Higher education faces many pressures and NC institutions will feel the impact | Opinion – Wilmington Star-News

Analysis of Pressures on Higher Education in the Context of Sustainable Development Goals

Higher education institutions are currently experiencing unprecedented levels of external pressure, particularly from governmental bodies. These challenges have significant implications for the advancement of several United Nations Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions).

Challenges to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities)

Federal government scrutiny directly impacts initiatives designed to foster inclusive and equitable educational environments, which are central tenets of SDG 4 and SDG 10. Key areas of contention include:

• Diversity, Equity, and Inclusion (DEI) Programs: Criticism of DEI initiatives challenges efforts to ensure inclusive and equitable quality education (SDG 4, Target 4.5) and promote social and economic inclusion for all (SDG 10, Target 10.2).
• Affirmative Action in Admissions: Opposition to affirmative action policies raises concerns about ensuring equal opportunity and reducing inequalities of outcome (SDG 10, Target 10.3), which are fundamental to providing equitable access to tertiary education.

Implications for SDG 16 (Peace, Justice, and Strong Institutions)

The political climate is also testing the role of universities as effective, accountable, and inclusive institutions, a core objective of SDG 16. Specific pressures relate to:

1. Campus Protests: Governmental responses to on-campus demonstrations, including those concerning antisemitism, highlight the tension between maintaining public order and protecting fundamental freedoms (SDG 16, Target 16.10), which are vital for responsive and inclusive institutions.
2. Academic Freedom and Ideological Balance: Allegations of ideological indoctrination and the marginalization of certain political viewpoints question whether higher education institutions are fulfilling their role in promoting inclusive societies (SDG 16, Target 16.7) and providing a platform for diverse perspectives, which is essential for quality education (SDG 4).

Analysis of Sustainable Development Goals (SDGs) in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article’s central theme is the pressure on higher education institutions. It discusses policies related to admissions and the educational environment, which are core components of providing quality education.
2. SDG 10: Reduced Inequalities
   • The mention of “Diversity, Equity and Inclusion programs” and “affirmative action admission preferences” directly relates to policies aimed at reducing inequalities and ensuring that individuals from all backgrounds have equal opportunities in higher education.
3. SDG 16: Peace, Justice and Strong Institutions
   • The article touches on the governance and integrity of educational institutions. Issues like “antisemitism protests,” claims of “ideological student indoctrination,” and the “refusal to hear conservative voices” are related to creating inclusive, just, and accountable institutions that protect fundamental freedoms.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • The debate over “affirmative action admission preferences” is a direct engagement with the methods used to ensure equal access to university education for different demographic groups.
2. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
   • The “Diversity, Equity and Inclusion programs” mentioned in the article are explicit institutional mechanisms designed to promote the social inclusion of all students and faculty, particularly those from marginalized groups.
3. Target 16.b: Promote and enforce non-discriminatory laws and policies for sustainable development.
   • The discussion around “affirmative action,” which is framed as a preference by its critics, and the issue of “antisemitism protests” both revolve around the implementation and enforcement of policies perceived as either promoting or failing to prevent discrimination within educational institutions.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Existence and nature of university admission policies.
   • The article’s focus on “affirmative action admission preferences” implies that the specific policies universities use for admissions serve as a key indicator for measuring efforts towards ensuring equal access (Target 4.3).
2. Implementation of institutional inclusion programs.
   • The reference to “Diversity, Equity and Inclusion programs” suggests that the existence, funding, and scope of such programs are measurable indicators of an institution’s commitment to promoting social inclusion (Target 10.2).
3. Frequency and nature of discrimination-related incidents and protests.
   • The mention of “antisemitism protests” implies that tracking the number and type of such events can be an indicator of the effectiveness of non-discriminatory policies and the overall climate of inclusivity on campus (Target 16.b).

Summary of Findings

Source: starnewsonline.com