This September 2015, a new formulation of international action, based on Sustainable Development Goals (SDGs) has been unanimously adopted by the United Nations, to supersede the Millennium Development Goals set in 2000.
The SDGs seek to complete the unfinished business of the MDGs and respond to new challenges. They are action oriented, global in nature and universally applicable; and constitute a holistic, indivisible set of global priorities for sustainable development. These goals integrate economic, social and environmental aspects and recognize their interlinkages in achieving sustainable development in all its dimensions.
Technical and technological innovative solutions are expected to play a key role in addressing the vast majority of the SDGs. Engineering does and can play a major role in promoting human development and well-being. The “global” engineer needs to take a wider perspective and understand the potential for improving lives of the poor worldwide, through the appropriate design and use of technology.
Such considerations must therefore be an integral part of the two essential stages in the engineering profession, namely: Training – Sustainable human development aspects need to be increasingly included within higher education (engineering) curricula; and Practising – The standards that regulate engineers’ professional competences shall specifically recognise practising in a context of development.
UNESCO and other international stakeholders advocate for the recognition of the Global Citizenship Education (GCE) vision [3]: “It is a concern with the relevance of knowledge, skills and values for the participation of citizens in, and their contribution to, dimensions of societal development which are linked at local and global levels. Global learning can make a positive contribution to a globalised world by helping students learn about the challenges our world faces and think critically about how to deal with issues such as poverty, inequality and sustainability.” Higher Education can and must be also part of the GCE vision; however, current debates at EU and international level have not yet explored in detail the role that Higher Education should play within GCE.
