68 Ethics in Higher Education: Values-driven Leaders for the Future
Educational, Scientific and Cultural Organisation (UNESCO),
sustainable development post-2015 begins with education.^3
An important development in the formulation of the SDGs is the
express inclusion of higher education as part of the targets. Of the ten
targets listed under Goal 4, the following are of particular relevance:
- By 2030, ensure equal access for all women and men to
affordable and quality technical, vocational and tertiary
education, including university; - By 2030, substantially increase the number of youth and adults
who have relevant skills, including technical and vocational
skills, for employment, decent jobs and entrepreneurship; - By 2030, eliminate gender disparities in education and ensure
equal access to all levels of education and vocational training for
the vulnerable, including persons with disabilities, indigenous
peoples and children in vulnerable situations; - By 2020, substantially expand globally the number of
scholarships available to developing countries, in particular least
developed countries, small island developing States and African
countries, for enrolment in higher education, including vocational
training and information and communications technology,
technical, engineering and scientific programmes, in developed
countries and other developing countries.
These targets speak directly to the complex and inter-related issues
of accessibility and affordability, from both a quality and gendered
perspective. It is clear that there is a responsibility to work towards the
provision of higher education, but the question to be answered is: who
bears this responsibility?
3
UNESCO, “Sustainable development begins with education: How education
can contribute to the proposed post-2015 goals” (2014)
(http://unesdoc.unesco.org/images/0023/002305/230508e.pdf), at p 2.