In preparation for the International Conference on Higher Education for Sustainable Development, Nagoya 9 November 2014, and the UNESCO World Conference on ESD, Nagoya, Japan, 10-12 November 2014, IAU prepared a special issue of IAU Horizons on The role of higher education in the post 2015 Development Agenda. Download Horizons Vol. 20 N° 3, November 2014.
A sustainability literacy test, what for? by J.-C. Carteron
In order to enter the most prestigious universities, it is often asked of students to prove that they have a certain level of English. In order to be admitted to the best MBAs, other institutions check the marks in performance tests (analyses, problem solving, understanding of what one reads...). In order to ensure that they offer their future graduates an education that enables them to be aware of the stakes of sustainable development, it seems logical that, in the long run, the best institutions could ask students to have a minimum level of knowledge in the field of sustainable development (SD). More in Horizons Vol. 20 N° 3, November 2014.

In preparation for the International Conference on Higher Education for Sustainable Development, Nagoya 9 November 2014, and the UNESCO World Conference on ESD, Nagoya, Japan, 10-12 November 2014, IAU prepared a special issue of IAU Horizons on The role of higher education in the post 2015 Development Agenda. Download Horizons Vol. 20 N° 3, November 2014.
For a follow-up to the Education for All (EFA) initiative of the United Nations that includes higher education - by Isabelle Turm
The six objectives of EFA 15 will not be reached in 2015. This has already been proved 16 . Yet, without EFA, it is not possible to envisage the inclusive society foreseen by the Universal Declaration of Human Rights. The right to education goes beyond the mere right of every citizen to benefit from an education, it enables everyone to fully enjoy their other rights and serves the economic and social development of citizens and countries. Hence, how can one justify today that there are still 781 million adults who are illiterate in the world, 2/3 of whom are women and 250 million are children who cannot decipher a sentence?
For 10 years, the International Association of Universities (IAU) has been defending the idea that the higher education sector in its globality and diversity must be linked to EFA – and to the programme that will follow – in order to reach education for all. More in Horizons Vol. 20 N° 3, November 2014.

In preparation for the International Conference on Higher Education for Sustainable Development, Nagoya 9 November 2014, and the UNESCO World Conference on ESD, Nagoya, Japan, 10-12 November 2014, IAU prepared a special issue of IAU Horizons on The role of higher education in the post 2015 Development Agenda. Download Horizons Vol. 20 N° 3, November 2014.
Environmental Education and Training at UNEP: The Global Universities Partnership on Environment and Sustainability (GUPES)
In July 2012, Secretary-General Ban Ki-moon announced a High-level Panel to advise on the identification of priorities and targets which will succeed the Millennium Development Goals (MDGs) which expire next year. This process, often referred to as the post-2015 dialogue is led by the UN and seeks to define a future global development framework. More in Horizons Vol. 20 N° 3, November 2014.

In preparation for the International Conference on Higher Education for Sustainable Development, Nagoya 9 November 2014, and the UNESCO World Conference on ESD, Nagoya, Japan, 10-12 November 2014, IAU prepared a special issue of IAU Horizons on The role of higher education in the post 2015 Development Agenda. Download Horizons Vol. 20 N° 3, November 2014.
The Role of Higher Education and the post 2015 dialogues - by Daniella Tilbury and Clemens Made
In July 2012, Secretary-General Ban Ki-moon announced a High-level Panel to advise on the identification of priorities and targets which will succeed the Millennium Development Goals (MDGs) which expire next year. This process, often referred to as the post-2015 dialogue is led by the UN and seeks to define a future global development framework. More in Horizons Vol. 20 N° 3, November 2014.

In preparation for the International Conference on Higher Education for Sustainable Development, Nagoya 9 November 2014, and the UNESCO World Conference on ESD, Nagoya, Japan, 10-12 November 2014, IAU prepared a special issue of IAU Horizons on The role of higher education in the post 2015 Development Agenda. Download Horizons Vol. 20 N° 3, November 2014.
The Role of Higher Education in the Latin American and Caribbean Development Agenda - by Raúl Arias Lovillo and Segundo Benítez Hurtado
When we take a look at recent socio-economic history, we can see that the gap between development and sub-development has deepened with the passing of time. Without doubt, this phenomenon has occurred as a result of the process of international globalization. In a world which is becoming more and more competitive, access to new knowledge is becoming a scarce resource for survival, especially for lesser developed countries. Knowledge per se has, in many ways, become the currency of our time. It has also led to access to new scientific and technological advances, which in turn has helped to establish knowledge as a core feature of globalization. What is more, knowledge determines the competitiveness of individuals, companies, regions, and countries. More in Horizons Vol. 20 N° 3, November 2014.

In preparation for the International Conference on Higher Education for Sustainable Development, Nagoya 9 November 2014, and the UNESCO World Conference on ESD, Nagoya, Japan, 10-12 November 2014, IAU prepared a special issue of IAU Horizons on The role of higher education in the post 2015 Development Agenda. Download Horizons Vol. 20 N° 3, November 2014.
Higher Education and Global Changes: a reflection on the role of technologies - by Nadia Paola Mireles Torres
There is no doubt that education is critical to poverty reduction, wealth creation and developing the knowledge economy. Neither is there a doubt that education should be a development priority. Education should be seen as a continuum going from primary, secondary to higher levels of learning. However, it appears that in the past decade Higher Education (HE) has come to be seen as a key factor and policy priority for national governments seeking to promote economic and social development. More students than ever before are enrolled in some type of tertiary education indeed there are now around 200 million tertiary education students worldwide, in comparison with only 89 million in 1998. An increase of 124% in 15 years (Marmolejo, 2013). More in Horizons Vol. 20 N° 3, November 2014.