Opportunities and Challenges of Digitalization …
343
– Strengthening education and learning in all agendas, programmes and activities
that promote sustainable development.
In addition to these two objectives, the GAP defines five priority action areas,
namely: (1) Advancing policy, (2) Transforming learning and training environments,
(3) Building capacities of educators and trainers, (4) Empowering and mobilizing the
youth, and (5) Accelerating sustainable solutions at local level (UNESCO 2014b).
Since the target of the DESD from 2005 until 2014 was to integrate ESD in every
education sector, the explicit requirements of ESD in the higher education system
can also be found in the GAP. Policy has to make sure that ESD is integrated in all
curricula. To achieve this goal, relevant indicator frameworks that establish standards
for learning outcomes have to be developed.
To transform learning and training environments, higher education is addressed in
the GAP in several ways. Higher education institutions have to integrate sustainability in all institutional processes: research, teaching, campus operations, governance,
administration and policy. To promote this kind of change, research on the transformation of higher education institutions and systems is required. Furthermore,
higher education institutions are challenged to train their teachers in ESD and also to
develop further educational concepts about ESD. This includes the design of appropriate teaching and learning methods and concepts to mobilize and empower students
as future leaders and decision-makers. Last but not least, by working in collaboration
with the local economy or other institutions, higher education could contribute to
sustainable development solutions at a local level.
However, despite the enormous and steadily growing number of students in higher
education worldwide as well as the growing number of public, private and open
and distance learning higher education institutions (UNESCO 2017) the number of
courses which include ESD has not increased as anticipated.
1.2 The SDGs and Higher Education
Besides the DESD, the United Nations adopted the 2030 Agenda for Sustainable
Development in 2015, which includes the 17 Sustainable Development Goals (SDGs)
and 169 sub-goals. Their key aim is to achieve sustainable development in developed
and developing countries by 2030 (United Nations 2015). The SDGs cover a wide
range of complex social, economic and environmental challenges. Addressing them
will require transformations in societies and economies. The goals range from No
Poverty (Goal 1) and No Hunger (Goal 2) to Reducing Inequalities (Goal 10) and
Climate Action (Goal 13) (a full list of the goals and targets can be found at https://
sustainabledevelopment.un.org/sdgs).
Quality Education is mentioned as Goal 4, while ESD is specifically involved as
Target 4.7. Arguably none of the SDGs will be achieved without this sector. This can
be seen in the Education for All Global Monitoring Report (released in July 2014
343
– Strengthening education and learning in all agendas, programmes and activities
that promote sustainable development.
In addition to these two objectives, the GAP defines five priority action areas,
namely: (1) Advancing policy, (2) Transforming learning and training environments,
(3) Building capacities of educators and trainers, (4) Empowering and mobilizing the
youth, and (5) Accelerating sustainable solutions at local level (UNESCO 2014b).
Since the target of the DESD from 2005 until 2014 was to integrate ESD in every
education sector, the explicit requirements of ESD in the higher education system
can also be found in the GAP. Policy has to make sure that ESD is integrated in all
curricula. To achieve this goal, relevant indicator frameworks that establish standards
for learning outcomes have to be developed.
To transform learning and training environments, higher education is addressed in
the GAP in several ways. Higher education institutions have to integrate sustainability in all institutional processes: research, teaching, campus operations, governance,
administration and policy. To promote this kind of change, research on the transformation of higher education institutions and systems is required. Furthermore,
higher education institutions are challenged to train their teachers in ESD and also to
develop further educational concepts about ESD. This includes the design of appropriate teaching and learning methods and concepts to mobilize and empower students
as future leaders and decision-makers. Last but not least, by working in collaboration
with the local economy or other institutions, higher education could contribute to
sustainable development solutions at a local level.
However, despite the enormous and steadily growing number of students in higher
education worldwide as well as the growing number of public, private and open
and distance learning higher education institutions (UNESCO 2017) the number of
courses which include ESD has not increased as anticipated.
1.2 The SDGs and Higher Education
Besides the DESD, the United Nations adopted the 2030 Agenda for Sustainable
Development in 2015, which includes the 17 Sustainable Development Goals (SDGs)
and 169 sub-goals. Their key aim is to achieve sustainable development in developed
and developing countries by 2030 (United Nations 2015). The SDGs cover a wide
range of complex social, economic and environmental challenges. Addressing them
will require transformations in societies and economies. The goals range from No
Poverty (Goal 1) and No Hunger (Goal 2) to Reducing Inequalities (Goal 10) and
Climate Action (Goal 13) (a full list of the goals and targets can be found at https://
sustainabledevelopment.un.org/sdgs).
Quality Education is mentioned as Goal 4, while ESD is specifically involved as
Target 4.7. Arguably none of the SDGs will be achieved without this sector. This can
be seen in the Education for All Global Monitoring Report (released in July 2014