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UN SDGs, NUA, Current Challenges

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UN SDGs, NUA, Current Challenges
Presented by Dr Usha Iyer-Raniga (RMIT University)
2018 ProSPER.Net Leadership Programme
12-16 November, 2018

Published in: Government & Nonprofit
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UN SDGs, NUA, Current Challenges

  1. 1. 1 1
  2. 2. 2 RMIT – A Global University of Design And Technology — Study at Australia’s Leading Institution, RMIT University, Melbourne Assoc Prof Usha Iyer-Raniga School of Property, Construction and Project Management Co Lead One Planet SBC
  3. 3. 33 1.0 Sustainability
  4. 4. 4 Outline • What is sustainability? • Definitions of sustainability • Triple Bottom Line • Current global responses RMIT University ©Usha Iyer-Raniga 4 UN Environment Stock Photos
  5. 5. 5 Urban sustainability • Cities are the key to addressing these problems but urban sustainability can only be achieved through addressing the economic, environmental and social health of the city. What is needed then, is ‘triple- bottom-line’ accounting by decision makers – • ‘Sustainable Development” 5 RMIT University ©Usha Iyer-Raniga
  6. 6. 6 To develop in our urban form we need an integrated approach comprising: • Systematic approach and definition • Mapping of urban vulnerability to climate change • Assessment of options to support decision making for sustainable urban outcomes • The Sustainable Development Paradigm So what do we do? 6 RMIT University ©Usha Iyer-Raniga
  7. 7. 7 Some online thoughts: 7 RMIT University ©Usha Iyer-Raniga • Smart cities • Ethical cities • Climate change
  8. 8. 8 8RMIT Universityc2015 School of Property, Construction and Project Management What is sustainability? • Definitions • What does it really mean? • What does it mean to you? • How do you put it into practice? RMIT University ©Usha Iyer-Raniga 8 http://www.qygjxz.com/data/out/73/5958921- earth-images.jpg
  9. 9. 9 What is sustainability? School of PCPM 9RMIT University©2015 9 RMIT University ©Usha Iyer-Raniga
  10. 10. 10 Defining sustainability Brundtland Definition (WCED 1987): “Sustainable Development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs” Pearce et al (1989): § Short term § Long term § Improvements in the social and economic structures School of PCPM 10RMIT University©2015 10 RMIT University ©Usha Iyer-Raniga
  11. 11. 11 Definitions School of PCPM 11 Norgaard (1988): § Local level § Regional § Global scales § Energy, culture, interactions, inputs and outputs. Barbier (1989): §Resource use and management §Economic §Ecological §Social development. RMIT University©2015 11 RMIT University ©Usha Iyer-Raniga
  12. 12. 12 Definitions School of PCPM 12 Meadows et al (1992): § Far seeing § Flexible § Wise § Resilient Living within the means of the planet Rees (1990): Positive socio economic change that does not undermine ecological or social systems on which communities are dependent. RMIT University©2015 12 RMIT University ©Usha Iyer-Raniga
  13. 13. 13 Definitions School of PCPM 13 Dovers and Handmer (1992, p. 275): “The ability of a human, natural or mixed system to withstand or adapt to endogenous or exogenous change indefinitely. Sustainable development is therefore, a pathway of deliberate change and improvement which maintains or enhances this attribute of the system, while answering the needs of the present population.” Continual change, uncertainty, ignorance, inter dependence, adapt, proactive, reactive. RMIT University©2015 13 RMIT University ©Usha Iyer-Raniga
  14. 14. 14 Definitions School of PCPM 14 If sustainability is the goal, then sustainable development is the process of moving towards that goal. There is no absolute value or state of sustainability. Sustainability is not static, it is in a state of flux, as the world around is also in a state of flux. Evolutionary framework of sustainability needs to be considered. Sustainability is a complex problem, and cross disciplinary approaches to sustainability are required. RMIT University©2015 14 RMIT University ©Usha Iyer-Raniga
  15. 15. 15 School of PCPM 15 Our understanding of Sustainable Development Sustainability as a process: • Evolutionary • Combination of ecological, social and economic problems, rather than each of these separately • Embrace change • Passive-adaptive (historical) • Active-adaptive (dynamic modelling) • Systemic problems across various spatial and temporal scales • Interdisciplinary approaches to sustainability RMIT University©2015 15 RMIT University ©Usha Iyer-Raniga
  16. 16. 16 Traditional views - Triple Bottom Line Environmental Social Economic School of PCPM 16RMIT University©2015 16 RMIT University ©Usha Iyer-Raniga
  17. 17. 17 Poll § Do you think 100% sustainability is possible? § Why?/Why not? § What are your considerations? 17School of PCPMRMIT University©2015 17 RMIT University ©Usha Iyer-Raniga
  18. 18. 18 School of PCPM 18 Is 100% sustainability possible? Source: Chapman J, Gant N (eds) Designers, visionaries and other stories, 2007. à different perceptions of ‘sustainability’ 53% Survey at 100% Design show, London 2006: yes no 47% RMIT University©2015 18 RMIT University ©Usha Iyer-Raniga
  19. 19. 19 School of PCPM 19 • “100% Sustainable” initiative launched at 100% Design in London 2006 to map perception of sustainability • Survey of 2000 people: half believed that ‘100% sustainability’ is possible § à no consensus on what ‘sustainable design’ is § à design practice is governed by the perception of sustainability is, what people think is best, achievable and effective Source: Chapman J, Gant N (eds) Designers, visionaries and other stories, 2007. RMIT University©2015 19 RMIT University ©Usha Iyer-Raniga
  20. 20. 20 School of PCPM 20 “… is one of the most complex and confusing subjects that a designer has to tackle.” Tom Dixon designer, creative director 100% Design, London 2008 Source: http://www.100percentdesign.co.uk/page.cfm/link=351 Sustainability … RMIT University©2015 20 RMIT University ©Usha Iyer-Raniga
  21. 21. 2121 2.0 Global responses
  22. 22. 22 Outline • International drivers • Sustainable Development Goals • Business case for sustainability RMIT University ©Usha Iyer-Raniga 22 UN Environment Stock Photos
  23. 23. 23 International frameworks to support sustainable development 1987 •Our Common Future 1992 •Rio Summit 2002 •Rio+10 (DESD) •10 YFP 2012 •Rio + 20 2013 •GAP 2014 •SDGs adopted at the Muscat Agreement •UNESCO Conference on ESD 2015 •World Education Forum on ESD (Republic of Korea) •Paris Agreement 2016 •COP 22 Morocco •SDGs come into effect •Habitat III- NUA 2017 •COP 23 Fiji in Bonn 23
  24. 24. 24 International drivers: Education for Sustainability (UNESCO 2014) 24 RMIT University ©Usha Iyer-Raniga • Learning content, which informs the curriculum. • Pedagogy and learning environments, where learners are inspired to act for sustainability. It impinges on action oriented and transformative learning where physical and virtual environments may be used in a learner-centred manner. 24 • Learning outcomes, focusing on current and future generations where stimulating learning and promoting core competencies is central. • Societal transformation, empowering learners to transform themselves through enabling a transition to green economies and societies, and empowering people to be global citizens to create a more just, peaceful, tolerant, inclusive, secure and sustainable world. United Nations Educational, Scientific and Cultural Organization (UNESCO) (2014). "Roadmap for Implementing the Global Action Programme on Education for Sustainable Development." UNESCO, France
  25. 25. 25 Is this enough? 25 RMIT University ©Usha Iyer-Raniga The role of: • communities • government • public • private organisations • educational institutions, particularly universities to engage with the learning content for sustainable development 25 https://www.google.com.au/search?q=images+for+ teaching&tbm=isch&source=iu&ictx=1&fir=lTJHllAt E- 6QZM%253A%252CJffb3vWzKW8j9M%252C_&us g=__V_c8NSTaGNWGBNfOfjFbk26NWiY%3D&sa =X&ved=0ahUKEwiw6ICr8- rZAhXCbbwKHcIWCYMQ9QEIOTAI#imgrc=lTJHllA tE-6QZM:
  26. 26. 26 UNDESD 26 RMIT University ©Usha Iyer-Raniga • Launched in 2005 • Ended in 2014 • Catalysed by Rio+20 • Resulted in GAP, formally endorsed on 2013 • Supported by the Muscat Agreement (OWG) 26 United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). "Global Education for All Meeting- The Muscat Agreement." In ED-14/EFA/ME/3 edited by UNESCO
  27. 27. 27 A closer look • UNDESD • GAP • 2005-2015 • Roadmap, 2 main objectives: • Orient education and learning • Strengthen education and learning • 5 priority areas: • Advancing policy, transforming learning and training environments, building capacities for educators and trainers, empowering and mobilising youth and accelerating sustainable solutions at the local scale. 27 RMIT University ©Usha Iyer-Raniga
  28. 28. 28 28 Objectives of GAP 28 RMIT University ©Usha Iyer-Raniga Vision: “a world where everybody has the opportunity to benefit from education and learn the values, behaviour and lifestyles required for a sustainable future and for positive societal transformation” (UNESCO 2014, p. 14). • Objective 1: “to orient education and learning so that everyone has the opportunity to acquire the knowledge, skills, values and attitudes that empower them to contribute to sustainable development”. • Objective 2: “to strengthen education and learning in all agendas, programmes and activities that promote sustainable development” (UNESCO 2014, p. 14). United Nations Educational, Scientific and Cultural Organization (UNESCO) (2014). "Roadmap for Implementing the Global Action Programme on Education for Sustainable Development." UNESCO, France
  29. 29. 29 GAP’s 5 priority areas 29 RMIT University ©Usha Iyer-Raniga 29 1. Advancing Policy: ‘Mainstream ESD into both education and SD policies to create an enabling environment for ESD and to bring about systemic change’. 2. Transforming learning and training environments: ‘Integrate sustainability principles into education and training settings’(UNESCO 2014, p. 18). 3. Building capacities of educators and trainers: ‘Increase the capacities of educators and trainers to more effectively deliver ESD’ (UNESCO 2014, p. 20). 4. Empowering and mobilizing youth: ‘Multiply ESD actions among youth’. 5. Accelerating sustainable solutions at a local level: ‘At community level, scale up ESD programmes and multi-stakeholder ESD networks’. United Nations Educational, Scientific and Cultural Organization (UNESCO) (2014). "Roadmap for Implementing the Global Action Programme on Education for Sustainable Development." UNESCO, France
  30. 30. 30 IUSDRP 30 RMIT University ©Usha Iyer-Raniga • Launched in 2025 • Response to UNDESD as Sustainability 2.0 30 • Increasing research income • Enhancing institutional research profiles in the field of sustainable development • Increasing the intake of PhD students • Increasing publication outputs IUSDRP. (2017). "Inter-University Sustainable Development Research Programme (IUSDRP)." https://www.haw-hamburg.de/en/ftz- nk/programmes/iusdrp.html, accessed June 2017. World Sustainable Development Teach-In Days Bi Annual “World Symposium on Sustainable Development at Universities” (WSSDU) series
  31. 31. 31 31 ACTS RMIT University ©Usha Iyer-Raniga • Environmental Association for Universities and Colleges: EUAC • Association for the Advancement of Sustainability in Higher Education: AASHE • ACTS: • 2006 • inspire, promote and support change towards best practice sustainability within operations, curriculum and research of the Australasian tertiary education sector • Green Gown Awards 31 ACTS. (2017). "Australasian Campus Towards Sustainability (ACTS)."http://www.acts.asn.au/, accessed June 2017.
  32. 32. 32 32 ACTS RMIT University ©Usha Iyer-Raniga 32 LiFE: Learning in Future Environments ‘help educational institutions manage, measure and improve social and environmental responsibility performance of their own organisations’ (LiFE Index 2017) • leadership and governance; • partnerships and engagement; • learning teaching and research; • and facilities LiFE Index. (2017). "LiFE Index." http://life.acts.asn.au/, Accessed June 2017.
  33. 33. 33 • It is an Agenda ‘of the people, by the people and for the people’ (52, p. 12 (UN, 2015)) • 5 Ps: People, Planet, Prosperity, Peace and Partnership • Focuses on cities and settlements: refocus on built environment New Urban Agenda Source: http://nua.unhabitat.org/ UN 2015. Sustainable Development Goals. Resolution adopted by the General Assembly on 25 September 2015. 33 RMIT University ©Usha Iyer-Raniga
  34. 34. 34 New Urban Agenda 34 RMIT University ©Usha Iyer-Raniga 34 • Universal Declaration of Human Rights • International human rights treaties • Millennium Declaration • 2005 World Summit Outcome • Declaration on the Right to Development Ø Cities and urban settlements Ø Urbanism Ø Universal, participatory, people-centred approach Ø particular focus on developing countries, small island developing states, as well as specific challenges facing middle income countries
  35. 35. 35 35 NUA • “We will promote capacity development initiatives to empower and strengthen skills and abilities of women and girls, children and youth, older persons and persons with disabilities, indigenous peoples and local communities, as well as persons in vulnerable situations for shaping governance processes, engaging in dialogue, and promoting and protecting human rights and anti-discrimination, to ensure their effective participation in urban and territorial development decision- making” (Habitat III 2016, p.20). • Reporting of the outcomes of the NUA is expected every four years, with the first report being submitted during the 72nd session of the General Assembly of the UN through the EcoSoc and will also feed into the HLPF on Sustainable Development. Habitat III: United Nations Conference on Housing and Sustainable Urban Development. (2016). "New Urban Agenda" Quito. http://citiscope.org/sites/default/files/h3/Habitat_III_New_Urban_Agenda_10_September_2016.pdf, Accessed June 2017. RMIT University ©Usha Iyer-Raniga 35
  36. 36. 3636 2.1 Sustainable Development Goals
  37. 37. 37 SDGs Build on: • Rio declaration (1992) • World Summit on Sustainable Development (2002) • World Summit for Social Development (1995) • Programme of Action of the International Conf on Pop and Development (1994, 2014) • United Nations Conference on Sustainable Development (2012) Ø Resolution adopted on 25th September 2015 Ø Came into effect from Jan 1, 2016 Ø 2015-2030 Ø Intensive consultation undertaken by the OWG RMIT University ©Usha Iyer-Raniga 37 United Nations (UN). (2016). "Transforming our world: The 2030 Agenda for Sustainable Development." In A/RES/70/1. United Nations. United Nations (UN). (2015). "Sustainable Development Goals." In Resolution adopted by the General Assembly on 25 September 2015.
  38. 38. 38 Foundation of 5 Ps 38 RMIT University ©Usha Iyer-Raniga • People: all human beings can fulfil their potential in dignity and equality in a healthy environment • Planet: enhancing sustainable consumption and production to protect the planet from degradation, sustainably managing natural resources and taking urgent action on climate change to support the needs of present and future generations on the planet United Nations (UN). (2016). "Transforming our world: The 2030 Agenda for Sustainable Development." In A/RES/70/1. United Nations. United Nations (UN). (2015). "Sustainable Development Goals." In Resolution adopted by the General Assembly on 25 September 2015. 38 • Prosperity: ensures fulfilling lives aligned with nature • Peace: supports a society that is free from fear and violence • Partnership: global solidarity particularly considering vulnerable people
  39. 39. 39 The 17 Goals 39 RMIT University ©Usha Iyer-Raniga 39 Sustainable Development Goals Goal 1. End poverty in all its forms everywhere Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture Goal 3. Ensure healthy lives and promote well-being for all at all ages Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Goal 5. Achieve gender equality and empower all women and girls Goal 6. Ensure availability and sustainable management of water and sanitation for all Goal 7 Ensure access to affordable, reliable, sustainable and modern energy for all Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation Goal 10. Reduce inequality within and among countries Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable Goal 12. Ensure sustainable consumption and production patterns Goal 13. Take urgent action to combat climate change and its impacts* Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development Goal 15.Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development * Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.
  40. 40. 40 What are they? • 17 Goals, 169 targets • Builds on existing commitments • Focuses on not just the environmental and economic aspects, but also the social aspects of sustainability Source: http://www.un.org/sustainabledevelopment/news/communications- material/ 40 RMIT University ©Usha Iyer-Raniga
  41. 41. 41 10YFP: implementation mechanism for SDG 12 12.1 Implement the 10-year framework of programmes on sustainable consumption and production, all countries taking action, with developed countries taking the lead, taking into account the development and capabilities of developing countries 8.4 Improve progressively, through 2030, global resource efficiency in consumption and production and endeavour to decouple economic growth from environmental degradation, in accordance with the 10- year framework of programmes on sustainable consumption and production, with developed countries taking the lead 41 RMIT University ©Usha Iyer-Raniga
  42. 42. 42 10 Year Framework of Programmes • Focusing on Sustainable Consumption and Production (SCP) • 2012-2022 “accelerate the shift towards sustainable consumption and production to promote social and economic development within the carrying capacity of the ecosystems by addressing, and where appropriate, decoupling economic growth from environmental degradation by improving efficiency and sustainability in the use of resources and production processes and reducing resource degradation, pollution and waste” (UN 10YFP). UN Environment. 2015. UN 10YFP. http://www.unep.org/10yfp/about/what-10yfp Accessed June 2017 42 RMIT University ©Usha Iyer-Raniga
  43. 43. 43 10YFP Network The 10YFP is a multi-stakeholder network that is building the global movement for sustainable consumption and production through 6 Programmes Business sector 15% Civil society 40% Local authority 0% National government 21% Scientific and technical organisation 15% UN / IGOs 9% THE MULTI-STAKEHOLDER NATURE OF THE 10YFP PROGRAMMES 518 Programme Partners 20 UN entities in the 10YFP Inter-Agency Coordination Group 130 National Focal Points 43 RMIT University ©Usha Iyer-Raniga
  44. 44. 44 Six Programmes 2012-2022 44 RMIT University ©Usha Iyer-Raniga
  45. 45. 45 Multi-stakeholder Advisory Committee Partners Lead and Co-Leads Coordination Desk Other 10YFP Programmes Coordination Desk Work Stream 1 Work Stream 2 Work Stream 3 Sustainability in Supply Chain Work Stream 4 Cross-cutting themes Knowledge sharing Outreach Awareness raising Enabling Frameworks Sustainable Housing Reduce Climate Impact Africa Europe Asia North LAC Oceania America Region SBC: Work Streams 45 RMIT University ©Usha Iyer-Raniga
  46. 46. 46 http://www.scpclearinghouse.org/sustainable-buildings-and-construction/actors Co-Leads SBC Multi-Stakeholder Advisory Committee (MAC) members Governments: Argentina, France, the Netherlands, Singapore, South Africa Finance: IFC International Finance Corporation (World Bank Group) Business organisations: Sweco, WBCSD Civil Society: Bioregional UK, Development Alternatives India, EcoSur, RICS, TERI India, WorldGBC, WWF Academia: CABR China, Energies2050 France/EAMAU, Politecnico Italy IGOs: UN-Habitat, UNOPS Lead SBC Organization 46 RMIT University ©Usha Iyer-Raniga
  47. 47. 47 Partner applications https://docs.google.com/forms/d/1qtegoETgBYisO4F1oIeZuSDDAVP_GYE5qCOjDv9skRU/edit SBC Organization Partners Governments: Área Metropolitana del Valle de Aburrá Colombia, BAMB Belgium, Boverket Sweden, Commune Attecoubé Côte d’Ivoire Business organisations: Aptivate UK, CAMACOL Colombia, EPM Colombia, Skanska Finland, Solarbio Africa Côte d’Ivoire Civil Society: ASF Nepal, CBCS Brazil, CDEA Tanzania, iiSBE Canada, GBPN France, ICRT Australia, KENSUP Kenia, LCCI Brazil, Sabaramati Samiti India, SSDD Croatia, SFG US, YAAM Solidarité Burkina Faso, Nubian Vault Association France Academia: Cambridge University UK, CRAterre France, ETH Switzerland, OBU UK, RICS-SBE India, University of Bradford UK, VTT Finland, UPF Morocco 47 RMIT University ©Usha Iyer-Raniga
  48. 48. 48 Project Activities 10YFP funded Trust Fund projects SBC Initiated projects introduced to donors or submitted to calls GCF, Building NAMA, German IKI, EC SWITCH Africa/Asia Green, … MTR: 36 SCP Projects Networking Global network of different stakeholders Awareness raising, result dissemination, data collection in SBC Events Sharing good practices and presence provides visibility to Partners MTR: 26 Training Courses MTR: 166 Outreach and Dissemination Events Building Knowledge Base Circular Economy Working Group MTR: 40 Knowledge and Technical tools MTR: 8 Policy Instruments pekka.huovila@figbc.fi 2 48 RMIT University ©Usha Iyer-Raniga SBC Fields of Operation
  49. 49. 49 3 2 1 2 12 1 2 1 23 1 4 1 1 1 1 2 SBC geographic representation 1 1 49 RMIT University ©Usha Iyer-Raniga
  50. 50. 50 SBC reporting 33 37 165 45 10 3 2 5 1 SCP project Training Outreach & communication Knowledge resource/technical tool Policy instrument Education Changes in practice Coordination mechanisms Commitment 50 RMIT University ©Usha Iyer-Raniga
  51. 51. 51 51 Industry Civil societyGovernment Research Economic sustainabilitySocial sustainability Affordabilit y Innovation Employme nt Resource efficiency/circular economy Water efficiency Climate change Energy efficiency Renewabl e energy Área Metropolitana del Valle de Aburrá (AMVA) L A Boverket E U Direction Technique (Commune Attécoubé) A F KENSUP A F Waste reduction Health & safety A F Low-carbon Cement-based Materials Initiative (LCCI) L A SABARAMATI SAMITI A S YAAM Solidarité A F Nubian Vault Association E U Society for Sustainable Development Design E U E U Aptivate L A CAMACOL L A EPM SOLABIO AFRICA CDEA-Culture and Development East Africa A F International Initiative for a Sustainable Built Environment N A Global Building Performance Network E U International Centre for Responsible Tourism A U A S ASF CBCS L A Cambridge UniversityEU CRAterre - ENSAGEU ETHEU Institute Sustainable Development (Oxford Brookes University) EU VTT Technical Research E U RICS School of Built Environment Amity University A S University of Bradford E U Université Privée de Fès A F BAMB (Buildings as Material Banks) E U Sustainable Futures Group N A A S Mostaqbal Engineering & Environmental Consultants
  52. 52. 52 UN PRME • UN Global Compact (2000) • PRME (Endorsed by UN Sec Gen 2007) – UN Global Compact – Association of Advance Collegiate Schools of Business (AACSB), – The Aspen Institute’s Business and Society Program – European Foundation for Management Development (EFMD), – Globally Responsible Leadership Initiative (GRLI) – Net Impact – Graduate Management Admission Council (GMAC) – European Academy of Business in Society (EABIA) • 2014: 8000 global companies and 145 countries • 2017:>660 HEI, 83 countries, 14 regional chapters, 7 IWG, >1200 SIPs, >20 million students, key partnerships established 52 RMIT University ©Usha Iyer-Raniga Source: http://www.unprme.org/resource-docs/2017AnnualReportand2018Outlook.pdf
  53. 53. 53 UN PRME Principles: Developing the responsible leaders for tomorrow • Transform management education • Research and thought leadership globally • Developing learning communities and promoting awareness about the United Nations' Sustainable Development Goals” (PRME, 2017) PRME 2017. Overview, http://www.unprme.org/about-prme/index.php Accessed June 2017. 53 RMIT University ©Usha Iyer-Raniga
  54. 54. 54 PRME Journey Source: PRME 2017. Impact: A Decade of Principles for Responsible Management Education, UN Global Compact. 54
  55. 55. 55 PRME Principles • Principle 1 | Purpose: • Principle 2 | Values: • Principle 3 | Method: Developing the capabilities of students to be future generators of sustainable value for business and society at large, & to work for an inclusive & sustainable global economy Incorporating into academic activities and curricula the values of global social responsibility as portrayed in international initiatives such as the UNGC Creating educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership 55 RMIT University ©Usha Iyer-Raniga
  56. 56. 56 PRME Principles • Principle 4 | Research: • Principle 5 | Partnership: • Principle 6 | Dialogue: Engaging in conceptual & empirical research that advances our understanding about the role, dynamics, and impact of corporations in the creation of TBL value Interacting with managers of business corporations to extend our knowledge of their challenges in meeting social and environmental responsibilities and to explore jointly effective approaches to meeting these challenges Facilitating and supporting dialogue and debate among various stakeholders on critical issues related to global social responsibility and sustainability 56 RMIT University ©Usha Iyer-Raniga
  57. 57. 57 Questions?
  58. 58. 58 In class discussions 1. What does sustainability mean to you/your profession/your work? 2. What do you need to do or who do you need to work with to realise sustainability underpinnings for your work?

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