eprintid: 10167380
rev_number: 9
eprint_status: archive
userid: 699
dir: disk0/10/16/73/80
datestamp: 2023-05-26 19:00:03
lastmod: 2023-05-26 19:00:03
status_changed: 2023-05-26 19:00:03
type: report
metadata_visibility: show
sword_depositor: 699
creators_name: McCowan, Tristan
creators_name: Parr, Adrian
creators_name: Binagwaho, Agnes
creators_name: Davies, Anna
creators_name: Mbow, Cheikh
creators_name: Hessen, Dag Olav
creators_name: Nader, Helena Bonciani
creators_name: Salmi, Jamil
creators_name: Burkins, Melody Brown
creators_name: Ramakrishna, Seeram
creators_name: Serrano, Sol
creators_name: Schmelkes, Sylvia
creators_name: Shijun, Tong
title: Knowledge-driven actions: Transforming higher education for global sustainability
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J80
note: This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.
org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO
Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en).
abstract: With 2030 less than a decade away, it is paramount to think critically and act urgently if we are to achieve the Sustainable Development Goals. Higher education institutions are uniquely positioned to contribute to the social, economic and environmental transformations that are required to tackle the world’s most pressing issues.
This report thoroughly discusses the role of higher education institutions in contributing to the 2030 Agenda, through a focus on three interrelated themes:
1. the need to move towards inter- and transdisciplinary modes of producing and circulating knowledge;
2. the imperative of becoming open institutions, fostering epistemic dialogue and integrating diverse ways of knowing; and
3. the demand for a stronger presence in society through proactive engagement and partnering with other societal actors.
The report directs attention to the systemic barriers
that have inhibited transformations in these three areas so far, and provides advice and examples on how to achieve this. The report calls on higher education leaders and actors to push for transformations within their institutions, using the report’s recommendations to critically reflect and act on their role for achieving the 2030 Agenda.
date: 2022
date_type: published
publisher: United Nations Educational, Scientific and Cultural Organization (UNESCO)
official_url: https://unesdoc.unesco.org/ark:/48223/pf0000380519
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
commissioning_body: UNESCO
verified: verified_manual
elements_id: 2013009
isbn_13: 978-92-3-100505-3
confidential: false
lyricists_name: McCowan, Tristan
lyricists_id: TMCCO59
actors_name: McCowan, Tristan
actors_id: TMCCO59
actors_role: owner
full_text_status: public
place_of_pub: Paris, France
pages: 100
citation:             McCowan, Tristan;    Parr, Adrian;    Binagwaho, Agnes;    Davies, Anna;    Mbow, Cheikh;    Hessen, Dag Olav;    Nader, Helena Bonciani;                          + view all  <#>        McCowan, Tristan;  Parr, Adrian;  Binagwaho, Agnes;  Davies, Anna;  Mbow, Cheikh;  Hessen, Dag Olav;  Nader, Helena Bonciani;  Salmi, Jamil;  Burkins, Melody Brown;  Ramakrishna, Seeram;  Serrano, Sol;  Schmelkes, Sylvia;  Shijun, Tong;   - view fewer  <#>     (2022)    Knowledge-driven actions: Transforming higher education for global sustainability.                    United Nations Educational, Scientific and Cultural Organization (UNESCO): Paris, France.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10167380/1/Knowledge-Driven%20Actions.pdf