Vol. 15 N° 2 July-August 2009 www.unesco.org/iau IAU, founded in 1950, is the leading on common concerns. global association of higher IAU partners with UNESCO and education institutions and university other international, regional and associations. It has member national bodies active in higher institutions and organizations from education. It is committed to some 130 countries that come building a worldwide higher together for reflection and action education community. ////////////////////////////////////////////////////////////// IN FOCUS IAU Members shaping Higher Education for the future IAU at UNESCO’s 2009 WCHE: IAU Session on Access and Equity at the WCHE ACTIVITIES Internationalization Survey Doctoral Programs in Sub-Saharan Africa 2009 IAU International Conference CONTENTS EDITORIAL 1 WORLD CONFERENce ON HIGheR WORLD CONFERENceS ON HIGheR EDucaTION DO NOT haPPEN EDucaTION AND ReSeaRch – 10 YeaRS LaTER by Georges Haddad, Director of the Division of EVERYDay, nor should they, since their capacity to make a difference would most Higher Education, UNESCO likely diminish in direct proportion to their frequency. However, it has been more than 10 years since the milestone 1998 UNESCO WCHE took place in Paris and the time is ripe, perhaps even urgent, for UNESCO to gather the world’s higher education 4 IN FOcuS – IAU MemBERS ShaPING The community once again. New DyNamicS OF HIGheR EDucaTION 4 Sustainable Development The International Association of Universities has often been cited as a key partner of 7 Poverty Eradication UNESCO’s Higher Education Division and we are proud of this partnership. It is based 9 Social Responsibility on an almost 60 year long history of mutually beneficial collaboration. At the 1998 10 Internationalization WCHE the then IAU President Hans van Ginkel, several Board members and IAU staff 12 Access and Equity played a major role in various thematic roundtables, including as one of two NGO 15 Research and Innovation representatives drafting the final Declaration. 17 Education for All 18 Africa In 2009, we can do no less. The challenges facing higher education and research are no 12 Open section less important or any less complex today. In fact they may be even more daunting since the global economic recession is hitting everyone hard, including the education sector. Upholding some of the values and principles that are dear to IAU, such as institutional IAU ACTIVITieS 20 autonomy, equitable access to higher education and solidarity among institutions 20 LEADHER may become even more difficult. IAU’s current leadership –President, Juan Ramon de 20 Internationalization Survey la Fuente, Immediate Past president, Goolam Mohamedbhai, Executive Committee 21 UNEP-IAU Project and Board Members and the entire Secretariat are mobilized to contribute to the 2009 21 Doctoral Programs in Sub-Saharan Africa WCHE in Paris this July and be as involved as possible in helping to develop an action- 22 IAU Session on Access and Equity at the WCHE oriented follow-up to this Conference. 22 2009 IAU International Conference But the IAU is mostly a forum or a two-way conduit for information sharing, for changes 22 GMA Report 23 IAU Collaboration and Networking and actions that take place or are expected to take place in universities and other higher education institutions themselves. IAU acts as a catalyst for cooperation and collective action; it is the HEIs that are the critical actors. It is they who can reshape MemBERShiP NewS higher education and research and ensure that they serve the long-term collective 25 25 New IAU Members needs of humanity as well as the short-term agendas of competitiveness and sustainable development. 26 PUBLicaTIONS Therefore this issue of IAU Horizons is completely devoted to showcasing the work and initiatives being actively pursued by a small sample of the more than 600 IAU member 26 IAU Publications 27 Other Publications institutions around the world in the topical areas identified by UNESCO as central in reshaping the higher education and research sector. These themes also serve to frame UNESCO’s 2009 World Conference on Higher Education programme. CALENDAR OF EVENTS 28 Unmistakably, the examples that are showcased in this issue only scratch the surface of the multiple and innovative ways in which universities and other higher education institutions tackle challenges such as: improving accessibility to higher education, contributing to the eradication of poverty, raising awareness for sustainable development and finding more sustainable paths towards economic growth, combating disease and promoting health, improving the quality of learning at other levels of education, preparing students for a far more globalized world among many other areas. This issue of IAU Horizons deliberately shares with the readers as many of IAU members’ achievements as possible in the available space, rather than offering information about the work of the Secretariat. However, IAU priorities are well-aligned with the topics that will be debated in Paris between 5 and 8 July during the 2009 WCHE and certainly the IAU leadership and secretariat staff will play an active part during the event. IAU is The views expressed in the articles published fully engaged to help UNESCO move towards a concrete, well-resourced action plan in IAU Horizons are those of the authors which will help governments, institutional leaders, faculty members, students and all and do not necessarily reflect the views of the stakeholders strengthen higher education and research systems worldwide. IAU is International Association of Universities. ‘Building a worldwide higher education community’ and it is the Association’s hope that UNESCO will strengthen its efforts in making this community a strong and viable one! Cover Image “Globe Encounters” was created as part of the New York Talk Exchange (NYTE) Project within the Senseable City Laboratory at Eva Egron-Polak the Massachusetts Institute of Technology (MIT). http://senseable.mit.edu/nyte/visuals.html IAU Secretary-General OPENING ARTICLE ///////////////////////////////// WORLD CONfeRENce ON HIGheR EDUcatiON AND ReseaRch – TEN YeaRS ON by Georges Haddad, Director, Higher Education Division, Education Sector, UNESCO past, in what scientists call a delayed dynamic process. Following this logic and with a view to understanding the new dynamics of higher education, which were analysed with precision during the first World Conference in 1998 and its preparatory regional conferences, it is now necessary to take stock of the trends which have marked the last ten years and to consider some prospects for the future. To begin with, it seems clear that the demand TeN yeaRS IS, ON The Face OF IT, A VERY for and the needs of higher SHORT Time IN hiSTORicaL TERMS, especially education have increased considerably across the world, when it is a question of analysing the evolution of and particularly in institutions that in their most well-known form, the those regions that we The demand for and the university, have been able to resist and to adapt to the coyly define as “the vagaries of history, while at the same time undergoing a developing world”. In needs of higher education real and far-reaching transformation. recent years, decision- have increased considerably makers and influential But ten years can equally be long enough to allow institutions have across the world. profound and even revolutionary changes of social and thought it best to human activities at all levels. limit the needs of the most impoverished regions of our global village to the areas of basic, primary or the early To give an example –and there are many others–, the years of secondary education, recently adding, to ease Napoleonic Empire lasted barely a decade, but the their conscience, what is known as basic technical and changes that it brought in France, Europe and elsewhere professional training. To go even further in this search for continue to have an influence in many different areas, be a clear conscience, it has been thought necessary to add they sociological, cultural, political or legal. the term “quality”. It must, of course, be recognised that these years of All this is to forget that education cannot be conceived as transformation and of profound change were made a fragmented, linear model, going from primary to higher possible by the revolutionary years that preceded them, education via intermediate educational stages, but much because, let us not forget, the dynamics of social and more as a circular model in which each part is subtly but human evolution, as with those of living organisms, firmly linked to the others. Higher education feeds the do not follow mechanical Newtonian laws, but instead other levels of teaching, while drawing from them its follow evolutionary processes which depend fully on the strength, its legitimacy and its relevance. Vol. 15 N° 2 • HORIZONS ///////////////////////////////////////////////////////////// Thus, what we would define as the dynamic entrepreneurial-style structure, capable of generating democratisation of higher education has established their own resources from research, from innovation and itself as an unavoidable trend of recent years, and for the from the offer of lifelong training. These new models years to come. will have to respect the imperatives and the demands of academic freedom and university autonomy, without To this end, it has been necessary to develop university opposing necessary socio-economic partnerships. services in all areas by diversifying the structures, methods and resources in place. Higher education, in the public All the elements seem to be already in place: the means, sector, is today coming to terms with the development of the tools –in particular those offered by information and private institutions, which the countries in question have communication technology–, and the social, institutional a duty to observe and to regulate with the fundamental and academic will, despite some traditional resistance objective of ensuring levels of quality and of combating to any change. But I stress once again the fact that the fraud, corruption and simple marketisation.