Transcript Higher Education Institutions and Regional Development

Sustainable
development: New
vision or new mission
for the University?
2007 Autumn symposium in
Veracruz
15 Nov 2007
Jaana Puukka, OECD
Contents
•
•
Growth in higher education
Globalisation & Localisation
•
What is Sustainable Development?
•
What does Sustainable Development mean for
universities?
•
How to mobilise the potential of universities for
sustainable development?
More people are completing tertiary
education than ever before…
…in some countries, growth has
been spectacular…
…while others have fallen
behind.
1940-49
1950-59
1960-69
OECD mean
EU19 mean
United States
Canada
Denmark
Sweden
Finland
Netherlands
Norway
Australia
Germany
Switzerland
nited Kingdom
Belgium
New Zealand
Japan1
Iceland
Luxembourg
Ireland
Austria
Hungary
France
Spain
Poland
Greece
Czech Rep.
Korea
lovak Republic
Mexico
Italy
Portugal
Turkey
Growth in all tertiary qualifications
The percentage of persons with a minimum of 2 years of tertiary education born in the
period shown below (2004)
1970-79
50
40
30
20
10
0
Benefits of Education…
…higher employment rates…
…higher earnings for individuals
Relative average earnings of
30-44
year-olds
Upper secondary and post secondary non-tertiary = 100
260
240
220
200
180
160
140
120
100
80
60
Male-tertiary
Female-tertiary
Male-below upper sec
and
wZ
eal
Kor
Sp
ain
Ne
De
nm
ark
ea
No
rwa
y
Sw
itz
erl
and
Ge
rm
any
Bel
giu
m
Ire
lan
d
Ne
the
rla
nds
ly
Ita
Can
ada
Au
str
alia
den
Sw
e
om
ing
d
dK
lan
d
Un
ite
Fin
nce
Fra
uga
l
ch
Rep
ubl
ic
Cze
Por
t
es
dS
tat
Un
ite
Hu
ng
ary
40
Female-below upper sec
Source: OECD (2004) Education at a Glance: OECD Indicators 2004, Table A11.1a, p.175.
Increased productivity…
… and economic growth for
countries
Consider South Korea
1960s
Beginning of 21st Century
Wealth
Below all South American countries
Around level of Afghanistan
20th in OECD
Educational expenditure
1st in OECD in % of GDP
Educational attainment
completing secondary – 24th in OECD
completing tertiary – 20th in OECD
completing secondary – 1st in OECD
completing tertiary – 3rd in OECD
Educational quality
4th in reading, 1st in mathematics
1st in science in OECD
Educational equity
1st in OECD
Globalisation and population growth
Source: UN 1998 World Population Report
The impact of globalisation for
nations
6.2% range
The impact of globalisation for
regions
17 % range
…and growing inequalities
What does
Sustainable Development mean in
the era of globalisation and
localisation?
“Sustainable development is
the development
which meets the needs of the present
without compromising
the ability of future generations
to meet their own needs. “
Brundtland 1983
Sustainable Development:
Drivers
Globalisation
Deregulation
of companies
and the rise
of corporate
power
Corporate
and
environmen
tal crises
Rise of Civil
Society:
activism in
ecological,
consumer,
citizenship
issues
ICT
revolution
… demands for sustainability, transparency, dialogue and
systematic assessment of economic, social and
environmental performance
Organisations should drive for
progress on three bottom lines: the
economic, the social and the
environmental…
(adapted from Elkington, 2001)
…fit for purpose…
…fit for people…
…fit for planet…
New demands for HEIs...
New frontiers in research
Need to diversify
funding Streams
Public Service
An increasingly complex environment:
Challenges for universities
Pressure of International
Rankings
Demands for transparency
and accountability
Demands for quality,
Massification and Widening access relevance and impact
Governance
What does Sustainable Development
mean in the Higher Education
scene?
…Triple Bottom Line in
universities…
University Sustainable
Development
Sustainable development
Environmental performance
on-campus work to
Efficient degree production protect natural resources
Economic performance
Regional employment of
graduates
Training of environmentally
conscious graduates
Direct economic impacts
Policy advice, expertise
and research &learning
programs to support
sustainable development
Social perfomance
Promotion of wellbeing,
knowhow and ownership
of staff and students
Community involvement
Good practices in
stakeholder co-operation
University’s responsible behaviour
Shift from shortterm to long-term
planning
Close collaboration
with a wide range of
stakeholders
What are the Challenges?
Establishment of
efficient management
information systems
Systematic assessment of
economic, environmental and
social performance and reporting
of findings
brings ethics to the
development of
working life
facilitates continuous
improvement of the
university’s performance,
external impact and capacity
building
improves stakeholder
relations
What are the Benefits?
Improves risk
management
Gives a balanced account of
the university’s economic,
environmental and social
performance and the impacts
of its operations
attracts highly skilled,
high value labour and
best students
How to mobilise the potential
of HEIs for sustainable
development?
…Think Globally…
…Act Locally…
OECD
Reviews of
“Higher Education
Institutions in Regional
Development”
Evaluation Focus
• Regional contexts
• Regional/national higher education systems
• Contribution of research to regional innovation
• Contribution of teaching and learning to labour market
and skills
• Contribution to social and cultural development and
environmental sustainability
• Contribution to regional capacity building
Participating Regions 2005-07
• Higher education institutions and their stakeholders in 14 regions in
12 countries were brought together in a partnership- building
process led by the OECD
What Did We Learn….?
To Become Globally Competitive
Countries Need to Invest in their
Innovation Systems
at the national and regional level
… HEIs can play a key role in Regional
Innovation Systems, Human Capital
development…..
…. and Sustainable Development of their
regions
In Castellon, Valencia, Universidad Jaume I is
recognised as a world leader R&D in the tile
industry.
It has helped to transform the region’s
traditional industry. The growth is built on
technology transfer, spin-offs created by
staff and students and upgrading of existing
technologies.
– Today, Valencia is a global leader in the
tiles and ceramics industry.
Source: the Valencia Region SER
… Building on competitive advantage of regions
In Aalborg University, Denmark, up to 50%
of the study work consists of problemoriented project work: students work in
teams to solve problems which have been
identified in co-operation with firms, public
organisations and other institutions.
At any one time there are 2000-3000
ongoing projects that ensure not only the
university’s engagement with the surrounding
society but also enhanced learning
experience for students.
Source: the Jutland-Funen SER
… Mobilising human capital and “knowledge
transfer on legs”
In Central Finland, Jyväskylä Univ. of Applied Sciences
has helped to rehabilitate 800 long-term unemployed
back to working life with a wide range of physical and
social rehabilitation measures, partly delivered through
the student training centre.
Source: Jyväskylä region SER
In the North East of
England, the 5 HEIs use
sports as a means to widen
access, to raise aspirations
and to enhance social
cohesion within the
excluded communities.
Student volunteers play a
key role in sports activities.
Source:NE England SER
In Mexico, all university
students are obliged to do
480 hours community work.
If linked to local
development needs and
properly implemented and
monitored, this can be a
powerful mechanism of
region building.
Source: Nuevo León SER
… Building the social, cultural and environmental
contributions…
Barriers
National
Regional
Uncoordinated HE,
S&T and territorial
policy
Fragmented local
Weak management,
govs, weak leadership lack of
entrepreneurial
Intraregional and
culture
interinstitutional
competition
Tensions between
regional engagement
universities not part & academic
of strategy work and excellence
implementation
Lack of incentives to
individuals
Limits to university
autonomy
Limited incentives to
universities
Institutional
…Policy Changes are not
enough…
… Universities need to embrace the change
themselves..
…adopt Sustainable Development and
Social Responsibility Agenda…
….and involve the Faculty and Students in
doing this…
How would you recognise a
university that has embraced
sustainable development?
…one that
considers, actively promotes and
demonstrates
economic and social responsibility
and environmental sustainability
both now and for the future…
All review reports published at
www.oecd.org/edu/higher/regionaldevelopment
for information on
new reviews of HE in regional development
Contact
[email protected]