Imagine a world in which human knowledge is equitably shared, unhindered by barriers of cost, time or national borders. 

Think what could be achieved by marshalling the latest ground-breaking research and offering research-led, challenge-focused education at scale, as part of a global effort to meet – and solve – the biggest challenges facing our planet.

This was the focus of the global Knowledge Equity Network (KEN2022) Summit on the 17 November at the University of Leeds in the UK themed: “Unlocking knowledge to create a fair future”.

The summit, which was facilitated by the University of Leeds, discussed a world-first declaration. It sets out a vision for fair and equitable access to knowledge, through a shared global community of learners, practitioners, and innovators. It is based on the central tenet that access to the knowledge of higher education institutions should be universal, collaborative, inclusive and sustainable.

In the keynote address at the summit, the University of Pretoria’s Vice-Chancellor and Principal, Professor Tawana Kupe, said: “This is a noble, ground-breaking and indeed urgently-needed initiative to accelerate meaningful access to higher education for all. I am truly excited about the KEN declaration as I firmly believe that without the deepening and broadening access to and advancement of knowledge, we will not be able to respond to the big and grand challenges facing humanity and our world today.”

He added that higher education needs to be at the forefront of addressing the UN Sustainable Development Goals (SDGs).

“They provide us with a good and accepted framework to shape our actions in a way that is relevant to society. To achieve this, we need to build a collaborative community across institutions, individuals and nations. We do not have the luxury of time,” he said.

Signatories to the Declaration from higher education institutions around the world would support the following practices:

• Create a culture and environment where there is open and equitable access to both education and the benefits of knowledge and innovation that result from higher education.
• Significant increase co-creation of research and student education between the Global North and Global South.
• Actively and collaboratively address inequalities (such as social, geographical, financial) that prevent or limit open access to higher education, and pursue a cohesive approach to improve equality, diversity and inclusion, and student demographics that reflect populations.
• Move away from competition-based environments and competition-focused rankings to a global collaborative endeavour where partnership is celebrated and rewarded.
• Increase higher education sector’s collaborative efforts to address UN Sustainable Development Goals.
• Make a wholehearted commitment to open publication.

The summit provided a forum for discussion on the principles and recommendations to co-develop the final declaration. Once it is concluded, the University of Leeds will facilitate the process of engagement with partners and signatories. The Knowledge Equity Network (KEN) will set up regular opportunities to convene through forums and discussions to advance and monitor progress, work towards openness as a global community and achieve the goals of the declaration.

“I believe that the Knowledge Equity Network and its partners will play a pioneering role in shifting global educational ecosystem dynamics, bridging the knowledge and capability divide across institutions and geopolitical boundaries,” said Prof Kupe.

“In developing strategies to shift towards “next generation” universities, we need to demonstrate intentional transformational leadership that is in touch with society, that develops human potential for improved human existence and that embraces co-existence with all forms of life. We need to establish and strengthen a coalition of the willing to act as drivers and catalysts of change. Through progressively increasing the size and influence of this pool we are likely to reach a critical mass and tipping point that creates a new set of paradigms and standards for higher education.”

Such change must advance a transdisciplinary and collaborative agenda, anchored in excellence, and a new paradigm of partnerships and collaborations that are multilateral and transcend Global North and South disparities.

“We should learn from each other, rapidly adopting and adapting learnings to different contexts, and embracing and valuing all forms of knowledge and expertise. From the embedded knowledge of “street experts” to the formal, celebrated and peer-reviewed experts that we know,” Prof Kupe explained.

Such a proposition is not philanthropic, nor is it a “nice to have”, he added. “With increasing expectations on universities to demonstrate societal relevance, we need to translate knowledge into solutions that matter and make a difference. We have a mammoth task ahead, and one not for the faint hearted. It is however a purpose-driven call to collaboration and partnering that will unleash the talents and ideas of all our institutions. We are surely up to the challenge. We do not have a choice.”