The SDGs can transform our universities, if we accept the challenge

21ISCN.FOTO MARIOLLORCA.COM

The following is the text of a speech I recently gave on the role of universities as leaders on the Sustainable Development Goals, when I was invited to the 2016 International Sustainable Campus Network Conference, themed “Leadership for a Sustainable Future” (Siena, Italy, 13-15 June). This post originally appeared on SDSNYouth.org.

Good morning to you all and thanks for having me. It is a pleasure for me to be able to follow in the footsteps of my fellow presenters to discuss a few key points for what I think should be the main focus of universities (and epistemic communities more generally) as they take on a leadership role for sustainable development and seek to transform themselves, aligning themselves with the historic shift which I am convinced is under way, even if not always so visible, across all spheres of our societies.

Some of the points that I will give resonate in particular with what SDSN Executive Director Guido Schmidt-Traub said yesterday. I will try to build on some of his arguments and please don’t get bored, this was inevitable since I am, as he mentioned, a Project Leader for SDSN Youth (which is the global youth chapter of SDSN) and I also worked with SDSN Mediterranean when I was here in Siena. Organizational culture, you might say.

Along with my work with SDSN Youth and SDSN, I am also an M.Sc. student at the London School of Economics, a future PhD candidate in international law, and I have been a young leader ever since I was here at the University of Siena, where I worked closely with the Rector and the university staff to bridge the gap between academia and youth and engage with the challenges of sustainable development at the local, national, and global scales. In this sense, my arguments will be a synthesis of the different perspectives and angles of observation deriving from the sum of such different experiences, focusing at the same time on the role of higher education for sustainable development, on the role of youth and young innovators, and of course on the substantive issues which comprise the subject of my academic career.

I want to start by pointing out that there are two important areas on which I think we should devote our attention. The first one is the role of epistemic communities, in terms of how they lead on sustainable development, through their research, their advocacy and policy standards, their delivery systems, their shared goals and metrics, their road-mapping and implementation strategies, their monitoring efforts, and so forth.

The main challenge here, which is what Guido also referenced yesterday, is that you need a paradigm shift in the way universities plan their activities. It is not enough to think in terms of the quality of research, of how well-equipped, and skilled, and visionary our researchers are. We must think in terms of what they are working for, whether the long-term goals that they are setting as the blueprint for all their research activities are (i) policy relevant, (ii) consistent with the transformative change which is urgently needed in our countries and at at the global level, and (iii) bold and self-reinforcing, in order to create positive feedbacks and innovation and not just incremental developments.

From this perspective, there are three key points which can be outlined. The first point is that you should have a goal, a clear goal which allows you to undertake the stocktaking and prioritization exercise that can help shift the behavior of complex societal systems, and the behavior and practices of universities as a primary step. Goal-based planning has many advantages. In the simplest terms, you need to have a guiding light, something which explains what vision of society and the future you are presenting, one around which all activities of a university need to rally around, promoting integrating thinking, facilitating the building of coalitions and partnerships, mobilizing stakeholders, fostering system innovation and above all providing a shared narrative and normative framework. This is crucial, and this is also why I feel so enthusiastic about the Sustainable Development Goals. The real strength of the SDGs is precisely that they build a shared vision and are finally freed from the silo mentality that shaped the Millennium Development Goals. Their holistic framework of economic, social and environmental targets has the potential to inspire coherent, result-driven action, and to advance that kind of technology-driven development we so desperately need.

A second point relates to what kind of activities universities should engage in. We are used to think that R&D and planning is the main step of the innovation process, and of development in general, where universities and research can play their traditional role. This is simply no longer possible. Universities must be key actors in implementation and monitoring processes, engaging with other stakeholders, and harnessing the power of data to support countries’ efforts towards sustainable development. We are witnessing a true data revolution, and the SDGs call upon that data revolution (through the 169 targets, the indicators developed by the Inter-Agency Expert Group on SDG Indicators, and the work of the High Level Group for Partnership, Coordination and Capacity-Building for Statistics for the 2030 Agenda) to be directed towards monitoring, impact measurement, and implementation processes which will allow communities at all relevant scales to progress towards sustainable development. If we don’t know what we are doing (and often this is the case, with non existent, non reliable, non disaggregated data), we simply don’t know what are the needs and strengths, and where we are failing.

Finally, we need to promote dynamic ecosystems of universities interacting with each other, the larger epistemic community, and national/local governments. These are essential for translating knowledge into action. Universities must reinforce their role in multi-stakeholder partnerships, national strategies and local pathways through higher degree of mobilization and organization, through filling gaps in policy dialogue, and through efficient delivery systems. In other words, we must start to think of universities which engage in problem solving, universities that act IN society and not just for society. Building critical masses through networks and partnerships, undertaking that kind of solution-driven exercise, that kind of backcasting, is fundamental in explaining to policymakers what to do, as they often don’t know (and I am thinking of the problem of climate denialism, for example, which in part has been driven by the confrontational approach taken by the different positions and the failure of scientists to engage more deeply with the wider public opinion).

The other big area I want to focus on is concerned with the need to involve young people, and students, a hell of a lot more in what universities are doing. I have heard yesterday that universities build future leaders, but let me be clear, I think this is totally wrong, because young people must be recognized as TODAY’s leaders. There are 1.8 billion people aged 15-24 in the world, 25 percent of the global population, and they are arguably part of the most educated generation that has ever existed! As young people, we now have unprecedented access to knowledge, which is also spreading out (albeit with great inequality and daunting challenges) to developing countries, and the bottom line is that while we usually hear a lot about youth needs, wants, problems, and while leaders usually call only upon youth “creativity” and “enthusiasm”, young people are also incredibly skilled, have capacity to adapt, and possess that kind of fluid intelligence which is crucial to solve today’s complex problems.

In other words, universities don’t merely have to equip students for the labor market or to be professionals when they graduate. They have to put them to work now, and they have to empower them to contribute from the outset, for two main reasons. On the one hand, because young people’s stake in sustainable development is not one materializing in the distant future, but rather one which is already visible today, in terms of massive unemployment, unhealthy and risk-prone neighborhoods, climate change impacts, and so forth. On the other, because young innovators around the world are already playing a major role for their communities, and the problem is simply that we don’t communicate and disseminate those efforts enough, that we don’t create an environment which is conducive for investors, supporters, and institutions to partner with young people to help them unleash their full potential. So there are three points here as well.

The first thing that universities have to do is curriculum change. We have heard about it yesterday, but we miss one point. Curriculum change is the most powerful means of promoting transformative change through youth leadership across all sectors of society, but we don’t need just more courses on sustainable development, we need to transform the wide gap that exists between some subjects and others, particularly with respect to the way economics and finance are still taught in many institutions. In addition, we have to put emphasis on linking interdisciplinary knowledge and professional practice, making a positive case for sustainable development to be seen as an opportunity to build skills, specialize, get into a challenge which is simultaneously a personal and a social one. We need students from all disciplines to engage with sustainable development, and from this perspective high-quality Massive Open Online Courses, like those created by SDSN.edu, are crucial, and could be adopted tomorrow if all universities wanted.

Secondly, we have to create inclusive internal decision-making processes which facilitate exchange of information and fruitful cooperation between students and institutions and which may fill gaps in university strategies. Moreover, institutions involved in local pathways for the implementation of the SDGs must streamline the skills and creativity of young people in those pathways. There is a movement around the world of young people, which we don’t see, especially in developing countries, and that movement is ready to contribute now. It is important to remember that these movements, think for example of divestment groups, become protest only if universities are not able to effectively engage with them.

Third, the positive impact of young innovators must be showcased, assisted and incentivized in both academic and extracurricular activities: innovation prizes, competitions, and assistance in securing financial and managerial capital should become the norm for universities training a new generation of sustainable development leaders. We have to adopt the same solutions-driven mentality we advocate for countries to put students to work in practical problem-solving, allowing their skills to be employed while already in university, when there is an environment which can help them. The risk here is they get out of education and they find themselves out of work, or not immediately supported, and thus their ideas can’t be put into practice. Universities are the ideal ecosystem to promote entrepreneurship, applied research, and other student ventures (including educational programs aimed at kids and children). I am thinking, for instance, of Solar for Life, a brilliant non-profit organization launched by students at the University of Toronto to deploy renewable energy to rural communities in developing countries, promote developmental research, and foster sustainable entrepreneurship, which SDSN Youth partners with. Without a meaningful backing from their university, it would have been a lot harder for our friends at Solar for Life to scale up their efforts and kick-start pilot projects, and I think this and similar stories shall serve both as an inspiration and an encouragement for our higher education system to start partnering more with its pupils.

To conclude, what I outlined is a big challenge, because it confronts some of the path dependencies that universities are locked-into, and calls for transformative, not incremental change. But it is also a great opportunity that we have to make universities relevant again in the public debate, and to let them step up to the challenge of influencing business and governments in the implementation of sustainable solutions and mobilizing the youth skills, energy and visions that exist within themselves. This is the greatest opportunity we have, I would argue, because by doing so we would also boost our chances to achieve the 2030 Agenda and secure a sustainable future for our generation and those to come. Thank you. 

SDSN Youth at the SDSN Mediterranean Conference

A few hours removed from the wrap-up of the 2nd SDSN Mediterranean Conference, I want to take the opportunity to congratulate all current members of the UN Sustainable Development Solutions Youth Network on doing a wonderful job.

Schermata 2015-03-07 alle 16.44.35

A few hours removed from the wrap-up of the 2nd SDSN Mediterranean Conference, I want to take the opportunity to congratulate all current members of the UN Sustainable Development Solutions Youth Network on doing a wonderful job to prepare and cover our session on “The Role of Youth for Sustainable Development“, not just the keynote speakers (Dario Bettaccini, Fulya Kundaklar, Şila Temizel) but many others who could not be present and whom I’d like to thank heartily for working tirelessly on the launch of this initiative and allowing me to be part of such a wonderful team for the foreseeable future, including (but not limited to) Siamak S Loni, Tim Dobermann, Michelle Huang, Melissa Peppin, and Ian Lieblich.

I also look forward to engage with executives and leaders of the UN Sustainable Development Solutions Network, and in particular those who attended the Conference (Maria Cortés-Puch, Holger Kuhle and Achim Dobermann), so as to make sure that SDSN Youth and SDSN work in close cooperation to support the adoption of a bold post-2015 agenda in New York later this year.

Finally, I applaud the organizing team from the Università degli Studi di Siena, who backed the idea of a session on youth involvement in the transition from the Millennium Development Goals to the Sustainable Development Goals and accomplished the feat of managing a perfectly successful event here in Siena.

P.S.: As SDSN Mediterranean unveiled the outcome document of the Conference, the “Siena Declaration for Sustainable Mediterranean Agriculture and Food Systems”, I welcome the inclusion of many poignant references to the role of Universities and Youth for sustainable development, which -I hope- is also due to the glaring success of our session on the UN Sustainable Development Solutions Youth Network’s proposal:

“4. UNIVERSITIES can play a pivotal role in tackling MED Agri-Food challenges not only through research and promotion of solutions, but also through education. They should provide students with sustainable development knowledge and skills useful for promoting principles and tools of integrated sustainability, awareness on the meaning and role of SDGs and SD research and execution. These skills are relevant also in the labour market. This last aspect is of particular importance for the Mediterranean area and, above all, for Mediterranean Agri-Food businesses (especially the smallest ones), which often suffer from a serious lack in expertise and knowledge on sustainable development principles and practices.

5. STUDENTS should be at the core of future sustainable development initiatives. Students at any stage of their career should be made aware of the role of Sustainable Development principles and tools, including SDGs, to tackle Mediterranean environmental and societal challenges.

6. BUSINESS world should adopt a different approach to sustainability. Recent data and statistics highlighted once again the leading role of the Agri-Food sector in Mediterranean economies, as well as on youth employment. To deal with new needs and contribute to implement SDGs, however, businesses should take advantage of the opportunities given by research on sustainable agriculture and business models.”

Senzanome1

Dispatches from the ground. February 2015

Hi everyone,

sorry for the long hiatus I took from updating this blog. A whirlwind of academic deadlines and personal issues kept me from being active as much as I would have liked but hey, there are a bunch of good news that I am going to share with you during the next few weeks, so be on the lookout for them!

As of now, I am glad to announce that for the last three months I have been teaming up with a wonderful group of individuals from around the world (including fellow Italian and friend/colleague Dario Bettaccini) to work on the launch of SDSN Youth, the Global Youth Chapter of the UN Sustainable Development Solutions Network. This is going to be an extremely interesting experience, and whatever position I end up assuming within the project, I am enthusiastic about the idea of promoting the role of youth for sustainable development in the transition from the Millennium Development Goals to the Sustainable Development Goals, which are currently being discussed in preparation of their eventual adoption (due September 2015).

Regarding the operations of SDSN, it is also fitting to remind you that the University of Siena (the SDSN Regional Center for the Mediterranean Region) is hosting the 2nd SDSN for Mediterranean Conference, themed “Solutions for Agri-Food Sustainability in the Mediterranean” and featuring the likes of Jeffrey D. Sachs and Achim Dobermann, on March 5-6. On that occasion, a special session will be held to celebrate the global launch of SDSN Youth, something that -it goes without saying- makes me particularly proud of the work we have been conducting in the last two years to establish Siena as a hub for sustainability and youth engagement with the help of Professors, students and the Administration as a whole. I will definitely keep you updated on the programme (which you can nonetheless find here: http://www.sdsnmedconf.unisi.i) and be available for questions on student participation through my e-mail address piselli4@student.unisi.it.

In the meantime, thanks for having me again.

Senzanome1

The Social Dimension of Environmental Sustainability (document)

Locandina
Poster of the seminar “Health, Social Inclusion, Sustainable Development” (Siena, 20 May 2014)

On May 20, 2014 I had the pleasure of featuring as a speaker along with Tommaso Diegoli (Project Manager of MED Solutions) and Gianluca Breghi (Managing Director of Fondazione Sclavo) during the seminar “Health, Social Inclusion and Sustainable Development. Global and Regional Challenges“, co-hosted by Greening USiena and Fondazione Sclavo in partnership with MED Solutions and the University of Siena. As the title of the event suggests, covered topics included the progress on the MDGs, the transition to the SDGs, the push to achieve health for all, social sustainability as a pillar of sustainable development, perspectives for the Mediterranean region and so on.

My talk (“The Social Dimension of Environmental Sustainability”), in particular, focused on the mutual relationship that exists between social and environmental sustainability, analyzing the importance of a healthy bio-physical environment for livelihoods and societies and presenting examples of such an interaction throughout areas ranging from climate change to the plight of natural resources during armed conflicts.

Below you can find slides from my presentation (in pdf format), the content of which mainly relied on data and reports from UNSDSN, UNDP, UNEP, IPCC, FAO, TEEB. It was divided in the following sections:

a) Section 1: What exactly is social sustainability?
b) Section 2: Why “the social dimension of environmental sustainability”?
c) Section 3: Interactions: the Millennium Development Goals
d) Section 4: Interactions: the impact of climate change
e) Section 5: Interactions: armed conflicts and violence
f) Section 6: Conclusions

Download the document here:

Greening USiena e la Programmazione Triennale dell’Università degli Studi di Siena

10007514_424970114314902_166128786_nNell’ambito della programmazione triennale che gli atenei italiani sono tenute a presentare periodicamente al MIUR, l’Università degli Studi di Siena ha deciso di perseguire alcune linee di indirizzo, comprendenti una particolare attenzione ai temi dello sviluppo sostenibile. Il network di cui sono coordinatore ha partecipato alla discussione aperta dal Rettore Angelo Riccaboni, sottoponendo agli uffici competenti due progetti da condividere (l’uno relativo all’istituzione di un Sustainability Office, l’altro alla creazione di una Biblioteca Online dello Sviluppo Sostenibile) e contestualmente redigendo “Una Visione Strategica di Sostenibilità @UniSiena“, elenco di proposte concrete che speriamo di implementare e/o far implementare nel tempo con la collaborazione di tutti i soggetti operanti all’interno dell’Università stessa.

A questo link potete trovare il nostro documento: http://goo.gl/VaDrg3

Sostenibilità e Università: il nuovo insegnamento @USiena

Ho parlato spesso qui sul blog e durante le attività di Greening USiena del nesso inscindibile che lega educazione superiore e sostenibilità. In occasione del lancio del nuovo insegnamento trasversale dell’Università degli Studi di Siena, ho affrontato il tema per Rinnovabili.it e TXT Young.

Per ulteriori info e per iscriversi, vi rimando al sito del DSFTA dell’Università degli Studi di Siena e/o alla pagina dedicata su UniSi.it.