346 Global Ethics for Leadership
ing content that is relevant to all learners and to the context in
which they live.
b. Es tablishing learning environments that are safe, gender-
responsive, inclusi ve and conducive to learning, and encompass
mother tongue-based multilingual education.
c. Ensuring that learners reach sufficient levels of knowledge and
competencies according to national standards at each level.
d. Strengthening capacities for learners to be innovative and crea-
tive, and to assimilate change in their society and the workplace
and over their lifespan.
e. Strengthening the ways education contributes to peace, responsi-
ble citizenship, sustainable development and intercultural dia-
logue.^286
The SDGs^287 similarly suggest a number of objectives that are aimed
to ensure equitable quality education by 2030.
These recommendations and objectives all contribute to the notion of
corporate/academic citizenship on the part of higher education institu-
tions, both in the way in which they use their resources to the benefit of
the university and its staff and students, as well as in the way that insti-
tution recognize that their future is intertwined with the future of the
economy, society and natural environment and its response to changing
societal demands.^288 In line with their corporate citizenship responsibil-
ity, higher education institutions need to ‘do the right things the right
way.’ However, in a culturally diverse national or global environment,
the ‘right thing’ may not necessarily represent an agreed moral choice,
which is why the application of quality values, principles and criteria,
which are universally understood and accepted, is the more pragmatic
and feasible option at both the institutional and global levels.
286
287 Unesco 2015e: 8^
288 2015f: 31^
Draft King IV Code 2016: 6).