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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 RijUniversity of Amsterdam / STT
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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
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Social responsibility ISO 26000
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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)
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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
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Core subjects social responsibility (Clause 6)• Human rights and Labour practice• Governance
• Environment• Fair operating• Consumer issues• Community involvement and development
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UNESCO - Post 2015 Sustainability
Development Goals Clause 3 ISO-26000: Understanding social responsibility in close
relationship with sustainability
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UN - Sustainable Development Goals (SDG’s)
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Many Challenges – and wicked problems
PollutionPoverty
Corruption
Conflict and nuclear threat
TerrorDisasters
Climate change
Depletion of natural resources
Violation of Human rights
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World Population growthExponential or limited growth???
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Exponential growth of consumption: Are we in control?
http://www.theworldcounts.com/counters/shocking_environmental_facts_and_statistics/world_population_clock_live
Situation on 19-9-2016 15h30
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Ecological footprints
Luxemburgo Colombia
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
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CO2 - increase ongoing
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US
China
India
Source: gapminder.org
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US
China
India
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Solutions – conceptual – technological, social, cultural, political as well as economical
Circular EconomyNatural sciences , technology as well as social sciences and humanities, holistic approach
New technologies - Innovation
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But will it be enough to change what needs to be changedSituation 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
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Unesco’s roleUNESCO 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
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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 outcomes2.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 university4.By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship5.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 situations6.By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy7.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 development8. 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 countries10.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
23Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015
2a. Natural Sciences
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2b .Social Sciences and HumanitiesResearch 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.
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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.
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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.).
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UNESCO Education Strategy
2014-2020
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UNESCO education strategy 2014-2021EFA in a changing global contextEFA 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
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Rethinking Education Towards a global common good?
http://en.unesco.org/news/launch-spanish-and-basque-editions-rethinking-education-towards-global-common-good
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http://en.unesco.org/news/launch-spanish-and-basque-editions-rethinking-education-towards-global-common-good
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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?
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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.
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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
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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.
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Universities Social responsibility
What to do according to ISO 26000? Which role to chose? How to do this?
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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)
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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
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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
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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?
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1.Quality Education (SDG Target 4)
42Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015
Goals SDG 4 directly relevant to universities
43Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015
Goals SDG 4 indirectly relevant to universities
44Source: UNESCO’s PARTICIPATION IN THE PREPARATIONS FOR A POST-2015 DEVELOPMENT AGENDA , September 2015
Means of implementation SDG target 4
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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.
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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 consumptioncontribute 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.
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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.
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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.
