open education and the sustainable development goals: making change happen

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Open Education and the Sustainable Development Goals: Making Change Happen Professor Andy Lane School of Engineering and Innovation

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Open Education and the Sustainable

Development Goals: Making Change Happen

Professor Andy Lane

School of Engineering and Innovation

Tertiary education matters

Goal 4: Ensure inclusive and quality education

for all and promote lifelong learning

• 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

• By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary

education so that they are ready for primary education

• By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and

tertiary education, including university

• 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

• 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

• By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and

numeracy

• 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

• Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent,

inclusive and effective learning environments for all

• 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

• 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

Goal 4 Targets 3 and 7

• By 2030, ensure equal access for all women and men to affordable and

quality technical, vocational and tertiary education, including university

• 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

http://www.un.org/sustainabledevelopment/globalpartnerships/

Goal 17: Revitalize the global partnership for

sustainable development

Systemic issues

Policy and institutional coherence

– Enhance global macroeconomic stability, including through policy coordination and

policy coherence

– Enhance policy coherence for sustainable development

– Respect each country’s policy space and leadership to establish and implement

policies for poverty eradication and sustainable development

Multi-stakeholder partnerships

– Enhance the global partnership for sustainable development, complemented by

multi-stakeholder partnerships that mobilize and share knowledge, expertise,

technology and financial resources, to support the achievement of the sustainable

development goals in all countries, in particular developing countries

– Encourage and promote effective public, public-private and civil society partnerships,

building on the experience and resourcing strategies of partnerships

http://www.businessgreen.com/bg/opinion/2472665/systems-thinking-unlocking-the-sustainable-development-goals

Systems thinking and development

https://oxfamblogs.org/fp2p/how-to-use-systems-thinking-in-practice-good-new-guide/

Why do we need systems thinking?

• How we see the world

influences how we act

• People tend to see certain

types of problems in situations

• The success of reductionism

(scientific approach) has

pushed out holism (systems

approach)

• Complexity and uncertainty in

large scale systems require

different approaches

Systems thinking helps you act differently by …

• Taking an holistic viewpoint

• Exploring different levels of representation of a situation

• Exploring different perspectives of actors in the situation

• Looking for multiple causes and feedback – interconnectedness – between components

• Actively involving participants in debates

• Using diagrams to help sense making and design of interventions

Towards a theory of change model

Awareness, confidence and

capabilities

Access to public and private

resources

Prevailing national and

international social and cultural

norms

Prevailing national and

international regulations and

policies

individual

systemic

informal formal

After Rao et al, 2016

Towards a theory of change for open education

‘Student’ and ‘teacher’ led open

education practices

Access to digital infrastructure

and training and development

for open education

Leadership in HEI based open

education policies and practices

Influence on HE sector

regulations and policies on

frameworks, quality assurance,

funding and accountability

individual

systemic

informal formal

Influence diagram of factors affecting the system for

transforming teaching, learning and assessment of

Environmental Science within HE

References

• Chapman J (2002), System Failure: Why governments must learn to think

differently, Demos, http://www.demos.co.uk/files/systemfailure.pdf

• Draper S (2016) Systems thinking, unlocking the Sustainable Development

Goals, http://www.businessgreen.com/bg/opinion/2472665/systems-thinking-

unlocking-the-sustainable-development-goals

• Green D (2016) How Change Happens, London, Oxford University Press

• ICDE (2016) http://www.icde.org/open-education-resources

• Rao A, Sadler J, Kelleher D and Miller C (2016) Gender at Work: theory and

Practice for 21st Century Organisations, Routledge

• Stensaker B and Harvey l (2011) Accountability in Higher Education: Global

Perspectives on Trust and Power, Routledge

• Uvalić-Trumbić S and Daniel J (2016) Sustainable Development Begins with

Education, Journal of Learning for Development, 3(3); pp 3-8