Advertisement

Enhancing the Roles and Responsibilities of Higher Education Institutions in Implementing the Sustainable Development Goals

  • Mphemelang Joseph KetlhoilweEmail author
  • Ntha Silo
  • Kgosietsile Velempini
Chapter
Part of the Sustainable Development Goals Series book series (SDGS)

Abstract

Sustainable Development Goals (SDGs) represent a shift to ensure that sustainable development becomes the prevailing paradigm in transforming society and protecting the natural environment. Agenda 2030 reaffirms the notion of working together in partnerships. Higher education institutions (HEIs) in southern Africa can inspire future leaders to have innovative skills and mindsets of transforming societies by engaging in impactful research and embodying sustainability practices. The institutions can achieve this through promoting interdisciplinary work and problem-based learning experiences. A conceptual orientation to problems that confront HEIs is required to help clarify practices that characterize these institutions in achieving the desired sustainability. This chapter explores HEIs’ processes, aimed at escalating their roles and responsibilities in effectively implementing SDGs. The chapter is guided by three questions: (1) What are the implied roles and responsibilities of HEIs in SDGs implementation? (2) How can HEIs demonstrate participatory approaches towards effective sustainability processes, and (3) How can HEIs strengthen existing partnerships to enhance the implementation of SDGs? In addressing these questions, the chapter articulates underlying problems and existing gaps in HEIs processes with a view of initiating reforms that have an effect on enabling SDGs implementation. This may help identify knowledge gaps on sustainability, hence enabling HEIs to initiate forums that bring together relevant stakeholders to co-engage on best practices.

Keywords

Higher Education Institutions Sustainable Development Goals 2030 Agenda Partnerships Sustainability practices Botswana 

References

  1. AASHE. (2018). Higher education and the sustainable development goals. Retrieved January 18, 2019, from http://www.aashe.org/calendar/sustainable-development-goals/
  2. AASHE. (2019). Campus sustainability hub: Research. Retrieved January 29, 2019, from https://hub.aashe.org/browse/topics/research/
  3. Coterse, A. D. (2003) The critical role of higher education in creating a sustainable future. Planning for Education. Retrieved February 13, 2019, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.739.3611&rep=rep1&type=pdf
  4. Egron-Polak, E. (2016). Education 2030—Implications/challenges for-higher-education. Retrieved January 30, 2019, from https://fr.slideshare.net/IIEP_UNESCO/education-2030-what-are-the-implications-for-higher-education
  5. Global Alliance To Monitor Learning. (2017). Measurement strategy for SDG Target 4.7 proposal by GAML Task Force 4.7. Retrieved April 26, 2019, from http://uis.unesco.org/sites/default/files/documents/gaml4-measurement-strategy-sdg-target4.7.pdf
  6. Higher Education Sustainability Initiative Report. (2017). Higher education sustainability initiative 2017 summary report. Retrieved April 26, 2019, from https://sustainabledevelopment.un.org/content/documents/17374HESI_2017_Report.pdf
  7. International Institute for Applied Systems Analysis. (2018). Transformations to achieve the sustainable development goals. Report prepared by The World in 2050 initiative. Retrieved April 26, 2019, from http://www.iiasa.ac.at/web/home/research/twi/TWI2050_Report_web-small-071018.pdf
  8. Kopnina, H. (2016). The victims of unsustainability: A challenge to sustainable development goals. International Journal of Sustainable Development and World Ecology, 23(2), 113–121.CrossRefGoogle Scholar
  9. Kopnina, H. (2017). Teaching Sustainable Development Goals in The Netherlands: A critical approach. Environmental Education Research, 24(9), 1268–1283.CrossRefGoogle Scholar
  10. Milagres, R., & Burcharth, A. (2019). Knowledge transfer in interorganizational partnerships: What do we know? Business Process Management Journal, 25(1), 27–68.  https://doi.org/10.1108/BPMJ-06-2017-0175.CrossRefGoogle Scholar
  11. Muff, K. (2017a, June). SDGs as a chance to truly embed true sustainability into corporate strategy. SECO. Retrieved January 18, 2019, from http://gapframe.org/sdgs-the-chance-to-embed-true-sustainability-into-corporate-strategy/
  12. Muff, K. (2017b). How the Circle Model cans purpose-orient entrepreneurial universities and business schools to truly serve society. The Journal of Management Development, 36(2), 146–162.Google Scholar
  13. Muff, K., Kapalka, A., & Dyllick, T. (2017). Translating the SDGs into relevant Grand Challenge issues for every nation and business to act on. International Journal of Management Education, special issue.Google Scholar
  14. Muff, K., Kapalka, A., & Dyllick, T. (2018). Moving the world into a safe space—The GAPFRAME methodology. Ecological Indicator Journal. Retrieved January 18, 2019, from http://gapframe.org/wpcontent/uploads/2017/07/GFpublication_Methodology.pdf
  15. Ofei-Manu, P., & Didham, R. J. (2018). Identifying the factors for sustainability learning performance. Journal of Cleaner Production, 198, 1173–1184.CrossRefGoogle Scholar
  16. Power, L., Millington L. K. A., & Bengtsson, S. (2015). Building capacity in higher education topic guide. Retrieved from https://www.heart-resources.org/wp-content/uploads/2015/09/Capacity-Building-in-Higher-Education-Topic-Guide.pdf
  17. Salmi, J. (2016). Tertiary education and the sustainable development goals—In search of a viable funding model. Retrieved February 13, 2019, from https://blog.aau.org/wp-content/uploads/2016/.../Tertiary-Education-and-the-SDGs-.pdf
  18. Sen, A. (2005). Human rights and capabilities. Journal of Human Development, 6(2), 151–166.CrossRefGoogle Scholar
  19. Sonetti, G., Brown, M., & Naboni, E. (2019). Essay. About the triggering of UN Sustainable Development Goals and regenerative sustainability in higher education. Sustainability. Retrieved April 26, 2019, from https://www.mdpi.com/2071-1050/11/1/254
  20. The Africa Unit. (2010). Good practices in Educational Partnerships Guide, UK-Africa Higher & Further Education Partnerships. Africa unit. Retrieved January 31, 2019, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/31917/10-1031-africa-unit-good-practices-guide-final.pdf
  21. The British Council. (2015). Bridging the gap: Enabling effective UK-Africa University Partnerships. British Council. Retrieved January 31, 2019, from https://www.britishcouncil.org/sites/default/files/2.5_bridging-the-gap.pdf
  22. UB. (2018a, November/December). UB, BOU strengthen relations on research and training. UB Newsletter.Google Scholar
  23. UB. (2018b, November/December). UB partners with EU in entrepreneurship capacity building. UB Newsletter.Google Scholar
  24. UB. (2018c, November/December). UB, DEBSWANA, UB affirm industry partnerships as gateway to innovation. UBNews: Official University of Botswana Newsletter.Google Scholar
  25. UN. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. A/RES/70/1 Resolution adopted by the General Assembly on 25 September 2015.Google Scholar
  26. UN. (2017). Mapping awareness of the global goals. Report from the SULITEST, tangible implementation of the HESI & contributor to the review of the 2030 Agenda. New York. UN HQ. Retrieved January 17, 2019, from https://www.sulitest.org/hlpf2017report.pdf
  27. UNPRME. (2017). Making global goals local business: Bringing the SDGs to every classroom and every organisation. Global Forum for responsible management education. https://www.localizingthesdgs.org/library/424/Making-Global-Goals-Local-Business-A-New-Era-for-Responsible-Business.pdf (Accessed 27 August 2019)
  28. United Nations Statistics Division. (2019). SDG Indicators Metadata repository. Retrieved July 11, 2019, from https://unstats.un.org/sdgs/metadata?Text=&Goal=4&Target=4.7Google Scholar
  29. UN SDG Fund. (2016). Universality and the SDG: A business perspective. Retrieved January 29, 2019, from http://www.sdgfund.org/sites/default/files/Report-Universality-and-the-SDGs.pdf
  30. UNESCO. (2017). Education for sustainable development: Learning objectives. Retrieved April 26, 2019, from https://www.iau-hesd.net/sites/default/files/documents/247444e.pdf
  31. UNESCO. (2018). Indigenous knowledge and climate change: Global science–policy interface. Retrieved January 23, 2019, from https://en.unesco.org/ik-and-cc/science-policy
  32. Vladimirova, K., & Le Blanc, D. (2016). Exploring links between education and sustainable development goals through the lens of UN Flagship Reports. Sustainable Development, 24(4), 254–271. Retrieved April 26, 2019, from https://onlinelibrary.wiley.com/doi/epdf/10.1002/sd.1626
  33. Wals, A. E. J., & Jickling, B. (2002). “Sustainability” in higher education. International Journal of Sustainability in Higher Education, 3(3), 221–232.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Mphemelang Joseph Ketlhoilwe
    • 1
    Email author
  • Ntha Silo
    • 2
  • Kgosietsile Velempini
    • 1
  1. 1.Department of Languages and Social Sciences EducationUniversity of BotswanaGaboroneBotswana
  2. 2.Department of Primary EducationUniversity of BotswanaGaboroneBotswana

Personalised recommendations