The UN Charter is the constitutive instrument of the United Nations, signed on 26 June 1945. It sets out the rights and obligations of Member States and establishes the principal organs and procedures of the United Nations. The Charter is an international treaty which codifies the basic tenets of international relations from the sovereign equality of states to prohibition of the use of force in any manner inconsistent with the purposes of the United Nations. The Charter was the foundational document for the 2030 Agenda and the Sustainable Development Goals, which are themselves tools to further the values espoused in the United Nations Charter. Universities understanding the value of the UN Charter can use educational tools to fulfill the principles laid out in the document and inspire their students to promote them as well.

About the Hub: J. F. Oberlin University in Tokyo, Japan is UNAI’s hub for spreading the UN charter's spirit throughout educational institutions globally.  Its founding ideal is to foster global citizens on the basis of Christian values.  As such, it seeks to nurture individuals who will be able to understand others and deal with circumstances in a spirit of cooperation, no matter what the situation.

As the UN Charter hub, J.F. Oberlin University has published a textbook on disarmament under the auspices of the United Nations Academic Impact (UNAI) entitled ‘Pathway to Peace: For Building a Culture of Peace’. The book includes interviews with Nobel Peace Prize laureates Joseph Rotblat, Bernard Lown and Jody Williams.  The university hopes that the book will be used in many countries as a tool for global learning to motivate the youth of the next generation to work and live together peacefully as international citizens.

J. F. Oberlin University

A typical day at Oberlin University

This video, shot by an Oberlin student, takes you behind the scenes for a glimpse of day in the life of a J.F. Oberlin student. 

Sustainable development requires an integrated approach that takes into consideration environmental concerns along with economic development.  

In 1987, the United Nations Brundtland Commission defined sustainability as “meeting the needs of the present without compromising the ability of future generations to meet their own needs.” Today, there are almost 140 developing countries in the world seeking ways of meeting their development needs, but with the increasing threat of climate change, concrete efforts must be made to ensure development today does not negatively affect future generations.

The Sustainable Development Goals form the framework for improving the lives of populations around the world and mitigating the hazardous man-made effects of climate change.  SDG 13: Climate Action, calls for integrating measures to prevent climate change within development frameworks. SDG 14: Life Below Water, and SDG 15: Life on Land, also call for more sustainable practices in using the earth’s natural resources.

About the Hub: Al-Farabi Kazakh National University (KazGU/KazNU) in Almaty, Kazakhstan, is UNAI’s hub for sustainability. It has been engaged in a number of activities such as the Model UN training at Nazarbayev University which was conducted by KazNU students; the collateral seminar on Climate Change, Energy and Technology held at the Al-Farabi University Center for Cross Cultural Communication; and a photo exhibition entitled “Seeing a different Afghanistan” which was organized by the MDP/Global Classroom program at Al Farabi KazNU.

Al Farabi Kazakh National University

Introduction to Al Farabi Kazakh National University

This video provides a brief introduction to Al Farabi Kazakh National University, one of the largest universities in Kazakhstan.  

The United Nations Charter notes that the United Nations was founded to “save succeeding generations from the scourge of war.” Tragically, there have been over 250 armed conflicts since the Charter was signed in 1946. Sustainable Development Goal 16: Promote Just, Peaceful, and Inclusive Societies, calls for all Member States to promote peaceful co-existence among people.  Some of its primary targets include reducing arms flows and combatting organized crime, as well as significantly reducing all forms of violence worldwide.

Today more than 600 million young people live in volatile and conflict-prone areas. Young people are disproportionately affected by the multiple and often interlinked forms of violence such as political violence, organized crime and terrorist attacks which exact human, social and economic costs. In the past decade, the recruitment of young people into violent and extremist groups has led some to view youth as a threat to global security and stability. However, research shows that the number of young people who actively participate in violence is a small minority, while the vast majority of youth are not prone to violence, despite the injustices, deprivations and abuse they can confront daily, particularly in conflict zones. Moreover, a growing body of evidence suggests that they can and do play active roles as agents of positive and constructive change, and the recently adopted Security Council Resolution 2250 on Youth, Peace and Security highlights this fact.  It is a formal recognition of the positive role youth can play in the maintenance of international peace and security.

The maintenance of global peace and security is a cross cutting issue that is critical to achieving all the Sustainable Development Goals. Several UN offices are involved in the promotion and maintenance of international peace and security including: the Security Council, General Assembly, Secretary-General, Departments of Peacekeeping Operations, Field Support and Political Affairs and the Peacebuilding Support Office. Universities and institutions of higher learning are also important actors because they educate future leaders and peacemakers, who will shape the course of peace building in the world.

About the Hub: University of Oxford (United Kingdom)

Dialogue among civilizations is part of the fundamental structure of the United Nations. This point was underlined by former Secretary-General, Kofi Annan when he stated, “The United Nations was created in the belief that dialogue can triumph over discord, that diversity is a universal virtue and that the peoples of the world are far more united by their common fate than they are divided by their separate identities.”

Most conflicts stem from intolerance which is often brought on by ignorance. The diversity of the world makes for an enriching experience in sharing and learning about our differences, experience that can foster peaceful coexistence between peoples. Inter-cultural dialogue entails the sharing of ideas and differences with the intent of developing a deeper understanding of different perspectives and practices.  According to UNESCO, intercultural dialogue fosters social cohesion and helps to create an environment conducive to sustainable development.  Universities and institutions of higher learning have a unique capacity to foster intercultural dialogue because they are hubs of knowledge and discourse. 

Young people want to build societies based on equity, social justice, inclusion and a shared future, all of which require inclusive socio-economic growth based on democratic and inclusive governance systems as well as respect for the rule of law and fundamental rights and freedoms, including cultural diversity.  Young people can play a crucial role in advancing intercultural dialogue and cross cultural understanding and they can help shape the social, economic, political and cultural life of their communities and their countries.

About the Hub: CETYS Universidad is a university in Mexicali, Mexico whose goal is to contribute to the education of people so that they can fully participate in the economic, social and cultural improvement of the country. To achieve this, it seeks to inculcate in its students the following basic human values: that duties must be fulfilled; truth and goodness are natural attributes that must be pursued by all; man’s intelligence should be accompanied by courage and tenacity; freedom is universal in its application and pursuit, and respect among people is both internal and external.

As UNAI’s global hub for Inter-cultural Dialogue, CETYS has worked with UNAI to consolidate learning experiences for its student community, thereby enabling them to understand and contribute to global affairs and causes. Activities include the FORTES program for social leadership, in which young people focus on the value of multiculturalism and develop a culture of tolerance for diversity. 

CETYS Universidad Campus Mexicali

Introduction to CETYS Universidad Campus Mexicali

CETYS is an institution of higher education dedicated to excellence and strategically located alongside the US-Mexico border, connected globally via the Pacific Ocean and in one of the most prosperous states in the Northwestern part of Mexico.

One of the great achievements of the United Nations is the creation of a comprehensive body of human rights law, a universal and internationally protected code to which all nations and peoples can subscribe and aspire. The foundations of this body of law are the United Nations Charter and the Universal Declaration of Human Rights adopted by the General Assembly in 1945 and 1948 respectively. Since then, the United Nations has gradually expanded human rights law to encompass specific standards for women, children, persons with disabilities, minorities and other vulnerable groups who now possess rights that protect them from discrimination. All of the Sustainable Development Goals promote basic human rights, including the right to health, the right to adequate food, the right to justice and due process, and the right to self-determination.

Through the UN High Commissioner for Human Rights and the Human Rights Council and UN not only monitors compliance with human rights treaties but also coordinates its efforts towards the protection and promotion of human rights through education and awareness campaigns on human rights issues and offering training programs with technical advice for numerous national judicial and penal systems throughout the world.

To participate effectively in the economic, social and political life of their communities, young people must be given the proper tools, such as information about and access to their civil rights. Universities can help in this regard by providing relevant classes and information to students, as well as coordinated efforts with NGOs and other non-academic institutions.

Historically, higher education has often been inaccessible to groups such as women, ethnic and racial minorities, the disabled and the poor. The International Covenant on Economic, Social, and Cultural Rights calls for accessible higher education, stating that it is necessary for the “full development of the human personality and the sense of its dignity.” The spirit of the covenant underlies the Sustainable Development Goals (SDGs), which recognize that access to higher education is vital to lifelong learning. SDG 4 includes access to higher education in its 3rd target: “By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.” This target emphasizes that higher education must be globally accessible to all and of high quality. Increased access to higher education enables people to maximize their potential and further universal sustainable development. As the providers of higher education, universities can directly contribute to the realization of SGD 4 and its targets.

Higher education enables individuals to expand their knowledge and skills, clearly express their thoughts both orally and in writing, grasp abstract concepts and theories, and increase their understanding of the world and their community. It has also been shown to improve an individual's quality of life; studies show that compared to high school graduates, college graduates have longer life spans, better access to health care, better dietary and health practices, greater economic stability and security, more stable employment and greater job satisfaction, less dependency on government assistance, greater understanding of government, increased community service and leadership, more self-confidence, and less criminal activity and incarceration. In addition, college graduates have higher rates of access to the internet, more time to devote to leisure and artistic activities, and higher voting rates.

Please review our SDG Hubs page and in particular the information related to our Hub for Goal 4: Quality Education.

Global citizenship is the umbrella term for social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale. The term can refer to the belief that individuals are members of multiple, diverse, local and non-local networks rather than single actors affecting isolated societies. Promoting global citizenship in sustainable development will allow individuals to embrace their social responsibility to act for the benefit of all societies, not just their own.

The concept of global citizenship is embedded in the Sustainable Development Goals though SDG 4: Insuring Inclusive and Quality Education for All and Promote Life Long Learning, which includes global citizenship as one of its targets. By 2030, the international community has agreed to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including global citizenship. Universities have a responsibility to promote global citizenship by teaching their students that they are members of a large global community and can use their skills and education to contribute to that community.

About the Hub: Ana G. Méndez University (UAGM) is a private non-profit higher education institution founded over seven decades ago in Puerto Rico. UAGM provides quality education and promotes research with a vision of innovation and entrepreneurship. Through its three main campuses (Gurabo, Cupey, and Carolina) and eight off-campus centers located around the island, UAGM offers a variety of academic programs in different modalities and excellent services designed to fulfill the needs and expectations of a diverse student population.  UAGM is the global center of UNAI to promote the exchange of knowledge and information regarding global citizenship. Its activities in this theme solidify its commitment to the development of global citizens by ensuring that its graduates are fully prepared to assume leadership roles and present solutions to humanity's challenges and needs.

Ana G. Mendez University

Education is the basic building block of every society. It is the single best investment countries can make to build prosperous, healthy and equitable societies. Article 26 of the 1948 Universal Declaration of Human Rights states that “Everyone has the right to education.” Today however, 57 million children remain out of school. Education is not only a right, but a passport to human development that opens doors and expands opportunities and freedoms. Sustainable Development Goal 4: Ensuring Inclusive, Equitable, and Quality Education and the Promotion of Lifelong Learning Opportunities for All, recognizes several impediments for universal education and attempts to address them through targets to increase the number of scholarships to students in developing nations and create educational facilities that are gender sensitive and disability inclusive.

Sustainable and shared economic development increasingly depends on the capacity of governments to implement policies targeted at marginalized groups and remove barriers to ongoing learning and entry into the labor market. Notwithstanding the significant achievements over the past decade, women and girls still have the least access to education and training, and specific policies are urgently needed to address these challenges.

Those who leave school at an early age are vulnerable to unemployment, poverty, early marriage, and pregnancy. Some of the factors that fuel drop-out rates include poverty, gender, disability, family catastrophes, war and conflict, as well as perceived low return on investment for education. Developing alternative learning opportunities that take into account these reasons for high drop-out rates are necessary to provide young people appropriate opportunities to consolidate their basic knowledge and competencies, and equip them with the relevant skills needed to obtain employment, become business owners and entrepreneurs or engage in other productive work.

Please review our SDG Hubs page and in particular the information related to our Hub for Goal 4: Quality Education.

Capacity-building is defined as the process of developing and strengthening the skills, instincts, abilities, processes and resources that organizations and communities need to survive, adapt, and thrive in a fast-changing world. An essential ingredient in capacity-building is transformation that is generated and sustained over time from within; transformation of this kind goes beyond performing tasks to changing mindsets and attitudes. Sustainable Development Goal 17: Revitalizing the Global Partnership for Sustainable Development, the United Nations is committed to transformation from within. Goal 17 includes targets for capacity-building, including increasing technology and innovation in least developed countries and improving data collection and monitoring for the achievement of the SDGs themselves. Universities in particular can serve as centers of capacity-building through research, innovation and data collection and analysis.

About the Hub: Handong Global University (HGU) serves as the UNAI global hub for Capacity-building in Higher Education Systems.  Founded in 1994, Handong is a private institution located in Pohang, Republic of Korea.  Its vision is to change the world by nurturing and maximizing the talents of both students and professors. HGU has uniquely contributed to the advancement of undergraduate education by creatively using global human resources for a holistic education that develops both character and knowledge. To achieve that, HGU relies on a practical curriculum that is based on active learning and problem-solving in the current context of globalization.  As part of this mandate, HGU established the Handong Graduate School of Global Development & Entrepreneurship. It is responsible for cultivating professionals who, in response to the needs of communities in developing countries, can contribute to the establishment of internal capacity that will lead to comprehensive and sustainable development for the communities. HGU also hosted the first UNAI Forum on Global Entrepreneurship as a New Paradigm for World Development in 2011.

Handong Global University

Introduction to Handong Global University

This video provides an overview of the academic experience at Handong Global University which seeks to change the world by maximizing both students’ and professors’ talents.  HGU helps students build their competencies through project-based courses and nurtures well-balanced talents that play an important role in the world.

Nearly half of the world’s population currently lives in poverty, defined as income of less than US $2 per day, including one billion children. Of those living in poverty, over 800 million people live in extreme poverty, surviving on less than US $1.25 a day. They lack access to proper nutrition, clean drinking water, and adequate health services. The first Sustainable Development Goal, SDG 1: No Poverty, includes specific targets to eradicate extreme poverty, and ensure proper access to economic resources for all individuals around the world.  It calls for the mobilization of resources from a variety of sources, as well partnerships between developing and developed countries.

Youth involvement is crucial to meeting development objectives. Their perspectives on poverty reduction are especially relevant given that 2/3 of the population in low-income countries is under 25 years old.  Their inclusion in development processes should be built on the understanding that young people are not merely a target group but also initiators, participants, decision-makers and leaders. Including a youth perspective ensures young people are recognized as a resource for change in society, and the role of higher education institutions in reaching these stakeholders is critically important.