Given that tertiary education (TE) is a sector often associated with exclusion, particularly in low- and middle-income countries (LMICs), where only a small proportion of the population gain access, how well placed is this sector to support the implementation of the SDGs? This article extends our reflections from a recent rigorous review of literature, published from 2010, which looked at the role of tertiary education in low- and lower-middle-income countries. The review noted the sparse literature on a range of development outcomes, with limited attention to some of the key themes of inclusion and sustainability associated with the SDGs. Many studies report on some form of limited connection between TE and development outcomes, also drawing attention to contextual conditions beyond TE that contribute to this. The article considers the reasons for these findings, and some of the difficulties of forming conclusions on a still limited base of research evidence. A second theme in the literature reviewed highlights that where TE establishes partnerships, engagements or cross-institutional alliances, joint and valuable learning in support of the SDGs ensues, enhancing practice and building institutions. Some of the implications of these findings for the positioning of TE in developing countries in the wake of COVID-19 are considered.
Unaligned connections or enlarging engagements? Tertiary education in developing countries and the implementation of the SDGs