarianism and economism to integrate the multiple dimensions of human
existence.
This approach emphasizes the inclusion of people who are often subject to discrimination
It requires an open and flexible approach to learning that is both lifelong and life-wide: an
approach that provides the opportunity for all to realize their potential for a sustainable
future and a life of dignity.
This humanistic approach has implications for the definition of learning content and
pedagogies, as well as for the role of teachers and other educators. It is even more
relevant given the rapid development of new technologies, in particular digital
technologies.
47
Local and global policy-making in a complex world
Intensification of economic globalization is producing patterns of low-employment growth, rising
youth unemployment and vulnerable employment. While the trends point to a growing
disconnection between education and the fast-changing world of work, they also represent an
opportunity to reconsider the link between education and societal development.
The increasing mobility of learners and workers across national borders and the new patterns of
knowledge and skills transfer require new ways of recognizing, validating and assessing learning.
Regarding citizenship, the challenge for national education systems is to shape identities, and to
promote awareness of and a sense of responsibility for others in an increasingly interconnected
and interdependent world.
The expansion of access to education worldwide over the past several decades is placing greater
pressure on public financing. Additionally, the demand has grown in recent years for voice in
public affairs and for the involvement of non-state actors in education, at both national and
global levels. This diversification of partnerships is blurring the boundaries between public and
private, posing problems for the democratic governance of education.
In short, there is a growing need to reconcile the contributions and demands of the three
regulators of social behaviour: society, state and market.
48

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Responsibility of universities. Future of university social (sustainable) responsibility

  • 1. The future of the Social Responsibility concept : challenges of Higher Education and the role of universities in the social transformation”. Presentation for the International Conference for the Management of Educational Quality within the University Social Responsibility. 21st of September 2016 Victor van Rij University of Amsterdam / STT 1
  • 2. The contents of this presentation • The concept of corporate responsibility • UN sustainability goals • UNESCO’s: strategy and the rethinking of education • The implications for social responsibility of universities 2
  • 4. 4
  • 5. Recognizing Social Responsibility (clause 5) • recognizing its social responsibility within its sphere of influence, and identifying and engaging with its stakeholders (also in relation to sustainability see clause 3) • making social responsibility integral to its policies, organizational culture, strategies and operations ; building internal competency for social responsibility ; undertaking internal and external communication on social responsibility ; and regularly reviewing these actions and practices related to social responsibility (clause 7) 5
  • 6. Principles of social responsibility (clause 4 ISO 26000) • Accountability • Transparency • Ethical behaviour • Respect for all stakeholders • Respect for rule of law • Respect for international norms of behaviour • Respect for human rights 6
  • 7. Core subjects social responsibility (Clause 6) • Human rights and Labour practice • Governance • Environment • Fair operating • Consumer issues • Community involvement and development 7
  • 8. UNESCO - Post 2015 Sustainability Development Goals Clause 3 ISO-26000: Understanding social responsibility in close relationship with sustainability 8
  • 9. UN - Sustainable Development Goals (SDG’s) 9
  • 10. Many Challenges – and wicked problems Pollution Poverty Corruption Conflict and nuclear threat Terror Disasters Climate change Depletion of natural resources Violation of Human rights 10
  • 11. World Population growth Exponential or limited growth??? 11
  • 12. Exponential growth of consumption: Are we in control? http://www.theworldcounts.com/counters/shocking_environm ental_facts_and_statistics/world_population_clock_live Situation on 19-9-2016 15h30 12
  • 14. Each year 5 December Dutch celebrate St Nicolaas Children are over whelmed by presents by their parents , there is no escape to this Each year 30 of April , now 27 th of April Queens day now Kingsday is celebrated, Children try to sell the presentsthat they got on St Nicolaas a few months before So they learn to be a brave consumer and entrepreneur , at the same time
  • 15. How different the world can be on the other side of the world In many places on the world children are scavenging landfill to contribute to the lowest income imaginable
  • 16. CO2 - increase ongoing 16
  • 19. Solutions – conceptual – technological, social, cultural, political as well as economical Circular Economy Natural sciences , technology as well as social sciences and humanities, holistic approach 19
  • 20. But will it be enough to change what needs to be changed Situation on 19-9-2016 - 22u00 6 hours after slide 12 : 60 000 extra people 1.500.000 ton of waste dumped 40.000.000. tons of resources extracted 110.000 consumers extra 20
  • 21. Unesco’s role UNESCO will contribute to the implementation of the SDGs through its work on: • 1. Education ( SDG 4) UNESCO will lead and coordinate Education 2030 through guidance and technical support within the overall SDG agenda. • 2. Sciences (for all SDG’s) The new 2030 Agenda for Sustainable Development represents a significant step forward in the recognition of the contribution of Science, Technology and Innovation (STI) to sustainable development. UNESCO’s Social and Human Sciences Programme aims to firmly entrench universal values and principles, such as global solidarity, inclusion, anti-discrimination, gender equality and accountability, in the implementation of the SDGs. • 3. Culture (for all SDG’s) Placing culture at the heart of development policies constitutes an essential investment in the world's future and a pre-condition to successful globalization processes that take into account the principle of cultural diversity. • 4. Communication and Information (for all SDG’s) UNESCO advocates the recognition of the vital role that freedom of expression and access to information and knowledge play in sustainable societies. • 5. Sustainable Development Goals for Ocean (especially SDG 14) through The Intergovernmental Oceanographic Commission (IOC) of UNESCO 21
  • 22. 1.By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes 2.By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education 3.By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 4.By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship 5.By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations 6.By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy 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 8. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all 9.By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries 10.By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states Education targets relevant to Universities 22
  • 23. Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015 2a. Natural Sciences 23
  • 24. 2b .Social Sciences and Humanities Research and social science based practice; Through research, foresight and management of social transformations, UNESCO will strengthen the link between knowledge, policy and practice. , By drawing on the competences of the social sciences to advance innovative thinking that holds the potential for transforming societies across different facets of the SDGs. Foresight will introduce the use of the future in comprehending the nature of the SDGs and developing a wider range of human responses to the challenges and aspirations of the post-2015 agenda. It will also continue to work on bioethics and ethics of science and technology, through its membership in the Human Rights Working Group of the UN Development Group (UNDG), UNESCO is also active in developing a system-wide reflection on positioning human rights in the implementation of the SDGs. 24
  • 25. 3.Culture Source: http://en.unesco.org/sdgs/shs Engaging youth is “the human development agenda for the next decade”., it is now time to improve investment in research, policies and programmes to create an enabling and rights-based environment where youth prosper, exercise rights, regain hope and a sense of community, and engage as responsible social actors and innovators. Cultural literacy needs be strengthened at a large scale and new opportunities and spaces for dialogue and cooperation created through the development of intercultural competences based on shared values, mutual understanding and respect, empathy, reconciliation and trust. A culture of peace should be promoted as a key enabler for sustainable development, bearing in mind that values and practices of mutual respect and tolerance, reinforced through intercultural and interreligious dialogue and a commitment to non-violence and reconciliation, are essential to realize everyday peace for all members of society. 25
  • 26. 4. Communication and Information sharing Source: http://en.unesco.org/sdgs/shs Opening access to knowledge: In relation to the contribution of science and technology to sustainable development, UNESCO will work on the right to enjoy the benefits of scientific progress and its applications (REBSP) and the principle of the sharing of benefits, with a view to enhance capacities of Member States to respond to sustainable development challenges (climate change, widening inequalities, including in access to science, technology and innovation, unsustainable consumption and production patterns, etc.). 26
  • 28. UNESCO education strategy 2014-2021 EFA in a changing global context EFA is far from realised. It focused on access, equity and quality in primary and secondary education and adult education mainly in developing countries. But it is interfered by: • Demographic trends , enormous growth of world population; most youth in developing regions (89% of age 0 to 14) increasing aging in most regions because increase of life expectancy (above 60 :from 22% in 2011 to 34% in 2050 in Europe, Asia and Latin America from 10% to 24 % in same period, urbanisation • Poverty and Hunger, decrease of hunger but still 883 million with a lower income than 1.25 USD a day and almost the same number chronically hungry of which 60 million are primary school age (FAO-2014) • Peace, security and democracy, more than 1.5 billion live still in fragile conflicted areas. Due to politic, economic , religious and ethnic causes and ignorance. Enormous increase of displaced people last decades. Large barrier for education (UNHCR-2014) • Information and communication technology, growth in Open Educational Resources, Consequences for what needs to be learned (ethics critical thinking etc) • The knowledge Economy and the labour market, requires literate and trainable workforce, entrepreneurship ,need for broad problem solving, social and interpersonal skills, life long learning, international qualification. Still huge youth unemployment, many causes but also pointing to mismatch? • Sustainable development and consumption patterns, environmental degradation has reached alarming levels , the present economic model is not sustainable. Transition to green (or circular) economy is needed, a holistic, equitable and far sighted approach 28
  • 29. Rethinking Education Towards a global common good? http://en.unesco.org/news/launch-spanish-and-basque-editions-rethinking- education-towards-global-common-good 29
  • 31. New vision of Education • which responds to a changing world and is based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and the shared responsibility of a sustainable future Core Issues • Sustainable development as a central concern (full of tensions) • Reaffirming a humanistic approach (worldwide) • Education policy-making in a complex world • Education as a common good? 31
  • 32. Recontextualizing education and knowledge as global common goods we need to rethink the normative principles that guide educational governance: in particular, the right to education and the notion of education as a public good. Indeed, we often refer to education as a human right and as a public good in international education discourse. Yet, while these principles are relatively uncontested at the level of basic education, there is no general agreement, in much of the discussion, about their applicability to post-basic education and training. To what extent does the right to education, and the principle of public good, apply also to non-formal and informal education, which are less institutionalized, if at all? Therefore a concern for knowledge – understood as the information, understanding, skills, values and attitudes acquired through learning – is central to any discussion of the purpose of education. The authors propose that both knowledge and education be considered common goods. This implies that the creation of knowledge, as well as its acquisition, validation and use, are common to all people as part of a collective societal endeavour. The notion of common good allows us to go beyond the influence of an individualistic socioeconomic theory inherent to the notion of ‘public good’. It emphasizes a participatory process in defining what is a common good, which takes into account a diversity of contexts, concepts of well-being and knowledge ecosystems. Knowledge is an inherent part of the common heritage of humanity. Given the need for sustainable development in an increasingly interdependent world, education and knowledge should, therefore, be considered global common goods. Inspired by the value of solidarity grounded in our common humanity, the principle of knowledge and education as global common goods has implications for the roles and responsibilities of the diverse stakeholders. 32
  • 33. Education and knowledge should be considered global common goods. The creation of knowledge, its control, acquisition, validation, and use, are common to all people as a collective social endeavour 33
  • 34. Considerations for the future How can the four pillars of learning – to know, to do, to be, and to live together be strengthened and renewed? How can education respond to the challenges of achieving economic, social and environmental sustainability? How can a plurality of worldviews be reconciled through a humanistic approach to education? How can such a humanistic approach be realized through educational policies and practices? What are the implications of globalization for national policies and decisionmaking in education? How should education be financed? What are the specific implications for teacher education, training, development and support? What are the implications for education of the distinction between the concepts of the private good, the public good, and the common good? Diverse stakeholders with their multiple perspectives should be brought together to share research findings and to articulate normative principles in the guidance of policy. UNESCO, as an intellectual agency and think tank, can provide the platform for such debate and dialogue, enhancing our understanding of new approaches to education policy and provision, with the aim of sustaining humanity and its common well-being. 34
  • 35. Universities Social responsibility What to do according to ISO 26000? Which role to chose? How to do this? 35
  • 36. Recognizing Social Responsibility • Clause 5 of ISO 26000 states : any organization should recognize its social responsibility within its sphere of influence, and identifying and engaging with its stakeholders (also in relation to sustainability see clause 3) • Clause 7 states : any organization should make social responsibility integral to its policies, organizational culture, strategies and operations ; building internal competency for social responsibility ; undertaking internal and external communication on social responsibility ; and regularly reviewing these actions and practices related to social responsibility (clause 7) 36
  • 37. Role of university to choose as common good supplier • University as catalyst of innovation for society and intellectual leader by example? Promoting the following values: As catalyst (bringing knowledge and stakeholders together to think, debate and act to resolve the present and future challenges ) • Scientific approach and values, scientific truth seeking, quality education • Bringing in the creative and foresight aspects • Respond to the need of society to develop sustainability in environmental as well as social, political, governmental and economical sense • Deliver its outcome to the common (open access to knowledge and education?) • Human rights, contributing to peace and dialogue, equity Being a good example (for society and governance) taking ethics ,law, wisdom into account : • as employer • as provider of education (educating future generations that solve the present and future challenges) • as seeker of scientific truth – by research and debate – fostering rational thinking and evidence based approaches • as catalyst and leader of innovation and knowledge development towards sustainability, inviting all stakeholders to engage 37
  • 38. How • By engaging its stakeholders to the discussion on role and responsibility of the university • By taking the role as catalyst to resolve the main challenges (on different levels) engaging and involving all stakeholders • By research agenda’s that focus more on the ways to resolve main challenges on global , national and local scale in a sustainable way and with stakeholder involvement • By educating “ the problem solvers of the future” the knowledge and skills they need to be able to resolve main challenges , in a better way than we can presently (this includes training in all new enabling technologies – like ICT) • By being a good example for others parts of society in all aspects of its functioning 38
  • 39. Some questions • Higher Education as a common good? Responsibility to society at large, to consumers students and other clients and stakeholders? Open Access? • Dilemma of financing; public vs private finance (who pays the piper, calls the tune?) • How to achieve equity in admission and the provision of Higher Education? • How to bring in the humanistic approach and sustainability (concepts and solutions) and anticipatory thinking in the core of university activities? • How to educate problems solvers that become smarter and wiser than we are at present? • How to bring in the human values represented by UN and UNESCO? 39
  • 40. Thank you for your attention Muchas gracias Further info:vvanrij@live.nl 40
  • 41. 1.Quality Education (SDG Target 4) 41
  • 42. Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015 Goals SDG 4 directly relevant to universities 42
  • 43. Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015 Goals SDG 4 indirectly relevant to universities 43
  • 44. Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015 Means of implementation SDG target 4 44
  • 45. Education for All (commitment Dakar 2000) • Goal 1 Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. • Goal 2 Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality. • Goal 3 Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs. • Goal 4 Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults. • Goal 5 Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. • Goal 6 Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. 45
  • 46. Sustainable development: A central concern The aspiration of sustainable development requires us to resolve common problems and tensions and to recognize new horizons. Economic growth and the creation of wealth have reduced global poverty rates, but vulnerability, inequality, exclusion and violence have increased within and across societies throughout the world. But connected to this wealth creation, unsustainable patterns of economic production and consumption contribute to global warming, as well as more environmental degradation and an upsurge in natural disasters. Moreover, while international human rights frameworks have been strengthened over the past several decades, the implementation and protection of these norms remain a challenge. Education must find ways of responding to such challenges, taking into account multiple worldviews and alternative knowledge systems. as well as new frontiers in science and technology. Rethinking the purpose of education and the organization of learning has never been more urgent. 46
  • 47. Reaffirming a humanistic approach to education a humanistic and holistic approach to education can and should contribute to achieving a new “sustainable” development model. In such a model, economic growth must be guided by environmental stewardship and by concern for peace, inclusion and social justice. The ethical and moral principles of a humanistic approach to development stand against violence, intolerance, discrimination and exclusion. This means going beyond narrow utilitarianism and economism to integrate the multiple dimensions of human existence. This approach emphasizes the inclusion of people who are often subject to discrimination It requires an open and flexible approach to learning that is both lifelong and life-wide: an approach that provides the opportunity for all to realize their potential for a sustainable future and a life of dignity. This humanistic approach has implications for the definition of learning content and pedagogies, as well as for the role of teachers and other educators. It is even more relevant given the rapid development of new technologies, in particular digital technologies. 47
  • 48. Local and global policy-making in a complex world Intensification of economic globalization is producing patterns of low-employment growth, rising youth unemployment and vulnerable employment. While the trends point to a growing disconnection between education and the fast-changing world of work, they also represent an opportunity to reconsider the link between education and societal development. The increasing mobility of learners and workers across national borders and the new patterns of knowledge and skills transfer require new ways of recognizing, validating and assessing learning. Regarding citizenship, the challenge for national education systems is to shape identities, and to promote awareness of and a sense of responsibility for others in an increasingly interconnected and interdependent world. The expansion of access to education worldwide over the past several decades is placing greater pressure on public financing. Additionally, the demand has grown in recent years for voice in public affairs and for the involvement of non-state actors in education, at both national and global levels. This diversification of partnerships is blurring the boundaries between public and private, posing problems for the democratic governance of education. In short, there is a growing need to reconcile the contributions and demands of the three regulators of social behaviour: society, state and market. 48

Notas del editor

  1. First I will discuss the concept of social responsibility (RS) in the more technical sense as described in the ISO ( Internationals standards organization Geneva)26000 guideline on corporate SU, Than I will discuss the UN sustainability goals (SDG,s) and zoom in in the UNESCO strategy related to these goals, Finally I will give an idea how it relates to the responsibilities of universities.
  2. The ISO 26000 guidelines not only explain the concept of cooperate social responsibility and what kind of issues and principles it involves (in clause 1,2, 3,4 and 6) but also the steps that cooperate governed bodies like universities should make to become SR organizations.(like clause 5 an 7).
  3. Clause 5 is about the fact that organizations have to start to recognize what their responsibility towards society is and to involve stakeholder is this process, clause 7 is about implementation of SR in all aspects of the organisation, also with stakeholder engagement and involvement. Universities do have a rather special task by performing mainly research and higher heir education funded by government and in some countries by private source from different origin as foundations and industries. Their social responsibility is therefore not so much focused on products and processes but on developmental issues that area consequence of their research and their education. This becomes especially important if we take into account that SR is intertwined with the issue of sustainability (clause 3) This means that not only the organisation and its production means have to fulfil standards of social responsibility but also research programmes and educational programs
  4. Being SR means that the organisation will revise all its procedure and production means to sustainability in an accountable and transparent way taking ethical principles into account, respecting its stakeholders, rule of law and international norms of behaviour (including human rights) As said before universities have a special role because their stakeholders are not only students and staff but also society at large
  5. ISO 26000 stresses in addition the importance to take into account special attention to human rights and good labour practice as well as governance. Taking into account sustainably issues towards its social and ecological environment. Consumers issues as health, ethics etc Next to this its practice should be base on community involvement and engagement and development
  6. In clause 3 of ISO 26000 it is made clear that SR and sustainability are strongly related. Therefore we will go deeper into the issue of sustainability on basis of the SD Goals of the UN that recently have been adopted
  7. As you can see many of these goals relate to social and political sustainability like 1 poverty reduction, 2 hunger abolition, 3 good health and well being ,4 Quality education 5. gender equality 10. reduced inequalities 11.sustainableb cities and communities 12 responsible consumption and production 16. peace justice, strong institutions While others relate to ecological sustainability combined with social sustainability like 6. clean water and sanitation 7. affordable and clean energy 13. climate action,14. life below water, 15 life on land . Last but not least goals are also targeted at economical sustainability like 8. decent work and economic growth 9. Industry, innovation and infrastructure
  8. The UN sustainability goals all refer to the very wicked problems that are mainly connected to the fast growth of the world population in combination with the fact that human kind seems to be not a very responsible species which not only tends to overuse resources and taking irresponsible risk,s, but also leave a polluting mess by doing this.
  9. A very important and in fact not answered question in respect of this world population growth is whether this growth is exponential or limited and where the limit will be. In both scenario’s the problems will be growing in the next decades but in the exponential scenario problems will even exponential growing in the future. This already creates the first wicked problem of limiting this population growth by political measures.
  10. It is almost needless to say that this growth is going on every second we speak, at the moment of preparation of this presentation the counter of the world population indicated 7 billion 454 million and 144 thousand and 107 citizens. This population dumps not only yearly 1, 525 million tons of waste but also uses approximately 1, 652679685 number of planets for its resources if we calculate the use of ground to supply for all material needs as food, water , clothes , heath, transport, housing and luxury goods
  11. Of course this picture is still different for the so called developed world and the countries that are starting to build up their welfare to the standards of welfare that are used in this so called developed world. If we compare the use of space and resources for instance of the citizen of a tiny country as Luxembourg in Europe with a citizens in a country as Colombia which is hard working on the improvement of their standard of living than, we can see that the needs of Luxembourg require 4 ,1 earths (if everybody would live like them) while Colombians at this moment already start to demand 1,2 earths (if everybody would start to live as them.
  12. The problem is that by pursuing the welfare of the so called developed world we will most certainly over demand the earth resources, unless we find very smart solutions for reducing our demand for earth resources and find ways to a very efficient use of earth resources. This also means that we should carefully look at real needs of our societies and the way we are actually enhancing consumerism to ever increasing levels by the economic mechanisms that were used to develop the so called developed world. These mechanisms seem more and more to lead to obsolescent production and waste, because they focus in high turn over consumption of goods like fashion, cosmetics , toys cars and other luxury goods. To give you an impression in the Netherlands (which compares to Luxembourg is also a grand users of resources) we have a very nice tradition called “Sinter Klaas” who in the night of 5 December each time bring his presents to sweet children. While this tradition in the beginning of the 20th century was used to give children some essentials to survive the winter like cloves and perhaps a simple playing tool. The tradition now has growing to enormous proportion, where children more or less get buried alive under their presents. The funny thing is that these presents are far less appreciated than the presents given to their parents decades ago , but there is a solution couple of months later in the end of April, we celebrate Queens day (nowadays Kings day) , where the children can get rid of there abundant toys in a the free market for symbolic prices. Unfortunately at the end of the day most toys end up in the garbage can because the market is completely saturated. Still next year parents will buy the same amount of toys or even more to satisfy the short terms wishes of their children, for parents there is no escape , because on the 6th December the status of children at school will be measured on what they received yesterday. So already at very young age people are learned to become very brave consumers of obscolent products.
  13. Of course this in shrill contrast with poor regions and countries in the world were children are scavenging the garbage belts to earn a dime or less for their very basic needs. The problem of the world is evident while on one side we overproduce and over consume world resources at the other end of the world we have to improve living conditions and fight enormous poverty. But while doing this we should carefully think about real needs and how to achieve these in the most efficient and sutaibanble way regarding the use of earth resources.
  14. But overusing resources is not the only problem as said before we also have a tendency to leave a mess by air , ground and water pollution of all sorts. Most known of course is the increasing exhaust of CO2 which is supposed to cause our climate change and which seems to have an uncontrollable character as you can see in upper graph . Main cause for this is again the growing human population but also its demand for a more luxurious towards “so called” developed world standards This causes especially an increase of CO2 in upcoming economies like China and India but also in other countries , soon to follow
  15. Here we can see the yearly emissions per country in the year 2000 where the US can be seen as the ultimate leader, and where China and India are still relatively hanging beyond
  16. The development within 10 years is incredible , while US stayed on its emission level (and not diminished its emissions) we can see that especially China (with its enormous consumers market ) increased its emissions almost 25 % above that of the US . This is not going to stop soon and probably will continue to a level that may be even 9 fold that of the US (if Chinese will have reached the same emission level as the US per person)
  17. As said we need to look at our consumer pattern and economic system which lead to over consumption and over production as well as to smart solutions to the efficient and sustainable use of earths resources . Luckily there are many good ideas and technological developments to do this, but we need more , also we need proper ways for their implementation. Universities have a large role to play in the development of these ideas and technologies but also in a sustainable socio-economic way to implement these, this is not only going by the way of their research and innovation agenda setting but also through the pathway of education and cooperation with other stakeholders. Education as well as cooperation should focus on sustainability principles. What is also evident that there is a large urgency to not only take action but also find the breakthroughs that are needed to we need urgent turn the tide not only of the rising CO2 level but also all the coinciding processes that overexploit our natural surrounding and resources.
  18. The urgency seems obvious. But to make it clearer I just reflect on the fact that while I was preparing this presentation I left for 6 hours and looked again on the world counter and found out that our population grew with another 60 000 people. Over a period of 6 hours, This immediately is followed by an increase of waste dump and use of resources comparable of that of a small town, in a day this would be 240 000 people in a week almost two million and in a month a city like Paris ……
  19. UNESCO of course will contribute to our common struggle. Therefore it links it all its activities in education, natural and social sciences, culture as well as communication and information to the SDG goals set out by the UN.
  20. For universities it is important to underline the third line and seventh line of the education target of UNESCO, the third line (together with the ninth line) incorporates the Higher education in the roam of equal access of all , while the seventh, places Higher Education in the roam of Sustainable development. Universities are therefore supposed to ensure that all learners acquire he 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. This is especially relevant for all studies that focus on education in research and other problem solvers of the future and
  21. UNESCO puts special emphasis on the value and importance of research in natural sciences , for reaching the goals set out for the sustainability of water , energy, climate change , biodiversity as well as innovation and the development of global partnership, This research should acquire the knowledge needed for the development of technologies and evidence based strategies to reach the targets.
  22. But UNESCO also emphasizes the importance of research in social sciences as well as practices that come forth from social sciences as foresight and transition management.
  23. Finally UNESCO stresses the importance of the Cultural aspects of sustainability also for the development of dialogues that focus on social transitions towards sustainable societies.
  24. ICT is put as a transversal issue stressing the importance of sharing of data and knowledge globally
  25. Evaluation of Education for All lead to the conclusion that a lot has been achieved but that reality brought a lot of additional problems that hinder the achievement of the goals set out, one of these is the still ongoing demographic trends like population growth in less developed countries, increase of life expectancy in developed countries and urbanisation. Still remaining hunger , new rising conflicts, environmental degradation and unsustainable consumption patterns, mismatches and unemployment in the new knowledge economy, Other developments that may be of help are ICT as well as the increasing importance of knowledge.
  26. On basis of this evaluation UNESCO published a new vision on education which focuses on the plea to declare education as a global common good.
  27. On internet we can find the Spanish version
  28. The core issues underlining the vision to see education as common good are: Sustainable development as a central concern (full of tensions),The need to reaffirm a humanistic approach (worldwide) , the challenge of education policy-making in a complex world.
  29. Coming back to universities responsibility we go back to the ISO 26000 , which starts with the rule that “any organization should recognize its social responsibility within its sphere of influence, and identifying and engaging with its stakeholders “ and further states that after doing this “any organization should make social responsibility integral to its policies, organizational culture, strategies and operations ; building internal competency for social responsibility ; undertaking internal and external communication on social responsibility ; and regularly reviewing these actions and practices related to social responsibility”
  30. This means that universities should start to recognise their social responsibility and to define this , How might this look like if we take ISO 26000 in mind together with the very historic nature of universities as seekers of “ objective truth seeker for the common” we might come to the above picture for the role of universities in present times
  31. After defining their role and vision on their responsibility, universities need to review all their activities engaging all stakeholders , the agenda of discussions should focus on the core tasks of universities: assisting the resolution of our societal challenges, research and education but also being a good example in taking social reposibility.
  32. For example, despite the progressive empowerment of women through greater access to education, they continue to face discrimination in public life and in employment. Violence against women and children, particularly girls, continues to undermine their rights. Again, while technological development contributes to greater interconnectedness and offers new avenues for exchange, cooperation and solidarity, we also see an increase in cultural and religious intolerance, identity-based political mobilization and conflict.
  33. – women and girls, indigenous people, persons with disabilities, migrants, the elderly and people living in countries affected by conflict. It requires an open and flexible approach to learning that is both lifelong and life-wide: an approach that provides the opportunity for all to realize their potential for a sustainable future and a life of dignity. – women and girls, indigenous people, persons with disabilities, migrants, the elderly and people living in countries affected by conflict.