The dominant form of university is still that with a strong identity and historic roots that is closely tied to the student protests and historical contexts of the different countries, especially the legacy of the 1918 Student Reform Movement, which arose at the University of Córdoba, Argentina, and spread to most universities across the region. Axel Didriksson (Coord.), Freddy Álvarez, Carmen Caamaño, Célia Caregnato, Damián Del Valle, Alicia Hernández, Daniela Perrotta, Sandra Torlucci The system of university disciplines and the fragmentation of its profession–oriented academic results and processes have meant that the management of new knowledge, the synergy between the humanities, science and technology, the interdisciplinary organization of the curriculum, governance structures and the representation of its main actors and communities have not been the prevailing trend. With contributions from 130 experts from around the world, the 7th Higher Education in the World Report Humanities and Higher Education: Synergies between Science, Technology and Humanities (HEIW7) aims to provide the academic community, policymakers and decision-makers within higher education and wider society with a diagnosis and analysis of the current state of affairs, and offer proposals that can broaden our horizons towards a much needed integrated approach to knowledge.Ĭapitulo Regional para el 7 informe Mundial de educación superior organizado por GUNI.
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Together, they must necessarily play their part as both drivers and critics within the framework of these transformations. These challenges can only be tackled through a holistic approach involving the humanities, science and technology. Higher Education in the World 7 Humanities and Higher Education: Synergies between Science, Technology and Humanities Societies are witnessing profound changes with clear implications for the future these environmental, scientific, technological, cultural and social transformations are presenting transcendental challenges in terms of thinking and rethinking the meaning and value of human experience, and even of what it means to be human.
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We conclude with a series of reflections across all of the case studies. While each case study stands on its own, describing teaching and research functions carried out in relation to that specific SDG, there are some common threads across these experiences that are illustrated in the opening section.
And SDG 8, focused on dignified employment for poor communities in Sardinia, Italy is the subject of the fourth case study. Making Indian cities inclusive and inhabitable in partnership with local stakeholders is the focus of the third story-SDG 11. The second story is about SDG 4, learning and teaching mathematics for children from low income households in rural Durban. The first story is about water in Africa, and how research of the issue can enable contributions towards achieving SDG 6.
There are also four sets of stories about HEIs that are contributing to four SDGs in four different countries and contexts. It demonstrates practical ways in which HEIs can integrate the SDGs into their core functions of teaching and research. There are five sections in this collection the opening section provides arguments as to why Higher Education Institutions (HEIs) need to engage with the Sustainable Development Goals (SDGs). This special contribution to the GUNI World Higher Education Report 7 focuses on Integrating the SDGs in Higher Education.
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