No Single Answer

Despite trends towards increased levels of global uniformity, there exists no single answer as to what constitutes the most appropriate structures, systems or policies for research, higher education or knowledge production. Higher education and research take place in varying social, historic, economic, political and cultural contexts. There is thus a need for increased understanding of how research and higher education could be structured. Such understandings could be enhanced through increasing research in these fields, a wider dissemination of research findings, greater debate and the sharing of experiences and practices at a global level. UNESCO, as an agency for intellectual cooperation, therefore initiates the Forum on Higher Education, Research and Knowledge. The initiation of the Forum on Higher Education, Research and Knowledge has its origins in a number of developments. First, the World Conference on Higher Education (Paris 1998), which sought to promote: a) wider access to higher education on the basis of merit; b) modernized systems and institutions; and (c) closer links between this sector and society, notably the world of work. Article 5 of the WCHE Declaration is devoted to the advancement of research as a guarantor of the quality of academic endeavor. Further, a call was made to reinforce research on higher education, both as a field of knowledge and as an essential support to national and institutional policy-makers. Second, the World Science Conference (Budapest 1999) which took stock of current scientific issues: a) for knowledge and development; b) for peace and development; and c) with regard to their role in and for society. The World Science Conference insisted on the role of knowledge as a catalyst for progress and, set down the essential conditions for ensuring that research can flourish (Article 1.1. of its Agenda for Action). These include national and institutional capacities as well as robust cooperative alliances among scientific experts. The interests of these conferences interface, since all encourage Member States and other partners to orient their action towards equitable social development. For this to occur, communities should have growing levels of prosperity and employment for their citizens. In this regard, sectors such as Education and Science – both of which emphasize the necessity for strong research – clearly assume the greatest importance. The Forum of Higher Education, Research and Knowledge is therefore built as an inter-sectoral UNESCO project involving the Education, Social Science, and Natural Science Sectors.