The 2030 Agenda for Sustainable Development, approved by the United Nations in 2015, is the generalized response to combat the gravity of the world situation, in which the effects of climate change, the problems of the world economy and the growing social problems such as hunger, poverty, inequality and threats to peace.
The knowledge, science, technology and innovation that are largely concentrated in higher education institutions are essential in moving towards sustainable development. This suggests that universities should be a key actor that, transforming itself, interacting with other social actors and influencing public policies, contribute to combat inequalities, improve the environment and advance in the task of overcoming underdevelopment . The challenge facing universities begins by analyzing the content of the 2030 agenda and the SDGs, in order to generate adequate and coherent responses that link them to sustainable development.
These are several interrelated challenges: on the one hand, the change in the development model, and on the other, the formulation of knowledge, science and technology policies that are consistent with it. As a way to achieve this, it is necessary to transform the university model and the processes of social production of knowledge.
We must propose a third academic revolution, in which the commitment to sustainable and inclusive development is the main goal; In this direction, it is proposed that the STI activities of the universities be oriented towards promoting social, sustainable and inclusive development.
The eventual construction of university policies, whose central focus is sustainable development and the 2030 Agenda, requires the renewal of the same approach to higher education and the conceptual perspectives on which its training, research, innovation and linkage strategies rest. The starting point is the placing of "sustainable development" in the focus of university strategies. This is a contemporary formulation of the ideal of a socially committed university, which was forged in Latin America by the Movement for the University Reform of Córdoba in 1918. Its fundamental principle is the social relevance defended by CRES 1996 and CMES 1998, taken up in CRES 2008 and 2018 in Cartagena, Colombia and Córdoba, Argentina.
The most viable way for the meeting between university and society is the direct link between universities and the territorial spaces in which they operate. The local dimension is very relevant for sustainable development strategies and has high significance for knowledge construction processes. Universities can contribute to encouraging the local projection of knowledge and innovation, expanding their capacity to promote human well-being in the territories.
12:15 p.m. to 12:30 p.m.: Greetings from Dr. Mirian Carballo, Secretary of International Relations of the National University of Córdoba and Dr. Roberto Escalante, Secretary General of UDUAL.
12:30 pm to 1:45 pm: Panel development.
University of Cuenca, Ecuador. Dr. David Acurio.
International University of Andalusia (UNIA). Dr. Arturo Chica
National Autonomous University of Nicaragua-Managua. Teacher Ramona Rodríguez. Rector and president of the National Council of Universities of Nicaragua.
University of the Republic, Uruguay. Dr. Pablo Diaz
National University of Cordoba. Mgtr. Noelia Wayar and Lic. Marisa Morales (Co-coordinators of the ODS Observatory of the SEU (Secretariat of University Extension).
13: 45h: Comments and conclusions
Coordination: National University of Córdoba, Doctor Mirian Carballo.
Moderator: UDUAL University and Local Development Network (DELUNI), Doctor Alejandro Villar. Rector of the National University of Quilmes, Argentina.
Conclusions: Dr. Francisco Tamarit. Member of the Board of the CRES 2018 Action Plan Follow-up Office (OSPA-UNC).