Navigating the COVID-19 pandemic The year was dominated by the COVID-19 pandemic, which has had profound impacts
infrastructure, and thus required a holistic and systems-thinking approach to designing
on society. From its presumed environmental origins, the precipitous and sustained
interventions.
global spread of the virus, rapid development of variants, severe health impacts, and the attendant responses, all facets of sustainable development—economic, social,
All categories of staff and students were potentially affected across a range of
environmental and governance—were touched upon.
dimensions and were also active players in leading interventions to prevent and mitigate adverse outcomes. Impacts included potential exposure to infection and
In the face of pre-existing uncertainty, challenges, and the high burdens of poverty
consequent ill health, disruption of teaching programmes and research activities,
and inequality, the pandemic drove further social disruption, economic decline, and
changing practices of interacting with others due to social distancing requirements,
governance dilemmas related to protectionist responses that overrode the common
the experience of being cut off from society, and the associated risks to mental health
good: the most vulnerable were yet again left behind. Collectively, the complex
and well-being. The pandemic further magnified and broadened existing fault lines
interplay of impacts, responses, and trade-offs is likely to have profound impacts on
within society and the University community. Indigent students were more severely
the sustainability landscape for years to come, making the already difficult challenge to
impacted than others and at a most basic level: campus facilities often serve as their
achieve the SDGs by 2030 much tougher.
primary source of meals, healthcare, and support services, and closure of residences increased their risk of food shortages, hunger, and access to care. Students in need also
As with other establishments across different sectors, UP was directly affected by
had inherently less access to the technology and data required for virtual learning. With
the pandemic. In higher education, country-wide lockdowns, requirements for social
the need to suspend processes of contact learning indefinitely, radical and innovative
distancing, and constraints applied to gatherings drove fundamental disruptions to
solutions had to be rapidly implemented for the University to continue fulfilling its
established modes of teaching, learning, and research. At the same time, the sector
purpose. Central to creating sustainable solutions was the ability to leverage technology
continued to deal with the issues of weak national economic growth, an unstable
and to find ways to bridge the digital divide.
currency, declining state funding, increasing regulation of tuition fees, and rising student debt.
In navigating the complexity, coordination of actions across all staff categories was needed for a coherent response. Activities were organised across the four themes of:
With UP being the largest contact university nationally, this presented significant
•
reducing the risk of infection and spread through the University community;
implications to the University’s functioning and its long-term sustainability. Impacts
•
supporting the health and well-being of staff and students;
were seen across the entire University ecosystem of people, processes, and
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Our contribution towards achieving the Sustainable Development Goals | 2020 Progress Report
