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Knowledge-driven actions:
(UNESCO, 2022) UNESCO; UNESCO Global Independent Expert Group on the Universities and the 2030 Agenda; Parr, Adrian; Binagwaho, Agnes; Stirling, Andy; Davies, Anna; Mbow, Cheikh; Hessen, Dag Olav; Bonciani Nader, Helena; Salmi, Jamil; Brown Burkins, Melody; Ramakrishna, Seeram; Serrano, Sol; Schmelkes, Sylvia; Tong, Shijun; McCowan, Tristan
Universities and, more broadly, higher education institutions (HEIs), need to use the knowledge they produce and their education of new professionals, to help solve some of the world´s greatest problems, as addressed by the Sustainable Development Goals (SDGs) set out by the United Nations (UN). Humanity is facing unprecedented challenges, most strikingly so in relation to climate change and loss of nature and biodiversity, as well as inequality, health, the economy, and a suite of issues related to the 2030 Agenda. Given this new reality in which the future of humans, along with other species, is at stake, it is time for HEIs and their stakeholders to systematically rethink their role in society and their key missions, and reflect on how they can serve as catalysts for a rapid, urgently needed and fair transition towards sustainability. The complexity of the issues at stake means that solutions should be part of a radical agenda that calls for new alliances and new incentives. It is also time for HEIs to make sustainability and SDG literacy core requisites for all faculty members and students. Sustainability education should bring students into contact with real-world problems and immersive experiences. Appreciating the greater good of both people and planet, and contributing to values beyond mere monetary gain will further enthuse and inspire students and faculty mentors alike. Ultimately, the educational culture at universities and HEIs needs to encourage students to learn via experimentation and critical thinking from multiple perspectives. This report is undoubtedly about the SDGs; however, it is important to realize that these will expire in 2030. We thus strongly recommend that HEIs, while being a part of that agenda, should also look ahead – not only to implementing the SDGs, but also to being intensively involved in crafting the next steps and goals beyond 2030. A long-term perspective needs to be adopted for both HEI activities and policies.
IR Policy:
(Busitema University, 2022) Lugya, Fredrick Kiwuwa; Busitema University; Busitema University Library; Busitema University Council
This document describes in detail BDEARS Policy on Works that can be submitted to and stored in the BDEARS, the criteria for eligibility to deposit material along with the policy on long term preservation of material and quality control. The policy document also highlights the selection, retention and withdrawal procedures relating to research material held in BDEARS. BDEARS is an initiative of the University Library. It contributes to the commitment of the University to support research activities. It provides an open access platform to capture, store, index, and distribute globally a wide range of research outputs, including undergraduate, masters and doctoral theses, produced by the university’s academic staff, researchers, staff in the administrative units, graduate and undergraduate students. The aim of BDEARS is to promote the University’s research profile by exposing Busitema’s research outputs online. This will assist in increasing citation rates and the impact of Busitema research and innovations. BDEARS is a complement to traditional research publishing channels, not a replacement. It provides University researchers and graduate students with secure, stable and long-term storage of their Works in a centralized location.
The future of education depends on ‘operationalising’ dignified learning
(Commonwealth business communications, 2023) Murali, Geetha
Well into 2023, the state of basic education remains complex. World leaders, policymakers, educators, parents, and learners all feel the strain put on children’s education. Before the pandemic, we already had high learning poverty (i.e., children unable to read a simple text by age ten) with 57 percent in low- and middle-income countries. Now, some estimate an additional 72 million primary school-aged children have fallen into learning poverty, increasing the rate to 70 percent!
The trajectory of our education systems is the trajectory of our future. We must start treating it as such.
(Commonwealth business communications, 2023) Jenkins, Robert
The acceptance that the majority of children, especially those from the most marginalised communities and countries, are failing to grasp basic literacy and numeracy skills – the foundation on which all learning is built – is the tragic reality of schooling globally. Under-resourced schools, underpaid and underqualified teachers, overcrowded classrooms and archaic curricula have been undermining children’s ability to reach their full potential for decades. COVID-19 has simply exposed and exacerbated the failure of education systems worldwide.
Working with communities:
(Commonwealth business communications, 2023) Yadav, Manushi
For almost two years, the pandemic wrought havoc with lives and livelihoods around the world. Countries, communities, families and schools had to learn how to cope with the crisis at hand. Like with many other organisations, the pandemic has been a crucial turning point for Pratham. New challenges have emerged alongside chronic old problems.
Technology-enhanced learning:
(Commonwealth business communications, 2023) Ansell, Maddalaine
When the COVID-19 pandemic closed campuses around the world, universities had to rapidly move their teaching online. Some, such as the UK’s Open University, the University of the South Pacific and the University of the West Indies, who were used to delivering for remote populations, had considerable expertise to use and share. For others, the learning curve was steep. Now that many of us are nearly out the other side, what have we learned?
Teachers at the heart of education transformation
(Commonwealth business communications, 2023) Vargas, Carlos
The COVID-19 pandemic showed us that we can only overcome great challenges if we work together as a global community. And we know that more challenges are ahead: climate change, rapid technological development, mounting inequality, armed conflict, and the rollback of democracy demand an unprecedented response from all of us. Education is key to providing people with the tools they need to address these challenges and build just and sustainable futures, but to fulfil this transformational role, education itself must be transformed. As the pandemic demonstrated, teachers are the front-line actors in innovating and implementing education system changes, and to succeed in their essential role, they need to be supported.
Renewing education to transform the future
(Commonwealth business communications, 2023) Tawil, Sobhi
There has recently been much reference to the transformation of education in global development discourse. This is undoubtedly related to the Transforming Education Summit (TES) convened by the United Nations (UN) Secretary-General in New York in September 2022. The process around the Summit arguably represents one of the most significant mobilisations of the international education community in recent years. Bringing together heads of state and government in New York, the Summit was preceded by a pre-Summit at UNESCO in Paris attended by over 150 Ministers and Deputy Ministers of Education. The process also included the mobilisation of international expertise around five thematic tracks, the organisation of national consultations with over 130 countries submitting national statements of commitment to transform education, and the release of a vision statement by UN Secretary-General Antonio Guterres.
School meals:
(Commonwealth business communications, 2023) Steer, Liesbet
Investing in school meals is a win-win solution and a no-brainer for governments seeking to build their nations’ future. There is overwhelming evidence that well-designed and effectively delivered school meals programmes – especially when implemented with complementary health programmes to maximise impact – can build a nation’s human capital through increased years of schooling, better learning, and improved health and nutrition. Despite setbacks during the pandemic, school meals programmes are one of the largest social safety nets in the world. School meal provision also has important economic benefits. They have generated about 4 million jobs in 85 countries, often benefitting local companies in food preparation led by women.
Open Access to Scholarly Works and Institutional Repository Policy at Busitema University
(Busitema University, 2023) Lugya, Fredrick Kiwuwa; Busitema University; Busitema University Library; Busitema University Council
Open Access to Scholarly Works and Institutional Repository Policy at Busitema University
Looking past recovery to transformation:
(Commonwealth business communications, 2023) Christina, Rachel
As the everyday threat of COVID-19 waned, 2022 was heralded as a year of education system recovery from drastic declines in enrolment and learning outcomes over the prior two years. Progress has been slow, however, and even among the best-resourced systems, the effects of school closures, learning disruption, and the psychosocial toll of the pandemic will linger for years. For education systems already challenged by constraints of poverty, violence, and other crises, the burden of recovery is even heavier.
Life skills critical to achieving gender equality in and through education
(Commonwealth business communications, 2023) Holst, Sarah
Whilst most people recognise that enabling girls to access an education is not enough, it is becoming clearer that even attendance, as well as a quality classroom education, despite being a good start may not be enough to enable girls to progress through school and positively impact later-life outcomes.
It is so important to keep investing in skills as purse strings tighten
(Commonwealth business communications, 2023) McGregor-Smith, Baroness Ruby
The British economy is, like the rest of the world, facing stark economic challenges driven by the surge in inflation and energy costs. This massive headache for businesses has come just as they were adjusting to Brexit and the fallout from COVID-19.
Investments needed to transform education in Africa
(Commonwealth business communications, 2023) Nyahunzvi, Vongai
To reinvent and strengthen our education system, we need to train teachers as innovative leaders, who will find creative ways to maintain student engagement and enable learning even in the most complex circumstances.
Higher education in the commonwealth:
(Commonwealth business communications, 2023) Chandramohan, Balasubramanyam
Should countries focus on Higher Education or School Education? This has long been debated in several countries in the Commonwealth and beyond. In the past debates on development, Higher Education, or the Tertiary sector, was seen as a costly indulgence compared to investment in primary and secondary sectors. The rationale behind this perspective was that investing in early education would provide greater returns on investment in terms of social progress, as well as spin-off effects of having a bigger share of population equipped with essential literacy and numeracy skills. However, the role of Higher Education in achieving economic and social progress has been receiving increasing recognition as countries look to contributing to supply chains in a more integrated and mobile world. Also, notions of lifelong education have gained fresh recognition and prominence, not least in the United Nations Sustainable Development Goal 4 (SDG4), instructional tools, and flexible credentialisation of learning.
How to recover learning losses from covid-19 school closures in the pacific
(Commonwealth business communications, 2023) Gutierrez, Leah C.
A generation of students faces the risk of lower future incomes and fewer opportunities due to education interruptions caused by the coronavirus disease (COVID-19) pandemic. This generation of students is at risk of having lower productivity for the rest of their lives because of missed schooling. Globally, it is estimated that over 2 trillion hours of face-to-face learning have been lost.
Ensuring accessible and inclusive education for all
(Commonwealth business communications, 2023) Grima, Clifton
Malta observes that the COVID-19 pandemic has affected and put unprecedented pressure on education and training systems worldwide. Education is fundamental to wellbeing and is a foundation of collective resilience. The need to rethink and reimagine its role was already acute before the pandemic, in light of technological changes and the need to reskill for the transition to a more sustainable economy.
Don’t look up; look forward:
(Commonwealth business communications, 2023) Schleicher, Andreas
Globalisation and digitalisation have connected people, cities, countries and continents in ways that vastly increase our individual and collective potential. But the same forces have also made the world more volatile, more complex, more uncertain and more ambiguous. The world has seen a growing disconnect between the infinite growth imperative and the finite resources of our planet; between the financial economy and the real economy; between the wealthy and the poor; between the concept of our gross domestic product and the well-being of people; between technology and social needs; and between governance and the perceived voicelessness of people.
Developing collective leadership to improve education systems
(Commonwealth business communications, 2023) Kopp, Wendy
The findings of Research on Improving Systems of Education (RISE), the 10-year research project looking at education systems in low- and low-middle-income countries, point the way for policymakers interested in promoting large-scale change. The findings make clear that systems do not improve unless a commitment towards ensuring students learn is deeply held throughout the education system, political system, and society.
Commonwealth education report 2023
(Commonwealth business communications, 2023) Commonwealth business communications
The Commonwealth, comprising 56 countries and a population of 2.5 billion, is a global network that collaborates to advance prosperity, democracy, and peace. Often referred to as a 'family of nations', it encompasses diverse geographical regions, religions, and cultures. The Commonwealth accounts for over 20 per cent of global trade and represents one-third of the world's population. Consequently, it presents extensive opportunities for commerce and investment, as well as significant challenges for sustainable development on a global scale. Against this backdrop, Commonwealth Business Communications publishes a series of reference books to help foster sustainable economic, social and environmental development across the Commonwealth. We are delighted to bring to you our latest publication: The Commonwealth Education Report 2023. Education serves as the cornerstone of development and progress. Beyond its role as a fundamental human right, it carries the weight of shaping a better society by instilling values and behaviours that promote positive change. However, the COVID-19 pandemic has inflicted the most severe disrupt ion to education systems in recent memory. It has exacerbated existing inequalities in accessing educational programmes and hindered the advancement of global development goals. The ramifications of the pandemic have propel led our reliance on digital tools and driven innovation within education systems whilst impacting children’s and educators’ mental health and exposing them to increasing challenges. As a result, individual governments bear a significant responsibility in formulating new strategies to address this unprecedented crisis. In light of these considerations, it is crucial to encourage educators and policymakers to reassess best practices and promote equal opportunities across the Commonwealth. As we reshape education in response to emerging technologies and policies, The Commonwealth Education Report 2023 focuses on solutions that can drive widespread change, equipping young people with the necessary skills to thrive in future crises. This report offers an enlightening perspective on the ongoing educational challenges, featuring contributions from leading experts in the field. Their collective wisdom sheds light on how Commonwealth nations can recover from the pandemic and achieve an inclusive and equitable quality education for all.

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