2016 Good Practices in Responsible Management Education (Part 1)

It is once again it’s time for PRiMEtime’s year-end review. 2016 was another exciting year with a lot of innovative new initiatives and approaches at business schools around the world embedding responsible leadership and sustainability into their programmes. PRiMEtime provides an extensive and growing database of examples from schools around the world on how to embed sustainability, ethics and the Sustainable Development Goals (SDGs) into management education as well as tips on how to move forward.

This year, 60 new articles were posted featuring over 143 examples from more than 65 schools in 38 countries. In this 2-part year-end post we review the examples featured this year, organized roughly around the SDGs, and what we have to look forward to next year. (Click on the links to read the full article).

SDG1SDG2SDG3The Hong Kong Polytechnic University has developed an interdisciplinary collaboration between the Business School and the Department of Rehabilitation Sciences, call the Wellness Clinic. It provides preventive care programmes designed, promoted, administered and implemented by students. IEDC-Bled School of Management partnered with members of the UN Global Compact Local Slovenia to organize workshops around the theme of “Health promotion in the workplace as part of the corporate social responsibility and sustainable business development’.

For one week in March, EADA Business School’s campus transforms into a model refugee course where students taking the Managing Humanitarian Emergencies elective learn about the main components required to respond to humanitarian emergencies and extreme situations in general.



La Trobe Business School (Australia), ISAE (Brazil), Audencia Nantes School of Management (France) and Hanken School of Economics (Finland) founded CR3+ Network, a new program that provides a supportive platform to build international collaboration and enables the four schools to work together to build capacity in responsible management education. In the USA, Western Michigan University (USA) partnered with Christ University in Bagalore in India to create an experiential experience to engage students in sustainability discussions in India. Reutlingen University in Germany shared their experiences with the Ethikum Certificate awarded to students who complete a number of special experiences and courses during their time at university. Hult International Business School shared their experiences integrating the SDGs into the core Business and Global Society course. Hult International Business School and Ashridge Business School also shared their experiences integrating the Sustainable Development Goals into their PRME Sharing Information on Progress Report. The University of St. Gallen and oikos work together to offer the PhD Fellowship Programme, a unique opportunity to support international PhD students writing their thesis on sustainability in economics or management.

PRiMEtime also explored a range of MOOCs (Massive Open Online Courses) available on sustainability topics. These courses are free online and open to anyone with an interest in the topic. A series of posts provided an overview of the MOOCs available in the Spring (Part 1 and Part 2) and summer (Part 1 and Part 2).



The American University of Beirut’s University for Senior Programme aims to redefine the role of older people in society by providing them opportunities to remain intellectually challenged and socially connected through a range of lectures, study groups, educational travel programmes, campus life and intergenerational activities. The American University of Beirut also paired up with Citi to provide crucial support and mentoring for female entrepreneurs in Lebanon and the MENA region with the goal of increasing their numbers significantly. Altis Postgraduate School of Business and Society in Italy introduced us to E4Impact, a special programme aimed at training a new class of African leaders who will be able to create jobs in the sustainability sector in their country.



Ryerson University (Canada) designed a unique interdisciplinary programme that brings together faculty from all of the university’s six department called the Environmental Applied Science and Management (EnSciMan) with a focus on environmental management. In Italy, the University of Bologna’s Launch Pad aims to leverage the know-how of the hundreds of PhDs and post-docs studying at the university to facilitate its transformation into valuable products and services, many focused on social and environmental topics. PRiMEtime also looked at a range of global student networks engaged in sustainability that are active within and across business schools.



Antwerp Management School’s ID@Work research programme aims to support organisations in attracting, developing and retaining employees with an intellectual disability. The Australian Indigenous Mentoring Experience at the University of Wollongong is an educational programme that supports Indigenous students through high school and into university, employment or further education. Also in Australia, Deakin University has been exploring how to encourage and train more Indigenous Australians to become accountants (currently of the more than 180,000 Australian professional accounting body members, only 30 identify as Indigenous). The Northwest Aboriginal Canadians Entrepreneurs Programme at the University of Victoria Gustavson School of Business is a partnership between several organisations including regional and provision government to offer first class entrepreneurial learning to the Indigenous people of Northwest British Columbia with the aim to enhance the self sufficiency and full economic participation of Indigenous people

Management Education and the United Nations

As an initiative established by the United Nations, PRME provides a range of opportunities for signatories to engage with a range of programmes throughout the UN system. This includes the wider “UN family” made up of the UN and its many affiliated programmes (e.g. UNDP, UNEP), funds (e.g. UNICEF), and specialised agencies (e.g. ILO, IMF, World Bank) each working on a different subset of sustainability issues globally and locally.

For example, signatories are invited and encouraged to engage in cross-programme projects relating to education and sustainable development including:

SDGSustainable Development Goals (SDG)

On 26 September 2015, all 193 Member States of the United Nations adopted a plan for achieving a better future for all—laying out a path over the next 15 years to end extreme poverty, fight inequality and injustice, and protect our planet. At the heart of “Agenda 2030” are 17 Sustainable Development Goals (SDGs) and 169 related targets that address the most important economic, social, environmental, and governance challenges of our time. These goals will help guide national government priorities, however it is the private sector that will be key to the success of each goal—through responsible business operations, new business models, investment, innovation and technology, and collaboration. For companies, successful implementation of the SDGs will strengthen the enabling environment for doing business and building markets around the world. Overall, the SDGs represent an unprecedented opportunity for business and academic institutions to align their own sustainability goals with goals for the broader society. Although the SDGs don’t officially begin until January 2016, now is the time to start exploring how to align curricula, projects, research, and partnerships and raising awareness about the goals on campus. For business updates on the SDGs, click here, for updates from PRME, click here, and stay tuned to PRiMEtime.

HESIHigher Education Sustainability Initiative (HESI)

HESI was created by a consortium of UN entities (UNESCO, UNDESA, UNEP, Global Compact, PRME, and UNU) in the run up to the United Nations Conference on Sustainable Development (Rio+20). Through HESI, higher education institutions commit to teach sustainable development concepts in their core curricula, conduct research on sustainable development issues, green their campuses and support sustainability efforts in the communities in which they are embedded. Although not specifically focused on management education, many PRME signatories are engaged.

The HESI network comes together regularly, most recently in October 2015 in Paris to discuss Higher Education for Climate Change Action. The event provided an opportunity to:

  • take stock of progress made since Rio+20 by sharing best practices and lessons learnt,
  • discuss the roles and responsibilities of higher education institutions in contributing to business and technological innovation around climate change adaptation and mitigation, and
  • encourage new or enhanced commitments, particularly around the facilitation of academic and scientific inputs into the formulation of climate policies.

The meeting resulted in the formulation of a message and a set of policy recommendations to be presented to the UNFCC Secretariat at COP21 in December 2015 in Paris.

UNESCO Global Action Plan on Education for Sustainable Development

gap-esd_logoBuilding on the momentum and increasing importance of Education for Sustainable Development (ESD) beyond the International Decade for Sustainable Development (2005-2015), the Global Action Plan (GAP) seeks to generate and scale-up concrete actions arou
nd ESD in all levels and areas of education and learning
to accelerate progress towards sustainable development. In order to do this five priority action areas have been identified; mainstreaming ESD into educational and sustainable development policies, integrating sustainability principles into education and training settings, building capacities of educators and trainers, empowering and mobilising youth, and accelerating sustainable solutions at the local level. For more on the GAP, click here.

UNESCO (the United Nations Educational, Scientific and Cultural Organisation) coordinates a wide range of local, regional, and global projects around education for all, at all levels, and in all areas. For more, visit en.unesco.org. One of these projects is the Global Business Coalition for Education, which brings the business community together to accelerate progress in delivering quality education for all of the world’s children and youth.

For more on UN-related educational programmes and opportunities to engage, keep an eye out for notices in the PRME Newsletter.

2015 Good Practices in Responsible Management Education (Part 2)

It is once again time for PRiMEtime’s year-end review. 2015 was another exciting year with a lot of innovative new initiatives and approaches at business schools around the world to embedding responsible leadership and sustainability into their programmes. Sixty articles were posted featuring over 182 examples from more than 114 schools in 38 countries. In this 2-part year-end post we review what happened this year and what we have to look forward to next year. (Click here to view Part 1)

Principle 5Principle 5: Partnerships

A growing number of schools are partnering with local businesses to advance sustainability on campus and beyond. In fact, through a new project between Global Compact LEAD and PRME Champions many of these partnerships were highlighted this year including The American University in Cairo’s Women on Boards programme, the development of local sustainability networks by ESPAE, University of Guelph partnership around food, Novo School of Business and Economics’ partnership around children consumer behaviour and the University of Technology Sydney partnership around insurers role in sustainable growth. Additional resources were providing to assist schools in developing new partnerships including 5 Key Messages from Business to Business Schools Around Sustainability and 10 Tips.

Another feature focused on examples of schools engaging with local governments in Turkey, Brazil, Australia, US, UK and Latvia.

Principle 6Principle 6: Dialogue

Most of the examples presented through the year have also involved dialogue around responsible management topics, across the campus and beyond. As always, many posts featured Sharing Information on Progress Reports including an overview of the newly released Basic Guide to Sharing Information on Progress, as well as a two part series on visuals to get inspired by for your next SIP report.

A number of Sharing Information on Progress Reports were featured and celebrated this year including Reykjavik University’s first report, Ivey Business School’s experiences communicating the big picture through their SIP, the recipients of the Recognition of Sharing Information on Progress Reports were highlighted including KEDGE Business School.

Principle “7”: Organisational Practices

PRME signatories globally are increasingly active in creating more sustainable campuses. Coventry University shared their experiences in gaining sustainability accreditation in the UK. A two-part feature on sustainable buildings on campus highlighted a range of approaches being taken by schools around the world.

Last but not least, as businesses become more engaged in sustainability around the world, we are presented with an increasing range of examples of active companies to highlight in the classroom. Featured sustainable business examples collected from faculty in 2015 included:

Thank you for a fantastic 2015 and for contributing all of your good practice examples and stories. We encourage you to engage with the discussion and promotion of PRME and the Sustainable Development Agenda on all levels, including our Chapters and working Groups, as well as through Facebook, LinkedIn, and Twitter.

2016 will be another exciting year in the field of management education and sustainability in particular through the Sustainable Development Goals and business-business school partnerships. If there are any topics in particular you would like to see covered, or you would like your initiatives to be featured, please do not hesitate to contact me at gweybrecht@thesustainablemba.com.

2015 Good Practices in Responsible Management Education (Part 1)

It is once again time for PRiMEtime’s year-end review. 2015 was another exciting year with a lot of innovative new initiatives and approaches at business schools around the world embedding responsible leadership and sustainability into their programmes. Sixty articles were posted over the year on responsible management education, featuring over 182 examples from more than 114 schools in 38 countries. In this 2-part year-end post we review what happened this year and what we have to look forward to next year.

Principle 1Principle 1: Purpose

2015 of course was the year of the PRME Global Forum. A post of student views on business as a force for good as well as what the future corporation will look like, highlighted the power of students in being innovative thought leaders. Several key documents were launched during the Forum and featured on PRiMEtime including The State of Sustainability and Management Education.

In September a call to action was made to higher education institutions to join in making a commitment to support refugees in crisis. The PRME community stepped up with a number of initiatives featured in this post. Two posts on Higher Education for Climate Change Action coincided with the Higher Education Sustainability Initiative meeting in October and featured a number of examples of business schools taking action around this important issue.

As the international community is preparing to launch the Post-2015 Development Agenda and the Sustainable Development Goals in 2016, a growing focus of PRiMEtime and the wider PRME community has been understanding how business schools can engage in the process and contribute to achieving the goals once they are put in place. Several updates were posted including this overview and update.

Principle 2Principle 2: Values

As the sister initiative to the Global Compact, several Global Compact resources were featured including Finance and Sustainability Resources and Ways to Engage and a look at the building blocks for transforming business and changing the world. We also looked at a number of other resources available to the PRME community including ways that schools are using technology in the classroom to teach sustainability, a selection of MOOCs on Sustainability/Ethics for Fall 2015 as well as for Spring 2015.

Several posts featured International Days focused on highlighting and celebrating specific sustainability related topics. This included a look at how management education is engaging high school students in sustainable business for International Youth Day, schools engaged in sustainable energy projects for the International Year of Light, a two part feature on schools engaged in sustainable food for World Health Day, and women and management education for International Women’s Day

Principle 3Principle 3: Method

PRME schools shared their experiences in re-designing their programmes to embed sustainability more fully including Stockholm School of Economics, University of New South Wales, Jonkoping International Business School, and the University of Wollongong. This included new courses such as Peter J. Tobin College of Business introducing all students to not-for-profit management, students engaging in their communities including innovative projects at Great Lakes Institute of Management, and Willamette University Atkinson Graduate School of Management’s MBA for Life programme. ISAE/FGV shared their experiences in engaging stakeholders in prioritising their sustainability strategy moving forward.

Principle 4Principle 4: Research

Schools continue to conduct a number of important research projects around the topic of sustainability, ethics and responsible management focused on their particular regions, including the development of case studies on sustainable production and consumption for the business community at the Universiti Sains Malaysia.

A growing focus is being put on interdisciplinary collaboration and projects including at Stockholm School of Economics, Aarhus University and the Maasai Mara in Kenya, and the development of an interdisciplinary sustainability research network at University of Nottingham.

Several new publications were introduced which highlight research and the key role that faculty play in embedding sustainability and responsible management into the curriculum including Faculty Development for responsible management education and an Inspirational Guide for the Implementation of PRME featuring examples from UK and Ireland.

 Part 2 will be posted on January 4th, 2016.

Supply Chains and Sustainability – UNGlobal Compact – Resources and Ways to Engage

supply chainsA company’s entire supply chain can make a significant impact in promoting human rights, fair labour practices, environmental progress and anti-corruption policies. Companies rank supply chain practices as the biggest challenge to improving their sustainability performance. In response, the Global Compact provides a range of resources and projects to assist companies in this regard, all of which provide opportunities for the academic community to engage with and incorporate into curriculum and research.

This one pager provides a brief overview of the different projects and resources available on the topic of Supply Chains and Sustainability by the Global Compact and outlines a range of ways that academic institutions can get involved in these projects.

The Global Compact hosts a website, http://supply-chain.unglobalcompact.org, which is a one-stop-shop for business seeking information about supply chain sustainability. It provides information to assist business practitioners in embedding sustainability in supply chains including initiatives, programmes, codes, standards, networks, resources, and tools, as well as a range of case examples highlighting company practices.

Guide to Traceability, produced by the Global Compact and BSR, helps companies and stakeholders understand and advance supply chain traceability, which is the process of identifying and tracking a product or component’s path from raw material to finished good. Traceability is a tremendously impactful tool for advancing sustainability objectives, but still has a long way to go before it is an integral part of sustainable supply chain management and is used widely by companies. The guide shows companies and stakeholders how to effectively engage together in traceability.

Practical Guide for Continuous Improvement looks at how to integrate sustainability into procurement strategies. It includes alignment with relevant standards and initiatives and also reflects current and emerging trends within this area. The guide can also help schools think about their own procurement strategies and aligning them with sustainability goals.

An online assessment and learning tool around Supply Chain Sustainability is also available aimed at assisting businesses in measuring progress in implementing a holistic sustainable supply chain approach. This tool assesses gaps and share challenges and successes.
There are also several resources that relate to specific issues within the supply chain. Human rights examples include:

  • Human Rights and Labour Working Group Good Practice Notes on Supply Chains A series of Good Practice Notes on how companies can partner with suppliers, governments and civil society to promote human rights in supply chains.
  • Embedding Human Rights in Business Practice – Case Studies Series: A collection of case studies about efforts by companies to integrate human rights principles into their practices and supply chains. Case Studies on ANZ, Ford, Telenor Group and Total include a focus on supply chain management.

And corruption:

  • Fighting Corruption in the Supply Chain: A Guide for Customers and Suppliers Practical guidance and tools for both customers and suppliers to engage in the fight against corruption.
  • Stand Together Against Corruption this resource provides short and practical guidance to companies on managing anti-corruption in the supply chain.

Ways for the academic community to get involved

  • Listen to specific examples: Global Compact hosts a number of webinars on topics around sustainability and supply chain including traceability focused on specific sectors including forestry, minerals and diamonds, garments, and food and agriculture. These recordings are available on their website and can be used in the classroom.
  • Case studies: supply-chain.unglobalcompact.org has a section with dozens of short case studies of global compact companies implementing sustainability strategies in specific parts of their supply chain which can be incorporated into the classroom including Unilever’s sustainable sourcing of palm oil or Intel developing a “conflict free” supply chain.
  • Watch out for calls for input: Most recently there was call out for input on traceability solutions for the apparel sector in order to understand the functional and technical requirements along each step of the supply chain, and then explore what solutions providers exist that could address these requirements.
  • Use the website and current topics explored by this group of companies to inspire student and research projects or connect with these companies locally to propose related partnerships or to invite them in as guest speakers.

Creating a Useful Tool for Communicating Sustainability Efforts – KEDGE Business School

KEDGE SIPOne year after its merger, which brought BEM and Euromed Management together to form KEDGE Business School, the new group ranks amongst the top 30 European business schools. Their latest Sharing Information on Progress (SIP) report, is their first integrated sustainability report as a merged business school, and explores the linkages between the organisation’s strategy, governance and financial performance, and the social, environmental and economic context within which it operates. Their report received a Recognition for Excellence in Reporting at the PRME Global Forum in June in New York City.

I spoke with Jean-Christophe Carteron, Director of Corporate Social Responsibility, and Chloé Pigeon, Marketing & Communication Director at KEDGE, about their report and advice for others working on their SIPs.

Introduce your report, and the approach you took to putting it together.

C. Pigeon: Since signing the Global Compact in 2005, we started to produce COP reports (Communication on Progress, the equivalent of a SIP for PRME). By the time we engaged in PRME in 2008, we decided to start publishing our SIP as a sustainable development (SD) report. Fortunately, a consulting company (UTOPIE in Paris) offered to help us. Three years later, our Dean asked the CSR Department to expand our work and move towards an integrated report (SD report + activity report). The third edition of this report that just came out was put together by our two departments.

Is there a part of your report or the process that you are particularly proud of?

JC Carteron: To be frank, I love the indicators chapter at the end of the report—not because it shows that we are perfect, but because it shows that we are not! In the world of business schools, we too often boast about being perfect and we usually deny recognition of the success of our peers. In a previous edition of our report, I convinced my dean to incorporate in our SIP a double page on “our greatest mistakes” and another on the “best practices of our competitors.” Thanks to that initiative, which I hope to see again in our next version, we have gained credibility and today no one would venture to “traffic figures” to erase bad results. And I hope this will last…

How are you thinking and reporting about indicators and metrics?

JC: A couple of years ago I was lucky enough to be part of the team from the two national associations of higher education in France (CGE for engineering schools and business schools and CPU for public universities), who built the first assessment tool for Higher Education Institutions. The “Green Plan” as it is called, measures a large number of criteria covering research, pedagogy, environmental management of the campus, social and territorial anchoring and governance. It was natural and easy to link the principles of PRME and the Green Plan criteria since they have worked very well for us.

As the Green Plan is de facto linked to the French context, we can recommend to have a look on the platform for sustainability in Higher Education. It brings together organisations which have created sustainability assessment tools designed to support universities and colleges around the world.

What have been some of your successes and challenges in relation to indicators?

CP: The first challenge is finding data. Before starting our report, there was a lot of data that we weren’t collecting regularly, or at all. It took us three years to have more reliable indicators. At this point our school merged (to create KEDGE BS) and after more than a year as a merged business school we are still lacking some of the data we need! The amazing thing though is that looking for this data forces us to work with all the different departments, to ask questions, and to start moving together in the same direction. In a sense, producing the SIP has helped facilitate our merger.

What advice do you have for other schools interested in an integrated report? Could any school do this?

JC: Here are some comments and suggestions based on what we’ve found useful:

1. Do not do a SIP (as integrated report or as a simpler version) simply because PRME requires it. Do it to help advance your own work.

2. The report provides a snapshot of all your actions. Reporting will help you to bring these different initiatives together, as they can often appear highly fragmented. This will highlight the successes of your teams and also allow you to see gaps and weaknesses that need to be worked on.

3. The more you produce the same kind of report as companies, the more you increase your credibility to build partnerships with companies.

4. Given the changes in accreditation criteria, such reports makes it easier during peer review by having required you to collect the info from year to year.

What plans do you have for your next report?

CP: We are hoping to create a report that brings together the PRME Principles, the French Green Plan, Global Reporting criteria (the standard used by many companies) as well as accreditation standards for EQUIS, AACSB and AMBA. We are also planning on doing a new series of stakeholder consultations in order to update to their expectations in terms of reporting. We currently, because of costs, only publish the report in English, which is an issue for French local government or small SMEs who do not master English. We are considering an online bilingual version. Finally we would like to involve students more. The largest student association on campus is focused on sustainability (Unis-Terre), so finding more projects that involve them or even co-writing the report with them would be a great improvement.

What are three initiatives that you are particularly proud of that you are working on at KEDGE that are mentioned in the report?

JC: Of course, the Sustainability Literacy Test we launched a little bit more than one and half year ago. Supported by the UN, this multiple choice questionnaire aims at testing knowledge on Sustainable Development Issues, and can be tailored to different regions. It has been taken by almost 30,000 students from 340 universities. This year will celebrate our tenth session of Model UN. Each year we have more than 300 students that participate. Last year our team came back with the Best Delegation award at the National Model UN event in New York. We are also very proud of our research in the area of CSR. We have a range of strong research collaborations with national businesses. More information can be found in our SIP.


Lessons in Preparing your First SIP Report from Reykjavik University

SIPReykjavik University in Iceland was awarded, at a special ceremony at the 2015 PRME Global Forum in June, a recognition for their Sharing Information on Progress report (SIP). In their first SIP report they created an engaging and reader friendly communication tool that brought together the work that they are doing at the Business School, while actively promoting the voices of different stakeholders. I spoke with Hrefna Sigriour Briem, Director of the B.SC Programme at the School of Business, about their experiences and lessons learnt preparing their first SIP report.

What approach did you take when preparing your first report and how did you go about putting the report together?

The report was an excellent opportunity to take a close look at what is already in place. We started by discussing with faculty what initiatives they were already taking in their teaching and research—we were pleasantly surprised by the fact that there was more going on than we had anticipated. The reporting process was a great opportunity to shed light on various activities that were already going on and illustrate them in a coherent manner. In addition we discussed the issue of responsible leadership and sustainability at various faculty meetings and a task force brainstormed for new ideas and initiatives, particularly how to get students more involved and how collaboration could be encouraged.

Is there a part of your report or the process that you are particularly proud of? What parts were, or still are challenging?

It was delightful to experience that faculty members and students were quite interested and enthusiastic. We are particularly proud of the fact that the report illustrates the work of a large majority of our people and the ways that responsible management education (RME) is exercised in our various programmes. Getting started was the most difficult part. What to report on and how to report was a challenge, and we spent considerable time discussing these issues.

How have you been using/communicating the report?

We have mostly used the report for internal purposes—communication to students has been our number one priority. We did however distribute the report to the business community, and the dean and programme directors have made a point of discussing the importance of RME both internally as well is in external communications such as interviews and commentaries. We do see further opportunities in participating in a dialogue with industry, particularly through FESTA, a local business network for promoting sustainability. Our report was sent to the 300 biggest organisations in Iceland and was also covered by various local media.

What advice do you have for other schools putting together their first report?

Start by looking for what is already going on. Get as many of the faculty members on board as you can, but don’t waste too much time on convincing the skeptics, the advocates are the ones that will make the change happen. It is also good to keep in mind that the report should be useful for the institution, we used the report and the process as means to take stock and set goals, that way you can refer back to it as you move along.

What plans do you have for your second report?

We will proceed with the discussion at faculty meetings and continue our task force meetings. By the time we deliver our second report we would like to have reached some of our goals set forward in the first report, particularly with regards to leading by example as an institution, increased student involvement, and measuring progress by surveying faculty and students on their knowledge and attitude towards responsible management and sustainability. We won’t change the format much, but will embark upon attaining more depth. There will be more emphasis on research concerning responsible management education. We will also create more discussion among faculty members, students, business and society.

What are some initiatives mentioned in the report that you are particularly proud of that you are working on at RU?

After we signed up to the PRME principles we came up with the idea of rewarding students for responsible and sustainable business ideas in our Entrepreneurship and
Starting New Ventures course. Reporting on this student involvement was particularly enjoyable. Taking count of students views and attitudes towards sustainability through a research initiative of two faculty members is a very important part of monitoring this constant improvement process, and we will continue this effort and report on it in our next SIP. Last but not least, we thought it was very important to demonstrate, in our SIP, the variety of research projects that our faculty are conducting related to responsible management and sustainability.

To read Reykjavik University Business School’s SIP report click here. A Basic Guide to Sharing Information on Progress was also launched at the Global Forum and is available here. For more posts on SIPs click here.

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