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الأخلاقیاّت المتعلقة بالمیاه وجھات نظر أخلاقیة بشأن الاستخدام والإدارة المستدامة والعادلة للموارد المائیة = Blue ethics : ethical perspectives on sustainable, fair water resources use and managementFor many policy makers, urban managers, water experts, technicians or activists, ethical perspectives in water management are not important or do not bring any added value. A debate seems to be locked between those stressing mainly the right of access to water for all and those who cannot go beyond economic realism. The sustainable use of a resource that becomes under growing pressure, in terms of extraction, allocation and recycling looks as a technical issue, not to say a technocratic one. This collective book claims the opposite. The many issues faced by the access to water as well as the sustainable use of the resource rely on open negotiations, settling conflicts, tariffs structure while expanding delivery and managing fairly water' scarcity in all these processes, ethical values do matter.
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Redéfinir les systèmes éducatifs africains à l’horizon 2030 : nouvelles pistes pour un débat salutaireSoixante ans après les indépendances, l’Afrique, en quête de solutions novatrices face à la crise éducative, prépare son bilan à l’horizon 2030. Malgré des avancées en matière d’accès, l’école peine à répondre aux aspirations du continent. S’appuyant sur la recherche et son expérience de terrain, l’auteur dresse un diagnostic lucide et propose des axes de refondation : arrimer éducation et développement, recentrer l’école sur les 5-15 ans, améliorer les conditions d’apprentissage et revaloriser enseignants et langues africaines. Il plaide aussi pour une gouvernance repensée, une meilleure articulation entre public et privé, et un renforcement du rôle de la coopération et de la recherche. L’ouvrage ouvre des pistes concrètes pour une éducation africaine plus juste et pertinente.
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The new boundaries of academic integrityThis book extends and completes the construction of the sciences of integrity begun in 2021, and continued at the 2nd IRAFPA International Colloquium in Coimbra, Portugal, 16-18 June 2022. Eleven most accomplished contributions attempt to answer the question of what these new frontiers of integrity are in a changing academic world. If we were to define a unity of tone between them, it would be that of frankness; a unity of analysis, that of rigour; a unity of vision, that of academic rigour; and a unity of character, that of lucid optimism. It is this optimism that allows us to believe that the integrity sciences movement, capable of addressing the personal, relational and systemic levels, is well and truly underway. The ground assumption of the editors is that multidisciplinarity is central and necessary. It is mainly through multidisciplinarity that intellectual propositions can be fully validated, through the subtle variations of disciplinary perspectives and levels of analysis. In order to ethically remain in our own zone of discomfort, we all need this cross-validation, which ensures that everyone,author and reader alike come to a same ground of understanding.
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Digital ethics : a teaching handbookThis "Digital Ethics" handbook emphasises ethics in the digital era, targeting educators in higher education. It comprises three main chapters: “Digital Ethics” covers technology-society dynamics, a range of ethical approaches and tools, and contemporary issues such as data ethics, AI ethics, and corporate digital responsibility ; “Teaching Digital Ethics” focuses on a range of teaching methods to foster ethical literacy, encouraging reflection on personal and societal values ; “Ethical Decision Making” explores professional ethics, offering a structured decision-making template and comparing human and AI decision-making. In conclusion, the text recognises the dynamic nature of digital ethics.
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Educación aumentada : desafíos de la educación en la era de la inteligencia artificialLa educación transita tiempos de ebullición. Las plataformas adaptativas, la inteligencia artificial generativa, los simuladores de realidad aumentada y los modelos predictivos, entre otras muchas innovaciones, ponen en crisis a escuelas, institutos superiores y universidades. Una vez más, aflora la pregunta sobre el sentido de la educación tradicional. Los más progresistas auguran el fin de la docencia tal como la conocemos, o su reconversión según el formato del instructor para el uso de plataformas y dispositivos digitales. En el otro extremo, voces más conservadoras se resisten a la transformación digital profunda y promueven la asimilación de novedades tecnológicas para ajustarlas a la liturgia educativa tradicional. Este libro propone superar esta dicotomía estéril.Describe un modelo de educación aumentada basado en la hibridación no sustitutiva entre tecnología y docencia; un modelo que potencia lo irremplazable de la educación personalizada mediante el efecto amplificador de las innovaciones tecnológicas.
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Urban poverty in Burundi : salient reasons and church responseThis handbook is a deep dive on the causes of urban poverty in Burundi (Africa) guided by the results of an extensive research carried out by the author, Doctor in Theology and expert in Urban Ministry and Missiology. The analysis Thierry Bahizi offers here arises from a holistic viewpoint, including not only the variable of physical, also called material, poverty, but also its spiritual side. Along its pages, the reader is going to find a complete relation of the multiple faces of poverty in the urban nuclei of Burundi, how the local Churches and Parishes can and, in fact, do tackle the situation, and the essential conclusion on the importance of the spiritual work for pauperized collectives.
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Creating and communicating value through integrated reporting : findings emerging from action research in five European HEIsIf ever there was a time to conclude that Higher Education Institutions (HEIs) need to integrate sustainability into their strategic planning processes it is now. HEIs have been grappling with climate change for many years and it appears inevitable that COVID-19 will have an enduring impact on the way HEIs think about the value that they create for a range of different stakeholders. To be successful in this new, ever-changing world, HEIs will need to clearly identify the drivers of value in an academic setting and communicate how they create value for a variety of stakeholders both now and in the future. This paper draws on the role that Integrated Reporting (IR) can play in strategic planning and enhancing connections between management practice, value creation and reporting. According to the International Integrated Reporting Council (IIRC), Integrated Reporting (IR) is the concise communication about how an organization's strategy, governance, performance, and prospects lead to the creation of value over the short, medium, and long term. It helps to bring the different stakeholders of a HEI into the same arena when it comes to understanding impacts and outcomes and clearly illustrates the value created by an HEI in terms of multiple capitals. This is much deeper and wider than value for money. It is about understanding the relationships between the resources available to a university, the stakeholders impacted by the activities of the institution, and the consequent creation (or destruction) of value across multiple capitals. Despite the clear benefits associated with IR, many organisations face considerable barriers associated with implementing the IIRC framework. In this study we use action research to explore and bridge the strategy-implementation gap in five HEIs in five different European countries as they seek to develop their first prototype IR as part of an Erasmus+ funded project (ISSUE). The analysis draws on data collected by each HEI including stakeholder analysis, various planning documents, questionnaires and qualitative data collected through a variety of face to face and e-meetings during the IR development period. The analysis draws on comparisons to identify similarities and differences between the approaches, analysis, and experiences of the participating HEIs. This research contributes to the improvement of the knowledge base associated with the understanding of the implementation of IR in an HEI context and provides evidence-based intelligence to inform practice and help to bridge the implementation gap.
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Finding a voice : SDGs, ethical identity and the curriculumThe first part of this chapter briefly examines SDGs education research suggesting that – even though a wide range of initiatives in the field of responsible management education have been put in place – the level of integration of responsibility and sustainability into professional and managerial education/HE is still insufficient. This is reinforced by research into professional ethics which suggests that recent graduates do not effectively identify with the ethical values of organisational or professional ethics, and thus have little commitment to such values in practice. This leads to a focus on the key modes of responsibility, and the three practices which undergird the development of responsibility: deliberation, narrative development, and dialogue. The second part sets out the principles behind an integrated approach to ethics teaching in HE, which focuses on the practice of responsibility, accountability and creative responsibility, as key to learning in general and to ethical development in particular. This is embodied in pedagogy for critical moral consciousness focused in: critical reflection; holistic decision making; dialogue (engaging complexity and difference); mutual accountability; and the exercise of the moral imagination. These stresses both the development of ethical autonomy and positive engagement with plural community (be those professions, institutions, such as universities, or intermediate organisations such as religions) but also the nature of learning. This also from the basis for leadership at all levels of the organisation and beyond. The third and largest part of the chapter will set how ethical identity can be developed in the curriculum, involving a fourfold strategy and related examples of teaching:-Establishing with the parent university key curriculum outcomes focused on responsibility and key ethical virtues. This will detail how virtues such as courage relate to intellectual and psychological virtues, and thus to employability; -Developing ethical teaching based in identity, with modules or parts of modules over three years focused in student identity, professional identity, global identity, and how these relate to personal identity; -Developing pedagogy which focuses on the practice of mutual dialogue and decision making. The pedagogic examples will include student dialogue with university administrators, different professions, and community stakeholders;-Developing integration with the other modules in the curriculum, e.g. through focus across modules on the same professional decision making frameworks, and skills of reflective practice. The examples given will focus on a holistic view of professional practice and ethics through reflection on identity and practice, offering an account of how ethical behaviour can be motivated in the learning environment, and link directly to the SDGs.
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Educational social responsibility in the practice : new pathways in Argentina's training of principalsPromoting Education for Sustainable Development (ESD) requires institutional engagement of the whole school community and especially of the Principals and school heads. Educational Social Responsibility (ESR) constitutes a high-impact approach for the management of educational institutions aligned with ESD vision. Resolution 72/222 (2017) of the United Nations General Assembly recognized that ESD is an integral element of Sustainable Development Goal 4 (SDG 4) and decisively enables the achievement of all other SDGs (UNESCO, Framework for the implementation of ESD after 2019, n.1). In the training of directors of educational institutions in Argentina and Latin America there is a gap in relation to ESD. We present two initiatives of higher education institutions that seek to fill this vacancy: a postgraduate degree for principals of educational institutions that includes the ESR approach and a joint award between a State and a private university that recognizes best practices in schools. We analyzed the project proposals presented by principals and school heads attending de ESR seminar and asked them to reflect on the real impact and improvement opportunities in institutional management. We also present the impact of the ESR award in the community and the contribution to improve the knowledge of SDG.
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Actioning 'Be Good' : how Torrens University Australia's research contributes to sustainable development goals and impacts communities and practicesSustainability is an important agenda embedded in Torrens University Australia (TUA)'s research strategy. To illustrate how Sustainable Development Goal (SDG) targets are addressed by Torrens University researchers, this chapter identifies real-world problems and reports on research that has delivered sustainable change. The four case studies presented in this chapter demonstrate impactful research on education, health, and business contexts. These studies show how to address challenges unique to these contexts and implement sustainable improvements. A strategic priority of TUA is to provide research and education outcomes that improve people's health and wellbeing. To 'be good' and 'be well' are core TUA values. These institutional values influence the research process and assessment of research impact at TUA. The 'Be Good' agenda shapes the university's interdisciplinary approach to addressing quality education (SDG 4). Notably, TUA's intentional prioritisation of access and equity values in research enables multiple SDGs to be addressed, as identified within the case studies reported in this chapter. TUA's research strategy encourages such studies that develop sustainable solutions, by promoting research focused on helping people and their communities enact positive and enduring change.
