 Thank you very much So I've lost one of my panelists so it gives me great joy to say John waits Where are you? Can you come up to the stage and get Mike, please? So hopefully he does that. Okay. Oh, you're there good So let me just Just to explain what's the motivation for this panel. So back in about 2008 We had a commission on sustainable development education on this issue about training future leaders on sustainable development and In that report, which was funded by the MacArthur Foundation There was about a hundred and sixty nine sort of core Compensies that you'd want in a professional or an individual that's coming out of a university To actually be a professional in the sustainable development arena What happened was then is they recommended a two-year masters, which now has become the masters in development practice The thing is this was done nearly ten years ago And it's time to actually reflect again on the needs in terms of what do we need to do to train? These leaders for sustainable development and we have another foundation Jeffershaw Foundation give us another bit of money to actually redo that commission on sustainable development education and to do this We're just going to be very open-minded very open-minded in terms of technology is changing The development arena has changed with the statement development Agenda out there and the same development goals and there's other sorts of challenges out there So what we're doing today is this little panel bringing people from quite different sort of modalities in terms of training Sustainable development leaders to give their reflections on what the leaderships are what education or what universities are what training should look like Maybe in 2030 or how we move towards that or even as far as 2050 So that's basically the aim of this panel if you like the discussion in this panel I will be watching the hatch hashtag So I'll be disruptive and bring your questions in as they come in on the hashtag So please do that hashtag ICSD to 2017 but on Wednesday, I said it wrong earlier on Wednesday We there is a side event on this issue that we're inviting everybody to come to like all students All people from the private sector civil society governments universities to come in and have a kind of a deep dive Into the sort of the issues around like how should we be training the next generations of leaders for sustainable development? What should we be doing better? What's good about what we're doing and what can we do better? Okay to get the panel going I'm first going to bring out Chandrika Bada door And she's president of the Sustainable Development Solutions Network Association So I might just ask Chandrika like that's a nice title But is there other things that I should be what would you give me one one of the big things? Yes, so I think for the purposes of this panel what is much more relevant is that I lead the SDG Academy Which is an online initiative to teach young people about the sustainable development goals Okay, yes, most people know that but they should definitely look at the SDG Academy, right? My next panel speaker is Ramud Damar Dharan who is the chief of the United Nations academic impact So should the audience know anything interesting about you other than this? Well, only before I wanted into diplomacy. I was doing voiceovers for radio in India and many people think I should have stuck to that So communications will be part of this discussion. I've no doubt Next panel speaker is Tom Gloria who's the director of the sustainability Program in the division of continual education in Harvard University So what else should they know about you Tom anything well, I'm an engineer And in the education field we like to build and innovate around education So I take that discipline of engineering Making the advancements in education And then next panelist is a Larry Swarovic who's a professor in the University of Waterloo Anything interesting about you other than that? Well, I've I've got a new book out called water in southern Africa And it was published in Southern Africa and in paper so it could be affordable and reach the audience that it needed the title is Water in Southern Africa water in Southern Africa. Yeah, okay, right so water in Southern Africa That's the book you published. Yeah water in Southern Africa. We're all going to go out and buy that's right. It's a four It's cheap 20 that's very dollars Can I get a free copy of you? No Our final panelist is John tweets who's a professional fellow and monies Monash University in Australia and he's also chair of climate works Australia and Chair of the Monish Sustainable Development Institute. Okay, so again same question anything interesting other than that Well, I'm a former politician. So I've gone to a university to try and restore my reputation So we have we have that we have that link to former ambassador to the former politician So that's an entry because a former UN person. You must remember that as well in the MDG Okay, so what I'm going to do is please hashtag me as they speak and you know, we can be a little bit disruptive But each have prepared seven minutes. So I'm proposing is each goes up I try and take in the questions on the hashtag and when they come back We just give a little question And others can start joining in as the presentations come along and hopefully it will involve into just a huge big row by the end Of us and keep us all alive before we go to lunch. Okay Good afternoon everybody. Thank you Paul. It's an honor to be here on this panel I'm very aware that we stand between you and food. So we'll all try and keep it short I think this topic is particularly interesting because it's at the heart of what we do as I mentioned earlier I represent the SDG Academy and I will speak about that a little bit later But what I wanted to start with was a reference point Which I think is helpful. We all know this but it's helpful to frame our conversation And this is the reference point. We are a young world. We are a young world today But even in 2050 when we know the world populations aging will still be a young world So the UN population division predicts that in 2050 the median age worldwide will be 36 years So what that means is half the world population is going to be under the age of 30 for 36 and in the least developed countries That figure is actually 26 years So we're really talking of a predominantly young population and what it means for sustainable development and for the SDGs is that It is young people who are going to be at the cutting edge of solving the problems that need to be solved to achieve the goals They're also the ones who are going to bear the brunt of the consequences of inaction So in the world that we are living in with rising inequality with changing weather patterns with extreme weather Incidents it's the young people who are going to have to deal with these major major challenges and it is for us the academic and the practitioner community that works on sustainable development To be able to train them and to equip them with what they need to know to be able to deal with that world And if we fail then they will bear the brunt of our inaction So really what's at stake here is the achievement of the SDGs for this large cohort of Population that we're going to be seeing moving from what is now early childhood preteen years Well into their 20s and 30s So it's really important that we get this right And I think the exercise that Paul is leading with the revision of the curriculum on sustainable development is exactly what's needed to focus on that What is it that we have learned in the in the different things that we do and I want to talk about a few things that matter for Sustainable development and why it's different now from what it was Maybe ten years ago when the Commission first sat. I would say the first difference is what's considered Sustainable development and about a decade decade and a half ago. This was essentially limited to economics and Climate science and a little bit of environmental science What agenda 2030 and the SDGs have done is that they have expanded that mandate much beyond So now we're looking at a range of issues. We're looking at urbanization. We're looking at agriculture We're looking at public health education These are not easy topics to teach and learn from and neither do universities and programs of sustainable development Necessarily have the expertise to bring all of these together So this is the first challenge that how do you cover this breadth of issues? The second challenge is that these goals are complex and they're interrelated. So how do you equip? students of these subjects with the tools to understand how to make sense of the Relationships the complexities and the trade-offs and the synergies they're doable it is there are tools that exist But these are not always taught systematically So that's the second aspect that I think becomes important. The third is that sustainable development is one of those wonderful subjects that are that is global in nature So there are challenges that affect the entire planet and yet many times the solutions are national their regional They're very very local so being able to connect what is a very broad In international global set of challenges and then bringing them down to what what the how that translates into your neighborhood or your Community is also a skill that needs to be taught and vice versa How do you take local solutions local problems and then link them up to what's happening across the world? This is an aspect of learning which is Largely missing in most programs around the world, but it's something that will become essential The next element is that sustainable development is not an abstract subject it has immediate practical relevance and so anything that is taught has to be Grounded in practice and again. This is something that the MDP pioneered ten years ago Which was to build in this practical training element as part of the teaching and what we've learned from those ten years Paul And I I'm sure you'd agree is that the practica is often the most valuable part of the learning process for students So we want to make sure we find a way of doing that and constantly exposing students to what's actually happening on the ground Linked to that is the fact that sustainable devolve development is not a static subject It is continually evolving and I think more than many other fields This is one where we're learning new things every day about what works what doesn't work what's effective what? Translates well into different circumstances and what doesn't so again Programs that teach this in whatever shape and form have to continually have the ability to take What's coming out from the real world and immediately make that happen? Finally we need to be able to work in very diverse Institutional settings governments are very different from non-profits are very different from local government And so students need to understand what is institutional specificity? What I run is the SDG Academy We I won't spend a lot of time in it except to tell you that we have over the last three years had about 150,000 Enrollments into courses that we design that are inspired by the sustainable goals We use technology so we are operating at scale and what we found is that there is an enormous Interest in creating a global cohort of students an enormous Thirst for learning so what you're seeing here is our most latest offering that launches in September 20th And I'd encourage everyone to visit the website and enroll But enough of that I want to quickly end with five points that I think we need to focus on one Learning has to be in a loop of research teaching and practice That's absolutely essential and it has to be continuous and from multiple sources If there's anything the information age has done for us as it's broken the monopoly of knowledge So it's not any one professor, but students are learning from all over Technology is going to impact how learning happens now if the exact shape and form may change but it will impact learning We are going to look at learning beyond the formal years of university So professionals who are a large part of our cohort at the Academy are going to continually want new material and refresher skills This is something that Tom specializes in but it's in he you know He's pioneered this but this is going to be an increasing demand around the world And finally we're going to need very clear protocols for how we deal with different subjects across the STG's That's not something that exists right now, but it's something that will need to come together as a unified Set of topics or a unified pedagogy for teaching and finally as I mentioned earlier Institutional specific skill sets is something that students will demand and will need so Paul you had asked us to look at 2050 and Predict what's going to happen. I can't do that But what we can do is look at what we have and see the trends that emerge and that's what this looks like So that's what the STG's have given us a framework to really think about how to teach a sustainable development comprehensively You and you can ram ram will set up your next step and while you're setting up. I'm going to ask So these MOOCs are really professionally well produced and they're glorious right But one thing that surprised me that you didn't hint on and in a forward Was the whole idea of setting up these MOOCs was open access it was to get out of just you know A lot of people how do we embed this career at this inter-curriculum in our university? But you were your ambitions more than that right? You want to basically to have access to knowledge on sustainable development Across all the partnerships and reach down as far as you can right as far as technology access can bring you right? So it was Jeff's dream of a kind of an open university with free fees basically to learn So just comment on that so that's the dream basically right so that's what that's our dream That's not necessarily what everybody will do, but I think for us what was very important was to Provide this knowledge free to everyone that was the that was the starting point and that that's something that we stick to But it also links back a little bit to what I said earlier about when people want to learn and That's changing so it's not just when people are in university that they want to learn They want to learn when they're on the job one of the highest uptakes that we found is for a course We ran on early childhood development where over 60 percent of our students were working Professionals and they did the course because it was something that was relevant to them in their day-to-day Even in university context now Want to emphasize this point because I think it's important what technology does and what large-scale courses do is that they Actually shrink the cost of teaching per student because yes We invest in creating a course but once we create it the marginal cost of reaching an additional student is zero as long as a student has Wi-Fi and a device they can take the course anytime. They want at their leisure in any part of the world So this is going to transform university Financial structures again, we don't know how but hopefully what it'll do is it'll make education of this kind affordable To many many more So Ramu tell us what the UN want from us because I see your website and we should all be registering and saying what our Universities do and but you're going to tell us what you want from us. Thank you. Thank you so much for them there Thank You Chandrika. I think as you mentioned Looking ahead to 2050 is a daunting task. I should mention by the way that Unlike Chandrika. I'm probably the world's soul surviving Indian who is technologically illiterate so I don't have a PowerPoint. So it's just going to be me but To go back to your idea of projecting to 2050, which is 33 years from now I think it'll be useful to go back 33 years and visualize how it would have been if we were here at Columbia University in 1984 and you had a projector saying I see SD before you in all likelihood you'd have been students of chemistry and ICS-0 stood for the inorganic cluster sequence database I Mention that also because even though you would have been students of chemistry what you were doing with the ICSD in 1984 three years before the term sustainable development had come into vogue Would have been of enormous Importance for the world at large just as sustainable development education is today Because were it not for the chemistry aspect of ICSD you would not have x-rays You would not have penicillin you would not have a host of health solutions Which these have made possible and to go back to your point Paul about the academic impact the reason we started this and I suspect that there was More than a quiet hand of professor Jeffrey Sachs and talking to Secretary General Ban Ki-moon about this was the realization that any discipline you teach in a university or study in a university Can have a beneficial impact on the world at large and so there's no subject Which is too remote or too esoteric be it philosophy be it architecture be it obviously public health Where research cannot directly benefit the United Nations and its goals and that of course leads to the larger question about training young leaders for the sustainable development era that we are embarking upon and I'm glad in a sense that you use the word training and not education Because training to my mind and compasses education Training is as Chandrika has put it lifelong education lifelong learning But it also goes beyond the classroom Into the training that people command young people command as potential leaders and The remarkable feature of the demographics that we saw earlier this afternoon is That virtually everyone has the capacity To create a space for leadership which she or he exercises In other words, you're not looking for leadership in tried and trusted professions You're not looking to advance along the trajectory that other people have moved in before You are creating your own avenues which you feel Could quite obviously benefit yourself in terms of personal fulfillment but also be of importance to the world and That measure of training is I think something that we see across the world now facilitated in in large extent by communications by the ability that people have to reach out to each other and also by an increasing conviction that ultimately Sustainable development measures self-interest Only last week at Presidio, which is where Tom was They had started a program called sustainable fashion Where they took a statistic and this is where the remarkable feature comes in you take something you read and you translate that into personal experience What is the statistic every year every American discards 80 pounds of clothes? That is a fact How do you bring that into the realm of your own action and your own activity you create a ground in San Francisco? Where people repurpose their clothes either exchanging them with each other barging them or Refashing them so they become new clothes so those don't end up in a landfill that is training for sustainable development You go to Monash University where professor traits is from and the remarkable work being done there using an innocuous fish the zebra fish and Using its structure to be able to discern Parallels which a human being Suffering from muscular dystrophy or cancer can use to regenerate her or his organs That transference if you will from something which is again a very very specific and Esoteric science into something which can lead into the public domain is what is important If you also take it a step further where the academic impact really tries to make a difference is To persuade people that Universities and colleges and institutions and more than that the students and teachers who work there are Not living in a separate abstract universe. I Asked you to do just one thing if you can over this weekend Go over the citations for the Nobel Prizes in physics and chemistry medicine for the last 40 years And you will find that each one of them Recognizes a specific accomplishment, which is good academically, but also an accomplishment that makes a difference to the world at large and Again to go back to the idea of training Paul had once mentioned how households are innately sustainable When you create a family when you bring up children when you create your home You have to be sustainable. You have to live within the income you have you have to make sure that your children get the education They deserve so that model of Intimate sustainability if you will is what is going to be inspirational for leaders beyond that. I Remember many years ago. I met a wonderful woman who is familiar with with Botswana then back one I land Naomi Mitchison and she told me the one thing the children Botswana learn is Before you ask a question You always say how are you and you wait for the answer because you're interested in how the other person is that degree of civility of courtesy of Looking at other people not as a resource not as an indicator But someone in whose future you are interested is to my mind key to the training and also to my mind the assurance But that training will be fulfilled We meet this afternoon in an auditorium named after rune Aldrich many of you are familiar with his name. He was a ABC executive who brought sports into prime time Monday night football the world series He realized that you could not have these matches at two in the afternoon and have them unwatched He moved them to the evenings when people would watch. I Personally, I'm convinced. I know Secretary General Antony Guterres of the United Nations is convinced Jeff Sacks is convinced that today The generation that we are training will bring sustainable development into prime time and Conferences like this chances to get together will only further that mission. Thank you So can I ask Tom to set up? Okay So I've one question for you right so When you go on to the website for the UN academic impact to everybody will and they want to register University They ask you tough questions, right like your your statutes of your University show us where the research and education outreach Portains her is somehow linked or mapped into the SDGs, right? What I kind of find is that this is a big battleground because Universities have maybe lost their way of it in the sense that their core values and what work They're doing like say sonic booming on the Atlantic Ocean looking for gas or Intensive agriculture, you know that there are things happening in universities are that are really quite against The SDG project, right? So do you see that tension on the website and how do you get around that? How do you encourage like to empower those universities to fight that battle? You know in terms of where the research is coming the money's coming the focus because you want to refocus them, right? our experience has been that in virtually every university there is a school a faculty or Sometimes an individual Who is prepared to make that difference and work with the United Nations? And that's at the moment all that we ask, okay, because we we try and enroll universities as a large entity because we don't want to have a Multiplicity of memberships, but if a university possesses that has quite clearly Columbia does that makes a difference Right, so you want the overall thing, but you just you're quite happy even just to see the elements of this University that's the beginning of the battle, right we empower that and that's and that's I think that's a great Thank you Paul so of course I'm with Harvard University and many of you know the ivory towers in the 381 year institution Well, I come from the division of continuing education and to give you context of my world later on today I'll give a lecture tomorrow and the day after I'll give a lecture to students around the world My world is distance education. There are 350 graduate students in my program more than 2,500 students are pursuing Courses within my curriculum My world is a world that stretches across the world And so when Paul invited me here as a modality my modality is distance education That is my reality when I step into a classroom. I'm talking to people in front of me. I'm talking to the cameras who are streamed live I'm talking to those who will watch me two or three days later And the big thing that happens right now is engagement I have to engage with my students through time and space and that is the big shift that's happening The breakdown in time and space number one idea number two idea This is a yes and thing in other words There are many things that we do as educators that are great and that we teach around critical thinking We teach around mathematics. We teach around reading. We teach around communications. We teach around organizational change and Then we have to move on and above that and that is again engagement So engagement means in my class Last week when we were talking about the Houston Situation and Hurricane Harvey which many of you know about Some of the students at least companies need to be more resilient. There's toxic chemicals going around in the environment Well, I have students in my class who also work for specialty companies that are in Houston and they spoke up and they shared their advice They shared their professionalism and so in this space of education Where we're speeding towards faster and faster communication. We need to harness that we need to leverage that So with that, you know, we heard the word training But dr. Murrbody earlier said the word mentorship and I I did write it down here Before she spoke about that but I totally agree with this Mentorship is another piece of the puzzle and mentorship means not just guiding what you know There's a shared interest of success. We as educators share in your success those the future students and we want to bring you along and Along in that path of success. So it's not just training again a yes and yes We train you on skills, but also mentorship involvement with alumni involvement with the global association These are critical things in order to be successful but also in that global reach and we heard a little bit about that earlier the importance of local connections local knowledge Bringing the voice of local knowledge will be another factor of success as a master's in development practice has field study work We're working on curriculum that allows for in a distance environment field study in place And I think this is incredibly important because local knowledge needs to be shared local knowledge is Not only empowerment its effectiveness in implementation And as a couple of final thoughts here We're moving in this great acceleration from a world of agrarian societies to industrialization To service industries many in here in Western Europe and the United States and What is the next step? What is the next thing we are looking at and that next step is something called the noosphere It's a fancy word for saying Human thought global thoughts are coming together and they're coming with speed and with that speed There's empowerment to make change Unfortunately changed for the worse But as well as change for the good and we have to recognize that Associate economic societies more move forward. We're seeing larger and larger effects of self-expression How many do selfies post on Facebook, etc. These are pieces that we're bringing into the classroom right now Self-expression is becoming the norm and as I bring that into my classroom as students express as I gave the example earlier Specialties in different industries that bring and share to other students This will help us to buffer against the speed of what is happening Recognizing that self-expression is a is a key aspect of Moving forward and reacting to these things and so as a final aspect. We also need to make sure that our students Have that meta analysis view in other words as I mentioned earlier. I'm an engineer where we're engineering education We need to understand where we need to improve Take what we have Yes, and and move forward Larry so What I kind of found interest when I first met you right is On one hand, you know, I see you Like I'm used to teaching day masters of day students and they're in in the room beside me. Okay, and a little bit of experience of global classroom But not your experience, right? So I'm saying like how do we really talk about knowledge and innovate if we're not face-to-face not together, etc But then when you came to the MDP The the merits of what we were doing on the field place We say well There's an opportunity for a peak together and get real experience and do things together in the local innovative that you talked about right but in your vision of going forward and particularly I'm thinking of the online MOOCs there in the SDG Academy, right? When you look at us guys doing the day masters just you know doing the normal Module teaching with the 25 in the room like is there something the background is just like to tell us like to say guys What we are missing here if you were working with me in Harvard and the way we deliver our modules and the way like you are missing Something big here. Is there something that we're missing? Yeah Certain things scale and certain things don't People learn at human speed People form relationships with each other so we can scale the technology But there's the connections the human connections we make again the yes and those human connections are still very important And they will take time to forge again human relationship speed. So it's that Masha We can reach a broad audience Recognize the speed for people to Assembly and I think you've tricks to get that even though it's online You get that human connection going you give them little spaces to talk to do work together Communicate together see you in some somehow open that cloud you get that human interaction going right which we haven't really thought about enough or we haven't Larry all right. Thanks. Thanks very much There's all that stands between you and lunch is The two of us And a conversation and a conversation all right, I Am the director of a master's development practice program in in Canada I Came to the University of Waterloo from the University of Botswana where I was for 11 years and The attraction of the MDP for for me in particular Was the same as it was I took a job at Waterloo to build an undergraduate program in international development that was highly practical and what I saw in In my years in in Africa was you know just a non-stop Sort of wave of Interested people from around youth from around the world who wanted to help they had passion and interest and you know They had no capabilities, right? You know they so you would skill them up and Then they'd leave and then you would say oh, you know that that was great for them And I made some lifelong friends, but At the same time it was a real time suck out of the people on the ground at the receiving end and Every year when the students would come we would grown a bit and say oh here we go again And so what I liked about the MDP and and and my undergrad program at Waterloo was that we we were building skills So it's very much not just theory, but very much practice oriented And I think you know that's it so it's not just teaching its training and so on and so forth None of my students in my master's of development practice is an old white man right Maybe that's not a good thing. Maybe the old white man should come in I know one in particular who could use some re re-schooling As I visit the United States and And I like to think of of my own position as a facilitator, you know Increasingly as a facilitator of education not a determiner of education to try to harness that energy that been talked about here and To and to you know steer rather than than than row Our MDP program our association, you know, we talk about a master's of Like sort of like an MBA for sustainable development where we build better managers and the focus has been around broadening thinking critically across places issues categories a systemic holistic Transdisciplinary perspective where we talk about bridging trying to be you know to develop someone who can be you know that we can bridge differences And different perspectives and also skill up for complexity or development 2.0 and things like that At the same time many of our programs deepen so there's a niche aspect to the different programs and And and we aim for a kind of a complimentary effort about across MDP associations Now So there's a broadening and a deepening But I think we largely work within accepted pair paradigms And if this is innovative it's largely through the integrative side of things and this has to change and I and the last couple of minutes of my remarks I want to talk about Perhaps where we have to go and if it's and if it's even possible. I don't know how you know I don't have any answers. I'm sorry to say I have no I have a lot of questions, but I don't have any answers We how do you plan? How do you teach? How do you educate for surprise? Right not continuity, but change not the Holocene, but the Anthropocene. How do you do that? Agenda 2030 the world we want if we're going to achieve that that's 13 years away and our current grads will be in the 35 to 40 year old mid-career range So they will be somehow implementing whatever comes out of this, but in 2030 the MDP student of 2030 will just be born today Right. They're just being born right the MDP students of 2030 are just being born That's our audience and our audience are today's MDP who must lead and plan for those just now being born and somehow our Programs have to pave the way. So I want to end on on three major challenges. I think one thing that Those of us still here aging as we are We you know we can facilitate we can open you know facilitate openings Bridgings collaborative activity, you know openings not closings connections not not disconnections We somehow have to get beyond management Right the SDGs in the nice boxes all looks very managerial and somehow that suggests following in line and I think we have to move away from that Towards you know we have to I mean it doesn't it sounds how do you teach? disruption Right. I mean you need discipline. How do you teach people to be in disciplined across disciplines? We have somehow we have to do this We have to make the space for students to have disruptive ideas to be in disciplined and tell us that things have to change That's that's challenge number one challenge number two is that Somehow we have to create a context that empowers the these young people Because usually if you're young you're just many of you here are here youth of today are here because you want to network and get a job You don't feel empowered In a classroom setting You know oftentimes it's it's the messages to behave not to misbehave How do you feel empowered to stand up against certain things when you've got that and I don't know I don't know how we do this. I welcome ideas my last challenge is How to reach out to the rest of the 22 year olds we started off with the with the youth bulge and You know most of the most of the 22 year olds of today aren't in this room. They are unreachable Right. They are the bottom billion and all of you know these sorts of languages that we use to to discipline them But by their absence right and and I think a big challenge for us is to try to figure out how to You know have this truly a a collective Enterprise where the education that gets delivered touches everybody who So that they can all be part of the part of the conversation part of the Solution as opposed to a continuing part of the problem. So so like I said, you know We have to get beyond elites towards some radical radical pedagogical change I Don't have the answers to this. I have the questions I would love for you there to to give us some ideas give me some ideas so we can Facilitate this as we move toward agenda 2030. Thanks very much Okay, so I have some good questions So there's the US use observer and she's pointing out that you are not the future They are today and what but basically they're saying and I and I think I'm hearing this from Larry a little bit is that The aim of the MDP really is to try and train these young professionals to get get them into senior positions quite rapidly I mean, this is the whole idea right that you know you get them into business or into Running NGOs into senior positions in government into senior positions in the private sector at a young age That is our goal right so the youth are today and this Agenda needs to be done immediately and people who are trained appropriately should get in there right the next question I think it's very interesting. I says Really I think if I did an MBA I'd get a better job this MDP. What's the market demand out there? Who the hell wants to hire people with these skills? Isn't that the problem my answer to that? And it's a little bit about reorientating universities right you do create your own demand right because you know when you put MDPs into corporates when you put them into civil society organizations or into governments They want to hire their values and what they look like right so by actually being successful in putting these same development Kind of professionals into these type of partnerships They will go out and they'll want to hire and do business and they will create their own demand in terms of expanding the demand For this type of trained person right so it's infectious basically right good values Are basically infectious as you put them through the partnership? So that's my answer don't do the NBA do the MDP get a job that an MBA would have got and then when you're in there Do business but make it more socially inclusive and sustainable for the planet and then you'll go to heaven and you'll be rich And it's all sort of okay John Thanks Patrick Well this morning Jeff sacks started by saying we should be all about Implementation now of the sustainable development goals and certainly Universities have got a key role to play in that implementation without University research we won't get the solutions that we need Without university education. We won't have the SDG implementers But as Chandrach has said this is a somewhat complex agenda and it's not always easy for Universities whether it's administration or students to work out how to implement the SDGs in the university and Last year we certainly faced this problem in Australia a number of universities We're keen to take action But didn't know exactly what to do and so through the SDSN Australia Pacific We decided to prepare a guide for universities To implement the goals and we've just launched Last week and hopefully we'll do a further launch here in New York this guide Getting started with the SDGs in universities and you can download it if you just Google sDSN Australia Pacific you'll be able to download it And what we do in that guide we first talk about the key roles that universities can play in education in research But not just education research. It's all about How as a large institution we can make sure that our operations are consistent with the goals and Finally we focus on how universities can play a key role in community leadership Universities are good at bringing different sectors together whether it's business government civil society Around these difficult challenges and coming up with solutions What we also do in the guide is put forward a step-by-step plan for universities who wish to implement The guide the goals and the first thing you need to do is actually map What is your university doing and that's a lot easier said than done We were amazed when we started off at Monash University where I am to try to find out where the researchers were That had some linkage to the goals and what we did was we actually sought to track them down by locating about 350 key words associated with the goals and then we searched through all their publications and their Research grants and we found that we had around 500 researchers at our university alone that were involved in the goals And at University of Technology Sydney. They did the same thing. I think Katie Ross from UTS is here And she was part of the guide But in all the universities that we're talking to we're hearing the same thing It's quite a difficult challenge to map exactly what you're doing second thing that you need to do is To build capacity and ownership of the goals, but it has to also be at the top In too many universities, it's the sustainability manager or the sustainability professor You've got to have the president of the university and the senior management behind it and For that reason we actually devised a commitment for university presidents to sign to the goals and now we've had many Australian universities and some New Zealand universities sign that commitment But what's important is that it's the president of the university the vice chancellor at signing it Then you need to identify your priorities and gaps You know, where does the university want to put its effort in the goals? And finally what you need to do is embed the goals Not just at the side of what you do in the university but right in the center of what you do through your university strategy Now finally what I want to do is just talk about a few challenges Some of the difficulties the first is in education It's actually difficult to mainstream sustainable development across all courses. It's easy to have a course But how do you mainstream it across accounting law science and The biggest challenge for that is not the students. It's the faculty in most universities Getting the faculty to have the desire and the capacity to change their teaching courses in this direction is a huge challenge Second point is research. I think we all know that university research is traditionally in silos that the major KPI for a university researcher is The journal the academic journal and it's not necessarily working with other researchers in different disciplines to solve a sustainable development problem How do we provide the incentives for researchers to be involved in interdisciplinary research is a key challenge And then finally leadership in the community It is true that universities have a key role there. We do have a lot of respect and credibility But at the same time I think we have to face up to the fact that we're not necessarily always that good at politics or policy And so one thing that universities need to do I think is put more effort into understanding the political process and how to translate their research Into policy action that makes a difference. Thank you Thank you So I want you all to think of questions for each other We don't have that much time, but I'm just going to give you an interesting story I've been banging on about that about the SDGs of my own university and Everybody thinks it's nice. It's a ray of hope. It's nice over a cup of coffee But it's it's not it's hard to see whether it's really changing what's going on in the university Then came the announcement that framework nine of the European Commission will as a backdrop have SDGs as their backdrop suddenly the university managed management team are on my doorstep They say okay if the European Commission is replacing Horizon 2020 when an SDG backdrop and all the national funding authorities are going to follow and the European Research Council This is 36 billion dollars or 36 billion euros. So now we're interested Okay, so it's one thing say the question I'm putting to you It's one thing to say communicate within to your other colleagues communicate to politicians right, but I think Where you've changed things is you go to the European and national funding authorities and your own Devos that manage funding and you make sure the money is following the SDGs Everything else will fall into place. You don't have to worry. Would you agree? Well, I'd agree absolutely Patrick and With academics you don't actually need a lot of money But you need to get something there that will attract them in the first place One thing that we've found quite successful is providing some funding for interdisciplinary research to get it started just to Get groups of academics that don't normally work together to at least provide enough to get a project off the ground So if other parts of the world would follow what Europe was doing I think we'd get a lot further ahead be a game changer. It would be a game changer questions for each other and I'm still watching here the Twitter feed. So well, I'll ask Larry. How do you how do you get your students to be in discipline? How do you? Well, I wanted to say This this goes for everybody else's students Well, you have to create you have to I would argue that there need to be You know spaces for creative, you know, let you know you say, okay, we're going to do this But you guide, you know, you know, it's like hanging on by the coattails rather than the kind of a system where I'm the expert It's very delicate delicate. So for example, we I every year I bring Dozen or fifteen students here have written papers out of my course on water at the University of Waterloo And and so I say that we're going to explore this topic this year and you know, this is you Lead and I will write so they're doing the rowing, but I'm sort of trying to keep the rudder going And sometimes what comes up is is is quite unique, you know, you might get because students are also reticent to be Experiment experimentative, right? They right they want the a unfortunately. What's the rubric? What's that, you know, and and so most of what you get will be orthodox But every once in a while something pops up that is completely unorthodox and that's what you want, right? That's what you you you're trying to facilitate Yeah, the water sessions from the MDP Waterloo students are always rocking. We'll see that tomorrow Thank you. I have a question both for Tom and Larry and John When we talk about linking research and teaching and practice there really isn't a good Model in the sustainable development field and you know, Tommy you and I have spoken about this in the concept of a teaching hospital and What the medical profession did was to put Research and teaching and practice in the same space So as you were becoming a training to be a doctor you also started Practicing under supervision and that taught you how to be a doctor now Can you think or do you think universities can actually create spaces be their centers of research or centers of practice? Which actually not only interact with the local community, but allow for students to do the sort of seamless under supervision Learning by doing the way the medical profession was able to do it Absolutely, and and and also the institution itself is changing You know my institution has instructors that are from not only local colleges and universities, but also if you will professors of the practice and And their specialty comes into the curriculum very quickly and adaptive Would there be a topic around circular economy a topic about net zero building construction? These are all topics that I bring into the program very quickly as in response to what the students need Now the challenge Trenrica as you say is what what is that working environment in our distance model? We would have to partner with other organizations that are geographically located I think that that's the greatest challenge is making sure that those Relationships and withstand the the test of time for students As a university we are obligated to ensure that they can get through the program and get their degree So these relationships need to be very solidified and substantial I'd like to just not necessarily in particular talk about University of Waterloo I think in principle all the MDPs try to have a mix of of this right, but I want to talk about a Something I was involved with while I was in Botswana is something called waternet Waternet and it speaks to the critique about aid. There's different kinds of aid, right? where and partnerships and and and and creativity and so on 20 years ago the the the Dutch were the presidents of the EU and And and with the saddock the southern African development community They partner the incoming presidency partners on a special project and 20 years ago They decided to to to create waternet this water network of a teaching training and research And so on and it and it put six universities together each one with a niche Two of the universities one in Zimbabwe one in Tanzania were the degree granting institution But the others chipped in with a specialization health environment and so on and and so you know so you this has been going 20 years now, so you've got the Every year 20 funded masters of science in integrated water resources management would come to would be funded by the Dutch to study at these places and so on there's a research arm funded by the Swedes There now the private sector has come in International organizations have come in the re it's expanded to eastern Africa, so there's a kind of a you know It's just there's a great idea had some Money and I money come in and it's exploded and I think we could replicate that in in any field in any way in many ways I want to give the last word my two announcements that No, I think to go back to the point that Chandrika mentioned It's really Time if you will between university courses What students are prepared to do outside the university which may be completely unrelated to their course but inspired by its larger mission of sustainable development and Then frankly the third element which is entrepreneurship which brings in the private sector and also in a sense to put a very boldly commercializes the masters of Development program So I don't at all see a reason for pessimism there I think that with universities being more receptive to the world in which they operate With students being more receptive to how they interact with each other and having that degree of peer empathy We are in fairly safe hands So Didn't quite get there to what this is going to look like hopefully People here are going to shape that destiny and we'll blend a lot of what we're learning here But we are going to continue this conversation on Thursday and everybody's welcome to come Wednesday. Oh Wednesday. That's right I did have a purpose just to emphasize. It's Wednesday and you're all very welcome to come along and certainly we want the views of that of Not just staff in universities, but any other entity as well Just in terms of Lucia Rodriguez wants to make one announcement just in terms of empowering young people so The business women are leaders that you're going to see in the panel in the afternoon They're having a session of high-powered women in sustainable development in the low Library between five and seven and they've asked that MDP students and others if you want to pretend to be MDP students But women only if put on their best business suits and their CV and business cards and to go over to the low library at 5 p.m for two hours in the family what's called the the family room or the faculty room the faculty room and Basically, they want to jump start you into a high-powered position in sustainable development Okay, so women only business suit business card at 5 p.m. Low Library in the faculty room What time is I don't know one that I think it's 10. Yeah, so 10 o'clock and it's Yeah, so in the learner hall, so a 10 o'clock on Wednesday was Reignite this conversation about what we what we need for the future statement development. So anyway, we're running to lunch Round of applause for the speakers. Thank you