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Open Education and the Sustainable Development Goals: Making Change Happen

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Andy Lane from The Open University, UK gave a presentation about the Open Education and the Sustainable Development Goals: Making Change Happen as part of the online events by expert pool OERs & MOOCs within EMPOWER

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Open Education and the Sustainable Development Goals: Making Change Happen

  1. 1. Open Education and the Sustainable Development Goals: Making Change Happen Professor Andy Lane School of Engineering and Innovation
  2. 2. Tertiary education matters
  3. 3. http://www.un.org/sustainabledevelopment/sustainable-development-goals/
  4. 4. 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
  5. 5. 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/
  6. 6. 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
  7. 7. http://www.businessgreen.com/bg/opinion/2472665/systems-thinking-unlocking-the-sustainable-development-goals
  8. 8. Systems thinking and development https://oxfamblogs.org/fp2p/how-to-use-systems-thinking-in-practice-good-new-guide/
  9. 9. Systems thinking can be applied to … • Natural systems ─ biophysical entities like ecosystems, the planet Earth or the solar system • Engineered (purposive) systems ─ mechanical equipment, vehicles, computers, heating or irrigation systems etc. • Human (purposeful) systems ─ organizations, economic, educational, environmental policies, programmes, projects, etc. http://environment-ecology.com/general-systems-theory/379-systems-thinking.html
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. Influence diagram of factors affecting the system for transforming teaching, learning and assessment of Environmental Science within HE
  15. 15. 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

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