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A. Gelpi et al.
1 Introduction
The right to higher education is important in developed countries since the last
century. However, historically, higher education has often been inaccessible to groups
such as women, ethnic and racial minorities, the disabled and the poor. The UN
international agencies and agreements endorse this right, seeking to extend it more
and more to the populations of all countries, initially in the Charter of the United
Nations of 1945 (United Nation 1945). The International Covenant on Economic,
Social, and Cultural Rights of 1966, recognize the right of everyone to education
directed to the full development of the human personality and the sense of its dignity
and shall strengthen the respect for human rights and fundamental freedoms. Thus,
the higher education shall be made equally accessible to all, by capacity, by every
appropriate means, and in particular by the progressive introduction of free education
(United Nations 1966).
This condition is reinforced in conferences, conventions, and agreements on sustainable development established by UN member countries since the 1990s. In 2015,
Agenda 2030 has established 17 Sustainable Development Goals and 169 targets
endorsed by 193 countries. The vision of these goals and targets “envisage a world
free of poverty, hunger, disease, and want, where all life can thrive; envisage a world
free of fear and violence; a world with universal literacy; a world with equitable and
universal access to quality education at all levels, to health care and social protection,
where physical, mental and social well-being are assured” (United Nations 2015).
SDG 4 specifically focuses on education: Ensure inclusive and quality education
for all and promote lifelong learning. This goal affirms that obtaining a quality
education is the foundation for improving people’s lives and sustainable development.
Both the right to education for all people and the right to higher education with
universal accessibility are present in the goals for 2020 and 2030.
Concerning Goal 11: Make cities inclusive, safe, resilient and sustainable, expressing that the challenges cities face can be overcome in ways that allow them to continue
to thrive and grow while improving resource use and reducing pollution and poverty.
The future includes cities of opportunities for all, with access to basic services,
energy, housing, transportation and more.
As the providers of higher education, universities can directly contribute to the
realization of SGD 4 and its targets and of the others SGD that concern with education
and sustainability, as seen in Table 1.
2 Education and Accessibility
For the right to education to be possible, including the right to higher education, it is
necessary to build, adapt and maintain educational establishments that allow access
for all, including people with disabilities due to handicaps or reduced mobility. In
dealing with accessibility, the UN presents the guidelines and suggestions for envi-
A. Gelpi et al.
1 Introduction
The right to higher education is important in developed countries since the last
century. However, historically, higher education has often been inaccessible to groups
such as women, ethnic and racial minorities, the disabled and the poor. The UN
international agencies and agreements endorse this right, seeking to extend it more
and more to the populations of all countries, initially in the Charter of the United
Nations of 1945 (United Nation 1945). The International Covenant on Economic,
Social, and Cultural Rights of 1966, recognize the right of everyone to education
directed to the full development of the human personality and the sense of its dignity
and shall strengthen the respect for human rights and fundamental freedoms. Thus,
the higher education shall be made equally accessible to all, by capacity, by every
appropriate means, and in particular by the progressive introduction of free education
(United Nations 1966).
This condition is reinforced in conferences, conventions, and agreements on sustainable development established by UN member countries since the 1990s. In 2015,
Agenda 2030 has established 17 Sustainable Development Goals and 169 targets
endorsed by 193 countries. The vision of these goals and targets “envisage a world
free of poverty, hunger, disease, and want, where all life can thrive; envisage a world
free of fear and violence; a world with universal literacy; a world with equitable and
universal access to quality education at all levels, to health care and social protection,
where physical, mental and social well-being are assured” (United Nations 2015).
SDG 4 specifically focuses on education: Ensure inclusive and quality education
for all and promote lifelong learning. This goal affirms that obtaining a quality
education is the foundation for improving people’s lives and sustainable development.
Both the right to education for all people and the right to higher education with
universal accessibility are present in the goals for 2020 and 2030.
Concerning Goal 11: Make cities inclusive, safe, resilient and sustainable, expressing that the challenges cities face can be overcome in ways that allow them to continue
to thrive and grow while improving resource use and reducing pollution and poverty.
The future includes cities of opportunities for all, with access to basic services,
energy, housing, transportation and more.
As the providers of higher education, universities can directly contribute to the
realization of SGD 4 and its targets and of the others SGD that concern with education
and sustainability, as seen in Table 1.
2 Education and Accessibility
For the right to education to be possible, including the right to higher education, it is
necessary to build, adapt and maintain educational establishments that allow access
for all, including people with disabilities due to handicaps or reduced mobility. In
dealing with accessibility, the UN presents the guidelines and suggestions for envi-