Name : Ahmad Fauzan

Subject : Global Education

Title : Do Higher Education Institutions (HEIs) understand the sustainability of Education?

Introduction - problem, challenge

The concept of sustainability has been on the agenda of the world since the 1970s and
is being discussed more and more intensively (Amaral et al., 2015). Unfortunately, it is
revealed that the establishment of a planned framework created after the 1980s. Therefore
higher education has had a big impact on the sustainability agenda. An increasing number of
higher education institutions fosters the integration of system and subsystems, operations
and curricula. Since then, university has played a crucial role to support sustainability in the
environment and promotion sectors.
Regarding those agendas that have been created since the 1980s, therefore there is a
question whether higher education institutions understand the sustainability of Education or
not. Since it has been made and implemented for many years. Even in 2013, there are still
large translation gaps in applying an Education for Sustainable Development pedagogy to
different subjects. However some positive progress has been made on a highly challenged
scale in some universities and colleges.
This concept of sustainable development is agreed to be based on three pillars,
consisting of economy, society, and environment. It means, if the translation gaps still exist in
some disciplines, it impacts the higher education, as a whole or part that takes a significant
role in sustainability.
There is a significant issue with global education that must be addressed. According to
the United Nations Educational, Scientific, and Cultural Organization (UNESCO), over 264
million children and youth worldwide are out of school, and many more are not receiving a
quality education. This problem is especially prevalent in developing countries, where
poverty, conflict, and other obstacles can make it difficult for children to get an education.
A lack of funding is one of the primary contributors to the global education crisis. Many
developing countries simply do not have the resources to invest in education, so schools
may be underfunded, understaffed, and underequipped. This can make it difficult for
students to learn and for teachers to teach effectively.
Poverty is another significant impediment to education. Many families around the world
cannot afford the costs associated with sending their children to school, such as uniforms,
textbooks, and transportation. Children may be forced to drop out of school as a result in
order to work and support their families.
There are social and cultural barriers to education in addition to financial barriers. Girls
in some countries are not given the same educational opportunities as boys, and they may
be discouraged from attending school or encouraged to drop out at a young age. In other
cases, disabled children may face discrimination and be excluded from the educational
system.
The consequences of a lack of access to education are far-reaching. It can create a
cycle of poverty because uneducated people are less likely to find good-paying jobs and are
more likely to live in poverty. It can also contribute to social and political instability because
uneducated people are more susceptible to extremism and radicalization.
Numerous efforts have been made to address the global education crisis. The United
Nations has established a goal of universal primary education for all children, to which many
organizations and governments have committed. The Global Partnership for Education
(GPE) is one such initiative that works to provide developing countries with financial and
technical assistance in order to improve their education systems.
There is also a growing trend toward using technology to increase educational access.
Students can access education regardless of where they live thanks to online learning
platforms and distance education programs. However, there are still challenges to using
technology to improve education, such as the need for consistent internet access and
ensuring that students have access to the necessary technology.
Despite these efforts, the world's education crisis continues. To truly address this
issue, governments, organizations, and individuals all over the world must work together to
invest in education and ensure that all children have access to a quality education.

Global Education
Global education is the process of preparing people for the challenges and
opportunities that come with living in a rapidly changing, interconnected world. It entails
acquiring knowledge, skills, and attitudes that allow individuals to comprehend and respond
to global issues such as climate change, inequality, and cultural diversity. Global education
also fosters intercultural understanding, critical thinking, and ethical decision-making, as well
as social and civic responsibility. It can be taught in a variety of educational settings,
including schools, universities, and community organizations, and it can be integrated into a
variety of subjects, including social studies, science, and language arts. The ultimate goal of
global education is to make the world a more just and sustainable place for everyone.

Global Initiative
Many organizations and initiatives work in different parts of the world to promote
sustainable growth and environmental studies. Among such organizations are the United
Nations Educational, Scientific, and Cultural Organization (UNESCO), the United Nations
Environment Programme (UNEP), and the Global Education Monitoring Report (GEM
Report). These organizations use a variety of approaches to implement green development
and environmental education, such as policy development, research, and capacity-building
activities.

Importance of Higher Education Institutions in sustainable development

Higher education is the process of continuing education after high school, whether at a
college or through vocational training programs. It is an essential step in personal and
professional development because it assists individuals in gaining the knowledge and skills
required for successful careers and a fulfilling life.
Higher education has several advantages, including:
1. Better job prospects: Higher education often leads to better job prospects, as it
demonstrates to potential employers that an individual has the skills and knowledge
necessary for a particular field. It also opens up opportunities for higher paying and
more prestigious positions.
2. Increased earning potential: According to studies, people with higher levels of
education earn more over the course of their lives than those with lower levels of
education. This is because higher education frequently leads to better job
opportunities and higher paying positions.
3. Personal growth and development: Individuals can learn new things, challenge their
beliefs and perspectives, and develop critical thinking skills through higher education.
 It can also help people better understand their surroundings and make more
informed decisions.
4. Enhanced critical thinking skills: Higher education teaches students how to think
critically and analytically, which is helpful in various fields. Individuals can utilize this
to solve problems more effectively and make better decisions.
5. Improved social and communication skills: Higher education encourages individuals
to interact with others and communicate their ideas effectively. This can help
individuals to build strong relationships and be more successful in their personal and
professional lives.
As a whole, Higher education is an essential step in personal and professional development
because it can lead to better job opportunities, higher earning potential, and a more fulfilling
life.

1. Proposed solutions to education sustainability

Global education has received a lot of attention in recent years as the world has
become more interconnected, and the importance of education in promoting economic and
social development has become more apparent. Despite recognizing the importance of
education, significant challenges and problems remain to be addressed to achieve the goal
of providing high-quality education to all individuals worldwide.
One major issue is the persistent inequity in educational access. According to
UNESCO, there were still 263 million children and young people out of school in 2017, most
of whom lived in developing countries. This lack of access to education disproportionately
affects marginalized and disadvantaged groups, including girls, children living in rural areas,
and those from poor socio-economic backgrounds.
The gender gap in education is particularly pronounced, with girls facing numerous
educational barriers such as cultural and social norms that prioritize boys' education, as well
as inadequate infrastructure and resources in schools that serve girls. As a result, girls are
frequently unable to complete their education and face challenges in terms of future
employment and economic opportunities.
Poverty is also a significant barrier to education, with children from low-income families
frequently unable to afford school-related expenses such as uniforms, textbooks, and
transportation. Furthermore, many developing countries lack the infrastructure and
resources necessary to provide a high-quality education, resulting in overcrowded
classrooms and insufficient teaching resources.
Another issue in global education is the low educational quality in many countries.
Education systems are frequently hampered by a shortage of trained and qualified teachers,
as well as outdated curricula and teaching methods. This can lead to a lack of critical
thinking skills and problem-solving abilities in students, both of which are essential for
success in today's economy.
Furthermore, the growing emphasis on standardized testing and rote learning has
resulted in a narrow focus on academic subjects at the expense of important life skills like
creativity, communication, and collaboration. As a result, students lack critical thinking skills
and problem-solving abilities, which are critical for success in the modern economy.
The COVID-19 pandemic has also had a significant impact on global education, with
many schools closing and education being disrupted. As many disadvantaged students lack
the resources to participate in online learning, this has resulted in a loss of learning
opportunities for students as well as increased inequalities in access to education.
 To address these issues, increased investment in education is required, both in terms
of funding and in the development of infrastructure and resources. Furthermore, it is critical
to prioritize the education of disadvantaged and marginalized groups, such as girls and
children from low-income families.
There is also a need for education systems to shift their focus toward a more holistic
and learner-centered approach that values creativity, critical thinking, and problem-solving.
This can be accomplished by incorporating more interactive and experiential teaching
methods, as well as real-world problem-solving activities and projects into the curriculum.
Overall, the issues confronting global education are complex and multifaceted,
necessitating a collaborative effort from governments, international organizations, and civil
society. However, it is possible to create a more equitable and prosperous world for future
generations by addressing these challenges and working toward the goal of providing
high-quality education to all individuals.

6. Do Higher Education Institutions (HEIs) understand the sustainability of Education?

Higher education institutions (HEIs) are increasingly being called upon to address
sustainability in their operations, curricula, and research. However, it is unclear to what
extent HEIs understand the sustainability of education as a concept and how it should be
integrated into their operations.
According to a report by the United Nations Educational, Scientific, and Cultural
Organization (UNESCO), the sustainability of education refers to "the ability of the education
system to continue to develop and provide quality learning opportunities for present and
future generations" (UNESCO, 2012). This definition highlights the importance of ensuring
that the education system is able to adapt and evolve in response to changing social,
economic, and environmental conditions.
There are several critical components to educational sustainability. One is the
education system's economic sustainability, which refers to its ability to generate sufficient
resources to support its operations and goals. This includes government funding, tuition
fees, and private donations.
Another important factor is education's social sustainability, which refers to its ability to
contribute to the development of a just and equitable society. This includes issues such as
educational access, diversity and inclusivity, and preparing students for active citizenship.
Finally, environmental sustainability of education refers to its ability to promote
environmental protection and preservation. This includes issues such as the education
system's carbon footprint and the incorporation of sustainability principles into the
curriculum.
There is evidence that HEIs are beginning to recognize the value of incorporating
sustainability into their operations and curricula. According to Azzone and Noci (2007), a
significant number of European universities have adopted sustainability policies and are
implementing sustainability initiatives such as energy efficiency and waste management.
Similarly, the Association for the Advancement of Sustainability in Higher Education
(AASHE) found that the majority of American colleges and universities had adopted
sustainability goals and were implementing a variety of sustainability initiatives in a survey of
American colleges and universities (AASHE, 2016).
However, there is evidence that many HEIs still do not fully comprehend the concept of
educational sustainability and how it should be integrated into their operations. According to
a study conducted by Richardson et al. (2012), while many HEIs had implemented
sustainability policies, there was a lack of understanding about how to operationalize these
policies and integrate sustainability into the curriculum. Similarly, the Australian
Environmental Grantmakers Network (AEGN) discovered that while most universities had
adopted sustainability policies, there was a lack of cohesive planning and implementation of
these policies (AEGN, 2014).
There are several reasons why HEIs may struggle to understand and operationalize
educational sustainability. One issue is a lack of clear guidance on how to incorporate
sustainability into curriculum and operations. While there are several frameworks and
guidelines available, such as the UNESCO Framework for Sustainable Higher Education
(FSHE), they are frequently ambiguous and do not provide specific guidance on how to
implement sustainability in practice (UNESCO, 2017).
Another reason is a scarcity of resources and support for sustainability initiatives.
Many higher education institutions face significant financial constraints and may lack the
resources to invest in sustainability initiatives. Furthermore, there may be a lack of political
will or support for sustainability initiatives from senior leadership, making it difficult to secure
the necessary resources and support.
Finally, there may be a misunderstanding about the benefits of sustainability for HEIs.
Some may see sustainability as a burden or an extra cost, rather than an opportunity to
improve the quality and relevance of education and address pressing social and
environmental issues.
In conclusion, while HEIs are beginning to understand the importance of sustainability
in education, there is still a significant gap in understanding about how to operationalize this
concept and integrate.
 Reference
Education Monitoring Report. Retrieved from https://en.unesco.org/gem-report
Global Partnership for Education. (n.d.). About GPE. Retrieved from
https://www.globalpartnership.org/about-gpe
Education transforms lives. (2023, January 3). UNESCO.
https://www.unesco.org/en/education
Evaluation in Higher Education, 40(6), 855-866.
https://doi.org/10.1080/02602938.2015.1009871
Mulà, I., Tilbury, D., Ryan, A., Mader, M., Dlouhá, J., Mader, C., Benayas, J., Dlouhý, J. and
Alba, D. (2017), "Catalysing Change in Higher Education for Sustainable Development: A
review of professional development initiatives for university educators", International Journal
of Sustainability in Higher Education, Vol. 18 No. 5, pp. 798-820.
https://remote-lib.ui.ac.id:2075/10.1108/IJSHE-03-2017-0043
Ozdemir, Y., Kaya, S. K., & Turhan, E. (2020). A scale to measure sustainable campus
services in higher education: “Sustainable service quality”. Journal of Cleaner Production,
245, 118839. https://doi.org/10.1016/j.jclepro.2019.118839
Shephard, K., Harraway, J., Lovelock, B., Mirosa, M., Skeaff, S., Slooten, L., Strack, M.,
Furnari, M., Jowett, T., & Deaker, L. (2015). Seeking learning outcomes appropriate for
'education for sustainable development' and for higher education. Assessment and United
Nations Educational, Scientific, and Cultural Organization (UNESCO). (n.d.). Global