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Does GATS’ Influence on Private University Sector’s Growth Ensure ESD or Develop City ‘Sustainability Crisis’—Policy Framework to Respond COP21

Author

Listed:
  • Gazi Mahabubul Alam

    (Department of Foundation of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43300, Malaysia)

  • Samsilah Roslan

    (Department of Foundation of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43300, Malaysia)

  • Abul Quasem Al-Amin

    (Faculty of Environment, University of Waterloo, University Avenue, Waterloo, ON N2L 3G1, Canada)

  • Walter Leal Filho

    (Research and Transfer Centre “Sustainable Development and Climate Change Management”, Faculty of Life Sciences, Hamburg University of Applied Sciences, Ulmenliet 20, 21033 Hamburg, Germany)

Abstract

The conventions and ratifications made by the United Nations (UN) have a long history. They were well respected for their ability to unite the world’s countries on some issues. The paradigm transformation of UN ratifications to combine both business models and social justice has received both positive and negative responses. While adherents argue that such a transformation is fundamental to boost economic development, opponents assert that the ‘so-called paradigm transformation’ has benefited the West by victimising the East, which has essentially complicated the global ‘sustainability crisis’. This also hinders executing the ESD (education for sustainable development) concept, especially in developing countries. The concept of ‘sustainable development’ is now the main agenda item of UN conventions. COP21 (United Nations Climate Change Conference in 2015, otherwise known as the 21st Conference of the Parties), is an example of the UN’s seriousness in addressing the ‘global sustainability crisis’. GATT and GATS are the international policies that are, respectively, the ‘causer’ and ‘developer’ of the private university sector in emerging market economies. Critics claim that this expanding sector generates an urban sustainability crisis. This study examined the effect of private universities’ expansion on urban sustainability, using a qualitative method for assessing primary and secondary data. The indices for night light intensity, heat and greenery served as the essential parameters to calculate the sustainability crisis. Results indicate that while the greenery index has fallen significantly, night light and heat indices have unexpectedly increased, which correlate with the development and expansion of the private university sector. To respond to COP21, a ‘carbon neutrality’ policy framework for the sector is suggested in an effort to control the sustainability crisis.

Suggested Citation

  • Gazi Mahabubul Alam & Samsilah Roslan & Abul Quasem Al-Amin & Walter Leal Filho, 2021. "Does GATS’ Influence on Private University Sector’s Growth Ensure ESD or Develop City ‘Sustainability Crisis’—Policy Framework to Respond COP21," Sustainability, MDPI, vol. 13(8), pages 1-21, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:8:p:4520-:d:538832
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    References listed on IDEAS

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    Cited by:

    1. Gazi Mahabubul Alam, 2022. "The Relationship between Figureheads and Managerial Leaders in the Private University Sector: A Decentralised, Competency-Based Leadership Model for Sustainable Higher Education," Sustainability, MDPI, vol. 14(19), pages 1-20, September.
    2. Siyu Chen & Ran Wang & Tingting Wang & Wenxian Zhou, 2022. "The Impact of Student-Teacher Policy Perception on Employment Intentions in Rural Schools for Educational Sustainable Development Based on Push–Pull Theory: An Empirical Study from China," Sustainability, MDPI, vol. 14(11), pages 1-16, May.
    3. Gazi Mahabubul Alam, 2023. "Has Secondary Science Education Become an Elite Product in Emerging Nations?—A Perspective of Sustainable Education in the Era of MDGs and SDGs," Sustainability, MDPI, vol. 15(2), pages 1-25, January.
    4. Hao Liu & Wenzhong Zhang, 2023. "“First Among Equals”: Unpacking Patterns of EFL Teachers’ Sustainable Feedback Strategies in Learner-Centered Language Learning Classrooms in the Chinese Context," Sustainability, MDPI, vol. 15(2), pages 1-20, January.
    5. Jian Li & Eryong Xue, 2022. "Pursuing Sustainable Higher Education Admission Policy Reform: Evidence from Stakeholders’ Perceptions in China’s Pilot Provinces," Sustainability, MDPI, vol. 14(19), pages 1-13, September.

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