Академический Документы
Профессиональный Документы
Культура Документы
PRACTICE
PUBLICATION
Professional development
of university educators
on Education
for Sustainable Development
in European countries
This project has been funded with support from the European Commission.
This publication reflects the views only of the authors, and the Commission cannot
be held responsible for any use which may be made of the information contained therein.
UE4SD Project Partners (2015): Charles University – Czech
L a t v i a / E C O – U N E S C O ( c l u b s ) – I r e l a n d / I n s t i t u t e o f E c o l o g y a t Ta l l i n n
– N e t h e r l a n d s / U n i v e r s i t é de Versailles Saint–Quentin–en–Yvelines
M a d r i d – S p a i n / B o ğ a z i ç i U n i v e r s i t y, S u s t a i n a b l e D e v e l o p m e n t a n d C l e a n e r
Ed itors:
1
C h arl e s Un ivers i t y i n P ra g u e, C zec h Rep u b l i c
2
Un ive rsit y of G l o u c es ters h i re, U n i ted K i n g d o m
3
Le up h ana U n i vers i t y o f L ü n eb u rg, G er ma ny
4
Un ivers i t y o f G i b ra l t a r, G i b ra l t a r
5
Auton om o u s U n i vers i t y o f M a d r i d , S p a i n
6
Univers i t y o f L j u b l j a n a , S l oven i a
© U E 4S D, 2 0 1 5
C ha r l e s U n i ve rs i t y E nv i ron m e n t Ce n ter, Char l es U n iversit y in Prag ue, Czec h Rep ub l ic ;
U n i ve rs i ty of G louc e s te rs h i re, U n i te d Kin g d om ; Leup hana U n iversit y of Lüneb urg ,
G e r m a ny; Auton om ous Un i ve rs i t y of M ad r id , S p ain
G ra phi cs : Pe t r Kut á č e k, C ze c h Re p ub l ic
P r i n te d o n re c y c le d p a p e r b y Ž a ke t – k ar tog rafic ké vyd avatel st ví a t isk ár n a, Czec h Rep ub l ic
I S BN : 978 - 8 0 -87076 - 2 2 -4
UNIVERSITY EDUCATORS FOR SUSTAINABLE DEVELOPMENT
ACKNOWLEDGEMENTS:
The UE4SD project leaders and regional coordinators would like to thank all partners as well as
external authors who have contributed to the production of this publication.
http://www.ue4sd.eu/outcomes
5
TABLE OF CONTENTS
ABBREVIATIONS............................................................................................................................. 8
GLOSSARY....................................................................................................................................... 9
INTRODUCTION ............................................................................................................................10
CHAPTER 1 PURPOSE
CHAPTER 2 POLICY
CHAPTER 3 PRINCIPLES
6
CHAPTER 4 EXAMPLES
4/1 How were the best practice examples selected and developed?......................................... 38
4/2 Overview of best practice examples in this publication....................................................... 38
References.............................................................................................................................. 39
Overview of best practice examples contained in this publication.................................................. 40
CHAPTER 5 REFLECTION
CHAPTER 6 PATHWAYS
RESOURCES..................................................................................................................................130
INDEX............................................................................................................................................133
7
ABBREVIATIONS
DESD................................................................ UN Decade of Education for Sustainable Development
GLOSSARY
E x p l ana t io n o f te rms use d in this pu blication :
8
PD................................................................................................................................. professional development
SDGs............ Sustainable Development Goals (UN 2030 Agenda for Sustainable Development)
State of the art report: summary of the map- Best practice examples: examples identified
ping stage done by the UE4SD consorti- as leading practices by the UE4SD Steer-
um in 2014, full reference: UE4SD (2014) ing Group for this publication (criteria in
Mapping opportunities for professional development this LPP, see Section 4.1)
of university educators in Education for Sustaina-
ble Development: A state of the art report across 33 Case studies: best practice examples de-
UE4SD partner countries. Authors: Mader, M., scribed in this publication, including the
Tilbury, D., Dlouhá, J., Benayas, J., Michelsen, text, photos, diagrams, further readings,
G., Mader, C., Burandt, S., Ryan, A., Mulà, I.; etc. (see Chapter 4)
Barton, A., Dlouhý, J., and Alba, D. University of
Gloucestershire, Cheltenham, 57 pp. ‘Large’ case studies: case studies with length
of 5-7 pages, described in more depth (see
Leading Practice Publication: this publica- Chapter 4)
tion, full reference: UE4SD (2015) Leading
Practice Publication: Professional development of ‘Small’ case studies: shorter case studies with
university educators on Education for Sustainable length of 2-4 pages (see Chapter 4)
Development in European countries. Editors: Ka-
pitulčinová, D., Dlouhá, J., Ryan, A., Dlouhý, Online Platform of Resources: a collection of
J., Barton, A., Mader, M., Tilbury, D., Mulà, good practice examples of professional
I., Benayas, J., Alba, D., Mader, C., Michelsen, development opportunities for European
G., Vintar Mally, K. Charles University in Prague, higher education staff, it includes all of the
Prague, 136 pp. case studies presented in this publication,
as well as more good practice examples
Good practice examples: examples of pro- from the UE4SD project, and various oth-
fessional development of university edu- er materials relating to ESD professional
cators on ESD identified by the UE4SD development in European higher educa-
Steering Group during the mapping stage tion, access via the UE4SD website: http://
of the UE4SD project (defined in the State www.ue4sd.eu/
of the art report)
9
INTRODUCTION
This Leading Practice Publication (LPP) text of the publication and to introduce the
is the result of nearly two years of work on concept of the professional development of
the European project University Educators for Sus- university educators in the area of ESD. The
tainable Development (UE4SD) building on the chapters also describe the key methodological
knowledge and experience of 53 partners from principles and define the terminology used in
33 countries active in the area of Education the publication so that general understanding
for Sustainable Development (ESD) at Euro- is achieved.
pean higher education institutions (HEIs). In
these two years (2013-2015), a wealth of infor- The core part of this publication – includ-
mation has been gathered and we are pleased ing the 13 best practice examples – is pre-
to share with you some of the key findings sented in CHAPTER 4. The chapter starts
and experiences gained during the project in with a short overview of the selection and de-
this publication. velopment of the best practices and follows
with the individual examples as sub-chapters.
The aim of this book is to:
The last two summary chapters (CHAP-
1) provide an overview of the best practice exam- TER 5 & 6) provide a reflection of experience
ples of professional development opportu- gained from the best practice examples and
nities for European university educators in outline possible ways forward.
the area of ESD; and to
References and relevant further readings
2) inspire the reader to engage in supporting fur- are provided in each chapter. An overview of
ther developments in this field. all UE4SD products and materials, as well as
INTRODUCTION
1) Modified according to the Rio+20 Treaty on Higher Education (on Box 1), available from http://hetreatyrio20.
com/wordpress/wp-content/uploads/2013/06/treaty_rio.pdf
10
administrative offices, European policy The 3 key target groups of this book include:
makers, funding agencies, quality assess-
ment bodies, international organisations Educators – primarily higher education
Those forming part of the communities which academic staff, but also educators in other
the higher education system serves – for ex- sectors
ample: NGOs, professional bodies, com- University leadership – University Execu-
munity educators, businesses and young tive, Council or Boards, registrars and ad-
people, professional mentors and trainers ministrative officers, academic managers and
implementers, staff development teams (in-
From this diverse range of potential users of cluding centres for continuing education)
this publication, three key target groups have Policy makers – ministers of education
been identified that will most likely directly and higher education (and other relevant
benefit from the information contained herein. ministries), European policy makers
Background on the
INTRODUCTION book, what it contains
and who it is for
ALL
READERS
One-page
EXECUTIVE SUMMARY summary of the
entire publication
INTRODUCTION
CHAPTER 1 PURPOSE the LPP and the terminology
EDUCATORS used in the book
POLICY
Lessons learned and main
MAKERS outcomes achieved from
CHAPTER 5 REFLECTION
the best practice examples
Figure A – Schematic overview of the structure and key target groups of this book;
the arrows indicate which parts of the publication are of highest relevance to the respective target
groups, small arrow = good relevance, large arrow = high relevance; target groups and relevance
are only indicative
11
A schematic overview indicating which To make this book as user-friendly as pos-
parts of the publication will likely be of high- sible in your professional life, we have includ-
est relevance to the key target groups is shown ed a few easy tools that link this book directly
in Figure A. The sections of the book have with the “online world”:
been written in a way that enables reading
through selected chapters only. Based on the QR codes providing direct links to online
reader’s main interest, it is easy to choose resources, simply scan the QR code with
what and when to read without losing the your tablet/smartphone and it takes you
context. Please note that the target groups directly to the resources (suitable for the
and relevance in Figure A are only indicative printed paper version)
– feel free to read the book in a way that best direct links to relevant initiatives, activi-
addresses your particular needs and interests! ties, etc. throughout the publication (from
the pdf version only)
We hope that you will find a practical use Where to f ind more
for the book regardless of your position in the in formation?
higher education system. The expected ways
of using this resource include (but are not re- This Leading Practice Publication – like
stricted to): every publication – is by its nature restricted
in length and the number of copies available
strategic decision-making on different HE for distribution. The publication is therefore
policy levels available in print and in an electronic pdf for-
using it as a framework for educators’ mat. In addition, the UE4SD project created
self-reflection and assessment of their own an Online Platform of Resources containing
INTRODUCTION
12
EXECUTIVE SUMMARY
This Leading Practice Publication (LPP) is the outcome of the European pro-
ject University Educators for Sustainable Development (UE4SD) supported
from the EU Lifelong Learning Programme and gathering 53 partners from 33
countries active in the area of Education for Sustainable Development (ESD) at
European higher education institutions (HEIs).
The LPP contains six main chapters pertain- for PD of educators and quality indicators of
ing to various aspects of European PD in ESD PD. Competence-related quality criteria are
at the higher education level: currently non-existent at the HE level and this
deserves further attention. The best practice
CHAPTER 1 PURPOSE examples in this publication can provide
highlights the im- some initial ideas for future developments.
portance of the HE sector in addressing the
challenges of sustainable development and in CHAPTER 4 EXAMPLES
educating the future generation of leaders. It presents informa-
EXECUTIVE SUMMARY
also stresses the need for HE staff to continu- tion on the selection process and develop-
ally develop their ESD skills and competences ment of the 13 best practice examples that
to support the transition towards sustainable follow as individual case studies. Detailed de-
development practices. Despite the currently scriptions of PD initiatives ranging in type,
limited offerings of PD on ESD for university scale and location are included.
educators, a number of outstanding initia-
tives already exist in various countries CHAPTER 5 REFLECTION
throughout Europe and this publication pre- summarises on the
sents a detailed description of these best prac- 13 case studies and provides an overview of
tice examples. key lessons learned. Existing networks seem
to be a good supporting factor for the devel-
CHAPTER 2 POLICY opment of successful PD initiatives at various
provides an over- levels of engagement. Pedagogical approach-
view of ESD strategy documents and current es and ESD framing varies among the exam-
global developments including the UN Dec- ples, but generally includes mainly participa-
ade on ESD, the Global Action Programme or tory approaches and action learning among
the UNECE Strategy on ESD. It also high- others. Financial as well as non-financial sup-
lights the relatively high autonomy of HEIs in port from the top leadership at institutional
many areas of their operations, which is an level are critical factors for the success of the
important aspect to consider during imple- PD initiatives.
mentation of international and national strat-
egies and policies. Discussions over educa- CHAPTER 6 PATHWAYS
tional theories, practices and initiatives which concludes with key
can support ESD transition at this level are messages and recommendations for future de-
therefore crucial. velopments. Policy-makers and university
leadership should acknowledge the need for
CHAPTER 3 PRINCIPLES PD opportunities for teaching staff, includ-
deals with basic ing the positive role of ESD in teaching
principles of ESD, teacher competences, qual- quality enhancement, and to provide sup-
ity enhancement and PD at HE level. It is ar- port for the development of such opportuni-
gued that since ESD brings pedagogical inno- ties throughout Europe. Teachers are en-
vation to HE teaching, ESD related criteria couraged to ask for and make use of
should be included in the guiding principles good-quality PD opportunities.
13
CHAPTER 1
PU RPOSE
Authors:
Dlouhá, J., Kapitulčinová, D., Barton, A.,
Ryan, A., Tilbury, D., Mader, M., Mulà, I.
1|1 B ac kgro und support university staff to enhance their com-
petences in ESD and related academic lead-
It has been recognised that our education ership capabilities. The idea of the project
systems are critical to achieve the transition resulted from the evidence that re-orienting
towards sustainability as they equip learn- higher education curricula towards sustaina-
ers with the knowledge, skills and attitudes ble development requires the development of
needed to re-orient social structures and sys- skills for high-quality ESD guidance and sup-
tems. Specifically, the higher education sec- port if universities are to contribute to a more
tor is critically positioned to address sustain- sustainable future.
able development as it educates the future
generation of leaders, challenges dominant The project – called University Educators for
paradigms and produces ground-breaking Sustainable Development – therefore took on the
research. task to establish professional development
approaches and opportunities that would en-
However, for HEIs to meet their full po- able teaching colleagues to prepare students,
tential in this regard, all aspects contributing regardless of their courses or specialisations,
to good-quality education need to be support- to understand and apply their professional
ed. One of the current core issues in higher and global responsibilities in sustainability.
education for sustainable development is the In the years that followed, it has been prov-
lack of information and opportunities in the en that the selected theme is a good basis for
professional development of European high- collaboration among a very diverse group of
er education staff in ESD. Therefore, a project partners enabling discussion among different
has been initiated in 2013 at the University of institutional and policy cultures across Euro-
Gloucestershire and partner institutions to pean higher education institutions.
1 PURPOSE
CHAPTER
16
Reviewing the state of the art and identifying leading practice (2014): Conduct-
ing a grounded study to map and analyse existing opportunities at a country and
1
regional level for university educators to develop ESD competences. Four sub-re-
gional reports and one state of the art report across all partner countries have been
generated.
2
sources is developed to support university educators and professional development
teams.
Developing an academy for ESD in HE (2016): Both resources identified above will
support the Academy of Education for Sustainable Development in Higher Education
3
which seeks to support the re-orientation of higher education towards sustainability.
This stage will provide capacity building and opportunities for reflection by university
academic leaders, educators and staff responsible for professional development.
1 PURPOSE
1|2 T he UE 4S D Pro je c t COPERNICUS Alliance, the European Net-
work of universities committed to advancing
The University Educators for Sustainable sustainable development in education, re-
Development (UE4SD) project funded by the search and practice, through the efforts of the
European Commission under Lifelong Learn- European Higher Education sector2.
ing Programme Erasmus Academic Networks
CHAPTER
(2013–2016) includes 53 partners from 33 The UE4SD project runs from 2013 to 2016
countries across Europe that are grouped and includes three distinct stages, building an
into four regional hubs (see Figure 1.1). The understanding of the situation at European
lead partner, the University of Gloucester- HEIs and developing an effective response.
shire (UK – North Hub), works closely with An overview of the time frame of the project
three core partners: the Autonomous Univer- is depicted in Figure 1.2.
sity of Madrid (Spain – South Hub); Charles
University in Prague (Czech Republic – East The first stage of the project (2014) mapped
Hub); and Leuphana University of Lüneburg the status of ESD in higher education and ex-
(Germany – West Hub). isting ESD professional development oppor-
tunities for university educators in the Euro-
With this European scope UE4SD seeks pean region. As a result, four regional reports
to combine and share the expertise of net- (UE4SD North, West, South, East) which
work partners so that they can inform policy summarised national mapping exercises con-
and practice. In all of the countries involved, ducted by 53 UE4SD partner institutions
leading expert groups in ESD in higher ed- were compiled as part of the State of the Art
ucation are being established throughout Report (UE4SD, 2014). This report analysed
the project’s duration. Detailed information the situation and drew conclusions for all 33
about the partnership has been provided in countries across Europe, representing an area
the project’s State of the Art Report (UE4SD, with more than 3,000 higher education insti-
2014) and is available also at the UE4SD pro- tutions and over 24 million students.
ject website (see RESOURCES, p. 130). The
UE4SD is also supported in its professional The mapping exercise showed that ESD
networking and partnership development by is gaining importance in higher education
2) See Box 2.2 in Chapter 2 for more information about the COPERNICUS Alliance
17
across Europe, but the understanding of contains the examples presented in this publi-
ESD and approaches to it differ. The report cation, as well as further interesting examples,
revealed that in the majority of countries (es- policy information, an overview of ESD prin-
pecially in the East and South), ESD at the ciples and competences, and more. It can be
HE level is in the initial stages of academic accessed via the UE4SD project website.
discussions and many university educators
lack opportunities for professional develop- The third stage (2016) will include the de-
ment in this area. There are, however, a num- velopment of an Academy for ESD in Higher
ber of countries in all four regions where in- Education based on the methodological ma-
dividuals and institutions are taking strategic terials and other resources collected in the
and ‘whole-of-institution’ approaches to the first two stages of the project (see Figure 1.2).
development of ESD, including professional
development opportunities. The report has
identified several valuable examples of good 1|3 The Leading P ractice
practice in the four UE4SD regions, provid- P u blication ( this book)
ing an overview of the diverse approaches to
professional development in ESD in Europe This Leading Practice Publication (LPP)
(UE4SD, 2014). offers a detailed description of 13 selected best
practices of professional development at the
The second stage (2015–2016) of the UE4SD HE level from all four UE4SD regions involved
project includes the development of practical (Chapter 4). It includes a brief overview of ESD
resources for university educators in ESD. policies and principles that support the appli-
This Leading Practice Publication and an cation of this material in practice (Chapters 2
associated Online Platform of Resources are and 3). It has been built upon the experience
part of this stage. The Online Platform of Re- gained from the mapping stage of the project
1 PURPOSE
sources is a collection of good practice exam- and it aims to address the need for ESD pro-
ples of professional development opportuni- fessional development tools that would assist
ties for European higher education teachers; it in improving the current situation.
18
We offer this publication as a palette of ex- Referen ces
amples to see the diversity of approaches in
ESD at the HE level and to present the current UE4SD (2014) Mapping opportunities for professional
best practice in this area in Europe3. The best development of university educators in Education for Sus-
practice examples in this publication show tainable Development: A state of the art report across 33
the current European scope of ESD pedagogy UE4SD partner countries. Authors: Mader, M., Tilbury,
and its benefits, as well as some general prin- D., Dlouhá, J., Benayas, J., Michelsen, G., Mader, C., Bu-
ciples of quality enhancement in this sphere. randt, S., Ryan, A., Mulà, I., Barton, A., Dlouhý, J., and
An important aspect is also the development Alba, D. University of Gloucestershire, Cheltenham, 57
of ESD competences among university educa- pp.; http://www.ue4sd.eu/outcomes/2014-12-16-14-08-40
tors as well as their students. Given the gen-
eral relevance of the theme in question, the
examples could be used as models for achiev-
ing desired transformations under different
policy, cultural conditions and traditions at
European higher education institutions.
1|4 S u mma ry
1 PURPOSE
as it educates the future generation of leaders,
challenges dominant paradigms and produces
ground-breaking research. To support the tran-
sition towards sustainable development practic-
es in our society, higher education staff need to
continually develop their ESD skills and com-
petences. However, opportunities for ESD pro-
CHAPTER
fessional development are currently very limited
across European countries. The UE4SD project
therefore took on the task to map the currently
existing policies, strategies and opportunities
supporting ESD professional development for
university educators and to identify current best
practice. This Leading Practice Publication pre-
sents the selection of 13 best practice examples
from 10 European countries providing universi-
ty staff development on ESD.
3) The list of examples does not claim to be complete. It is rather a selection of good practices in European HE and
should not be considered an exhaustive list.
19
CHAPTER 2
POLICY
Authors:
Dlouhá, J., Kapitulčinová, D., Barton, A.,
Ryan, A., Mader, M., Mulà, I.
This chapter presents a brief overview of the education and learning. It has been conclud-
current ESD scene in the global, regional and ed that ESD works as an enabler for sustain-
national context, and outlines ESD principles able development (key finding 1), galvaniz-
and policies relevant for educators’ profes- ing pedagogical innovation (key finding 3) and
sional development in European higher edu- involving key stakeholders including those be-
cation. It is concerned with the specifics of ESD yond the education sector (key finding 2).
in HE focusing on frameworks, strategies, insti- Despite the clear progress, ESD still has not
tutional policies and conditions for individual reached its full potential and remains to be
initiatives at the bottom-up level. The roles of implemented systemically, with more atten-
key actors and platforms advancing ESD policy tion paid to related research and innovation.
in the EU and globally are also discussed. At the higher education level, the DESD
report (UNESCO, 2014) found numerous
existing tools, reporting frameworks, insti-
tutional networks, good practices and oth-
2|1 E SD st ra tegy do c ume n ts er mechanisms to extend the impact of HE
and c urre nt glo ba l teaching on SD. But it also identified current
d eve lo pment s ESD challenges: existing HE commitments
are not tackled in a coherent way, there
When the UN Decade for ESD (DESD) are difficulties in overcoming disciplinary
finished in 2014, its reflection in the final re- boundaries, and deficiencies in university ed-
port (UNESCO, 2014) provided evidence of ucators’ professional development exist. As
progress in building solid ESD foundations. the report states: “Deeper innovation in staff
The report noted steps that have been taken development and across institutions is nec-
across all regions and countries, to integrate essary to transform curricula and pedagogy”
its principles and practices into all areas of (UNESCO, 2014, p. 112).
2 POLICY
Sustainable
Millennium Development Goals Development Goals
Figure 2.1 – Timeline of the progress of ESD global efforts with an impact on HE
in the UNECE region; Brundtland Report (“Our Common Future”) = report that defined the
meaning of the term sustainable development (SD); Earth Summit = United Nations Conference on
Environment and Development held in Rio de Janeiro; Agenda 21 = voluntary implementation action
plan for SD adopted at the Earth Summit; UNESCO WCHE (1998) = UNESCO World Conference on
Higher Education held in Paris; Rio+10 Summit = UN World Summit on Sustainable Development
held in Johannesburg, UNECE = United Nations Economic Commission for Europe established in
1947 to encourage economic cooperation among its member states, UNESCO WCHE (2009) =
UNESCO World Conference on Higher Education held in Bonn; Rio+20 Summit = UN Conference on
Sustainable Development held in Rio de Janeiro; UNESCO WCESD = UNESCO World Conference on
Education for Sustainable Development held in Japan
22
These achievements identified at the HE petences to include sustainable development
level by the end of 2014 were preceded by in their teaching. As consequently reported,
long-lasting discussions on the role of HE in the concept was reflected mainly in teacher
SD implementation. The Tbilisi conference training – ESD competences were reflected
in 1977 stressed in its Declaration the impor- in an initial and in-service training by more
tance of environmental education at all ages, than 80 % of the UNECE countries (Creech &
and since then, a number of key ESD docu- Buckler, 2015). The matrix of educators’ com-
ments have outlined the role of tertiary edu- petences in ESD developed by the UNECE
cation in transforming our society towards expert group (UNECE, 2011) was also used
sustainability. In Chapter 36, Agenda 21 as a starting point for the mapping and de-
(UN, 1992) universities and research centres scription of educators’ competences in higher
were recognised as important stakeholders, education in the UE4SD project with the aim
and Member States encouraged to support to support professional development of edu-
their (re)orientation towards sustainability. cators (UE4SD, 2014).
In the Johannesburg Plan of Implementation
(UN, 2002b) this has been further elaborat- Currently, the Draft of the UNECE future
ed: capacity building in (E)SD (§ 108) and implementation framework is being prepared
stakeholder collaboration (§ 106) have been to be adopted in 2016 on the high level UN-
highlighted as key approaches with regard to ECE conference Environment for Europe.
universities and research institutions. To put These discussions are traditionally related to
these principles in HE practice, the United global processes: especially the Global Ac-
Nations General Assembly was recommend- tion Programme (GAP) on ESD endorsed by
ed to adopt a Decade of Education for Sus- UNESCO Member States as a follow-up to
tainable Development starting in 2005 (§ 124, the DESD. The GAP plans to mobilise stake-
ibid.). The timeline in Figure 2.1 shows some holders to generate and scale up ESD actions
2 POLICY
of the milestones of the global ESD efforts initiated within the DESD. Goals to build ca-
pertaining to HE in the UNECE region. pacities for educators and trainers (one of its
five priority areas) at the HE level include “…
UNECE region in the context of DESD an integration [of ESD] into faculty training
in higher education institutions to enhance
The UN Decade of ESD was implemented capacity in teaching sustainability issues,
CHAPTER
in the UNECE region through the Strategy on conducting and supervising solution-orient-
Education for Sustainable Development adopted by ed interdisciplinary research, and informing
representatives of member states in Vilnius policy-making on ESD and sustainable devel-
in 2005 with the aim to “encourage UNECE opment…“ (UN, 2013, Annex I – p. 4). ESD
Member States to develop and incorporate is also part of the global post-2015 sustaina-
ESD into their formal education systems, in ble development agenda – termed the 2030
all relevant subjects, and in non-formal and Agenda for Sustainable Development – in the
informal education” (UNECE, 2005, p. 2). framework of the Sustainable Development
The Strategy was implemented in three phases Goals (SDG) preparatory process. SDGs as
with gradual priorities (from capacity build- a successor of the Millennium Development
ing to full integration of ESD) which were Goals (MDGs) are informed by the GAP; ed-
assessed at national as well as the entire UN- ucation on all levels is considered to be one of
ECE level. Three reports based on progress the crucial factors to meet the set SDGs with-
indicators (cf. UNECE, 2009) showed consid- in the new 2030 Agenda. Specifically, it has
erable development across the region, includ- been included in Goal 4, Target 4.7, stressing
ing adoption and implementation of national “knowledge and skills needed to promote sus-
ESD strategies inspired by the UNECE docu- tainable development” (UN, 2014, p. 13).
ments in some of the countries. The UNECE
final report reflects the last phase (20102015)
and outlines success in policy integration, ad- 2|2 Specif ics of ESD
vancing curricula, tools and resources, and in higher edu cation
networking, while there is still need for full
integration of ESD across all levels of educa- ESD discussions at the policy level are re-
tion, and adequate research, monitoring and flected also in the dialogue and initiatives at
evaluation (Creech & Buckler, 2015). HE institutions. In general, it has been real-
ized that “higher education institutions are
One of the UNECE Strategy on ESD’s objec- well positioned to link the regions, transcend
tives was to equip educators with the com- disciplinary boundaries as well as local and
23
global dimensions of development. They are
recognised for their influence on policy di- Box 2.1
rectly, as well as indirectly, through the edu-
cation of policy makers. They are influential RIO+20 TREATY
in the development of leaders and shaping ON HIGHER EDUCATION
histories” (COPERNICUS Alliance, 2013, p.
2). To achieve its societal role, HEIs should
transform themselves; this transition towards
ESD should however respect internal dynam-
ics and autonomy of HE institutions in the
broader European HE policy framework.
The Rio+20 Treaty on Higher Education
Principles of HE transformation towards ESD was launched at the UN Rio+20 Sum-
mit and presents the collective vision of
Through DESD it has been stressed that higher education networks, groups and
HEIs can greatly contribute to sustainable institutions that are seeking to build more
development but the effort should be more sustainable futures. The preparatory pro-
holistic (Sibbel, 2009; Sterling, Maxey and cess involved over 30 international higher
Luna, 2013), and whole-institutional instead education agencies, civil society organisa-
of compartmentalised (Lozano et al., 2014). tions, associations and student networks.
Consequently, deep transformation at the in- The Treaty was signed in 2012 by over 80
stitutional level should be achieved in a “dy- signatories.
namic equilibrium” of different structural
components (Waas et al., 2012). The Treaty outlines eight evolving transfor-
mation principles; it offers commitments
2 POLICY
General principles and vision of such a ho- in four areas of higher education activities
listic HE transformation are outlined in the (culture, campus, curriculum, community),
Rio+20 Treaty on Higher Education (CO- and envisages actions of signatories in the
PERNICUS Alliance, 2013). It builds upon short, medium and long term.
numerous international statements and com-
mitments, national declarations and initia- More information:
CHAPTER
24
democratic processes of discussion are usual- which can contribute to important strategic
ly set to clarify problematic points in reaching decisions on the European level.
a consensus on the formulation and imple-
mentation of the common strategies (e.g. the The role of ESD networks is to raise neces-
Environment for Europe process with series sary capacities (often lacking in a single insti-
of conferences of ministers of the environ- tution), support interdisciplinary team build-
ment and education where the current ESD ing and efficiently work with varied resources
strategy has been approved and which also and expertise. Networks can also assist where
oversee the process of its implementation). “critical mass” of ESD leaders is not yet devel-
oped in one institution, and mutual support
Due to the bottom-up character of many over the network is crucial for local success.
sustainability processes, networks of HE in- Sharing of good practices among network
stitutions can be considered as important members is one of the possibilities to systemize
drivers in ESD. Within the European Strategy the innovations. For an example of a Europe-
on ESD and its follow-up, these networks and an network active in ESD in higher education
associations were recognised as key actors and their networking activities, see Box 2.2.
Box 2.2:
COPERNICUS
ALLIANCE
2 POLICY
liance is the European
Network on Higher
Education for Sustain-
able Development.
The vision of the CO-
PERNICUS Alliance is
CHAPTER
to promote the role of
Sustainable Develop-
ment in European higher
education to improve
education and research
for sustainability in part-
nership with society.
25
2|4 N at io na l a nd re gio na l (Figure 2.2, column 1). The ESD processes
E S D po lic ies: S it ua t ion in promoted in these strategies often refer to
U E4S D E uro pe a n c o untries strategic and whole-of-institution approach-
es, underlining principles of participatory
The majority of ESD strategies, policy learning and systemic thinking. Several of
documents and processes work with ESD in the strategies cover general aspects of ESD,
general and do not sufficiently address HE but do not address HE and ESD competenc-
specifics. To cope with the challenge of ESD es of university educators in particular. In
implementation at the HE level, and espe- 40% of the countries (13 in total), HE acts
cially to prepare educators to use innovative explicitly encourage HE institutions to de-
approaches in their teaching, the UE4SD velop and implement ESD concepts (Figure
project has mapped the state of the art of na- 2.2, column 2).
tional ESD policies for HE across 32 partner
countries in Europe. In the summary Report Besides mapping national strategies and
(UE4SD, 2014), 85% of the UE4SD countries guidelines on ESD, UE4SD partners were also
(27 out of 32) mentioned that strategies or asked to estimate the occurrence of ESD poli-
policies recognising ESD in HE exist at the cies of HEIs in their countries. Approximate-
national or regional level. These include ESD ly one third of the partners estimated that sev-
and DESD strategies, HE acts on ESD and eral or many institutions have incorporated
development plans for HE, sustainability or ESD into their guidelines and mission state-
Agenda 21 strategies, and national legislation ments, whereby two thirds think that only
addressing ESD, see Figure 2.2 below. a few of their HE institutions address ESD.
Partnerships and networks on ESD in HE at
Half of the UE4SD partners (16 in total) the national, regional as well as international
reported on specific national ESD strate- level have been mentioned as important driv-
2 POLICY
gies, which in some countries are informed ers for HE institutions to incorporate ESD
by global ESD declarations, such as the UN and to foster PD opportunities for their uni-
Decade on ESD or the UNECE strategy versity educators (UE4SD, 2014).
20
CHAPTER
15
10
0
ESD/DESD HE act National SD/Agenda 21 HE development No ESD
strategy legislation strategy plan strategy
26
2|5 S u mma ry as well as in universities. As higher education
institutions do not depend on national policies,
Global ESD actions and strategies such as being relatively autonomous in many areas of
the UN Decade on ESD, the Global Action their operations, it is very important to hold
Programme or the UNECE Strategy on ESD discussions over educational theories, practices
have helped to shape ESD responses by high- and initiatives which can support ESD transi-
er education institutions, providing a policy tion at this level. Drawing on existing experi-
framework which can guide the implementa- ences, the chapters that follow aim to provide
tion of ESD in national and regional policies, best practice examples of such activities.
Re fe re n c es
Creech, H., Buckler, C. (2015) Final evaluation report of UN (2014) Report of the Open Working Group of the
the implementation of the UNECE Strategy. Draft ver- General Assembly on Sustainable Development Goals,
sion & presentation. United Nations General Assembly, A/68/970, 24 pp.
COPERNICUS Alliance (2013) Rio + 20 Treaty on High- Available from http://www.un.org/ga/search/view_doc.
er Education. Available from http://hetreatyrio20.com/ asp?symbol=A/68/970&Lang=E
Ferrer-Balas, D., Adachi, J., Banas, S., Davidson, C. I., UNECE (2005) UNECE Strategy on Education for
Hoshikoshi, A., Mishra, A., Motodoa, Y., Onga, M., Os- Sustainable Development. Available from http://www.
twald, M. (2008). An international comparative analysis unece.org/environmental-policy/education-for-sustain-
of sustainability transformation across seven universi- able-development/about-the-strategy-for-esd/the-strate-
ties. International Journal of Sustainability in Higher Education, gy.html
9(3), 295–316. Available from http://www.cmu.edu/gdi/ UNECE (2009) Learning from each other: the UNECE
docs/an_international.pdf Strategy for Education for Sustainable Development.
2 POLICY
Lozano, R., Ceulemans, K., Alonso-Almeida, M., Huis- Available from https://sustainabledevelopment.un.org/
ingh, D., Lozano, F. J., Waas, T., Lambrechts, W., Luk- index.php?page=view&type=400&nr=798&menu=1515
man, R., Hugé, J. (2014) A review of commitment and UNECE (2011) Learning for the future: Competences
implementation of sustainable development in higher in Education for Sustainable Development, ECE/CEP/
education: results from a worldwide survey. Journal of AC.13/2011/6. Available from http://www.unece.org/
Cleaner Production. fileadmin/DAM/env/esd/ESD_Publications/Compe-
CHAPTER
Lukman, R., Glavič, P. (2007) What are the key elements tences_Publication.pdf
of a sustainable university? Clean Technologies and En- UNESCO (2014) Shaping the Future We Want—UN Dec-
vironmental Policy, 9(2), 103-114. DOI 10.1007/s10098- ade of Education for Sustainable Development (2005-
006-0070-7 2014) Final Report Summary, Available from http://
Sibbel, A. (2009) Pathways towards sustainability unesdoc.unesco.org/images/0023/002301/230171e.pdf
through higher education. International Journal of Sus- Waas, T., Hugé, J., Ceulemans, K., Lambrechts, W.,
tainability in Higher Education, 10(1), 68-82. Vandenabeele, J., Lozano, R., Wright, T. (2012) Sus-
Sterling, S., Maxey, L., Luna, H. (2013) The Sustainable tainable Higher Education – Understanding and Mov-
University: Progress and Prospects. Abingdon, Rout- ing Forward. Flemish Government – Environment, Na-
ledge/Earthscan. ture and Energy Department, Brussels. Available from
UE4SD (2014) Mapping opportunities for professional http://www.vub.ac.be/klimostoolkit/sites/default/files/
development of university educators in Education for Sus- documents/sustainable_higher_education_under-
tainable Development: A state of the art report across 33 standing_and_moving_forward_waas_et_al_.pdf
UE4SD partner countries. Authors: Mader, M., Tilbury,
D., Dlouhá, J., Benayas, J., Michelsen, G., Mader, C., Bu-
randt, S., Ryan, A., Mulà, I., Barton, A., Dlouhý, J., and Fu rther readings
Alba, D. University of Gloucestershire, Cheltenham, 57 pp.
UN (1992) Chapter 36, Agenda 21. Available from Brennan, J., King, R., Lebeau, Y. (2004) The Role of
http://www.un-documents.net/a21-36.htm Universities in the Transformation of Societies. An In-
UN (2002a) Johannesburg Declaration on Sustainable ternational Research Project Synthesis. Association of
Development. Available from http://www.un-docu- Commonwealth Universities, London. Available from
ments.net/jburgdec.htm https://www.open.ac.uk/cheri/documents/transf-fi-
UN (2002b) Plan of Implementation of the World Sum- nal-report.pdf
mit on Sustainable Development. Available from http:// UN Decade of ESD: http://www.unesco.org/new/en/
www.un-documents.net/jburgpln.htm education/themes/leading-the-international-agenda/ed-
UN (2013) Global Action Programme on Education for ucation-for-sustainable-development
Sustainable Development. Available from http://unes- Sustainable Development Goals: https://sustainablede-
doc.unesco.org/images/0022/002243/224368e.pdf velopment.un.org/topics/sustainabledevelopmentgoals
27
CHAPTER 3
P RINCIPLE S
Teaching quality,
ESD appro aches
a n d co mpetence fram ewo r ks
fo r educato rs
Authors:
Dlouhá, J., Kapitulčinová, D., Barton, A.,
Ryan, A., Mader, M., Mulà, I., Alba, D.
3|1 Ed uc a t io n opment and application of new educational
fo r sust a ina ble principles based on active and participative
d e ve lo pment approaches to learning and teaching, and
consequently also complex transformation of
Within intensive international debates educational systems as such: its policies and
at high-level educational fora (e.g. UNES- priorities, principles, curricula and learning
CO, UNECE – cf. Delors et al., 1996) it has processes (Ryan and Tilbury, 2013).
been agreed that education for the 21st cen-
tury should follow societal goals and support ESD definition and principles
individuals and communities in sustainable
ways of living, decision-making and actions. There are many existing definitions of
The primary goals of Education for Sustain- ESD; according to Waas et al. (2012), ESD is
able Development (ESD) as they were con- considered to be:
sequently defined stress its humanistic ori-
entation: the need to ensure human dignity “…a transformative and reflective process that seeks
in all aspects of life and to build respect for to integrate values and perceptions of sustainability into
other cultures and next generations in a con- not only education systems but one’s everyday personal
text specific way. To achieve this, new criti- and professional life; a means of empowering people with
cal, futures-oriented and inclusive pedago- new knowledge and skills to help resolve common issues
gies should transform teaching and learning that challenge global society’s collective life now and in
processes on all educational levels so that the future; a holistic approach to achieve economic and
knowledge is developed and applied in an social justice and respect for all life; a means to improve
integrative way within a sustainability frame- the quality of basic education, to reorient existing educa-
work (Tilbury, 2011). This requires the devel- tional programmes and to raise awareness…”
3 PRINCIPLES
Table 3.1 – Key ESD principles (from Tilbury and Mulà, 2009)
30
ESD APPROACHES AND PRINCIPLES
THAT ARE PROMOTED WITHIN ESD PRINCIPLES
NATIONAL STRATEGIES Participation/ Partnerships
Systemic thinking
Action learning
Critical/ creative thinking
Futures thinking
ESD APPROACHES
Competence / skills-based
Strategic / systemic
Whole-of-institution
Denmark
Estonia
Ireland
Latvia
Lithuania
Sweden
United Kingdom
Cyprus
Greece
Italy
Malta
Portugal
Spain
Turkey
Albania
Bosnia and Herzegovina
Bulgaria
Croatia
Czech Republic
Hungary
Macedonia
Poland
Romania
Serbia
Slovakia
Slovenia
3 PRINCIPLES
NORTH SOUTH EAST
Figure 3.1 – Overview of ESD approaches and principles occurring in national ESD
strategies in UE4SD partner countries; data for Region West not available,
CHAPTER
more information in the UE4SD State of the art report (from UE4SD, 2014)
The concepts or key words that appear in national ESD policy documents of European
the definitions of ESD include (Wals, 2009): countries participating in the UE4SD project
(see UE4SD, 2014: p. 16–17).
“creation of awareness; local and global vision; re-
sponsibility; learning to change; participation; lifelong ESD competences
learning; critical thinking; systemic approach and un-
derstanding complexity; decision-making; interdiscipli- In recent debates, ESD is not considered to
narity; problem-solving; satisfying the needs of the pres- be only a process of “gaining knowledge, val-
ent without compromising future generations” ues and theories related to sustainable devel-
opment” but it is associated with competences
The five internationally recognised ESD to ask “critical questions; envision more pos-
principles identified by Tilbury and Mulà itive futures; clarify one’s own values; think
(2009) are presented in Table 3.1. systemically; respond through applied learn-
ing opportunities; and to explore the dialectic
The mapping exercise of the UE4SD pro- between tradition and innovation” (Tilbury,
ject4 followed an agreed set of ESD principles 2011, p. 8). This competence related innova-
and ESD approaches have been identified. tion in teaching is highly valued in ESD. For
Figure 3.1 provides an overview of these ESD good quality ESD, pedagogical concern is
principles and approaches as they appear in therefore in the centre of attention.
4) see Section 1.2 for more information on the stages of the UE4SD project
31
A good ESD educator at all levels not ESD relevance (for external observers and/or
only knows his/her subject or discipline but research purposes). However its application
is also able to transfer this knowledge and to still requires commitment of those involved
use it in practice for desired (societally rele- on all educational levels.
vant) goals – so that the learner is able to take
action based on the knowledge. An efficient In the mapping stage of the UE4SD pro-
ESD thus shifts the model of knowledge dis- ject, this UNECE framework was used to
semination towards a more participatory one, identify whether the professional activities
where students’ competences are developed in had a competence focus (see UE4SD, 2014:
interaction with the educator: in discussions, p. 25–26 and 48–53). It helped to assess the
engagement in real world situations, joint competence focus in examples of good prac-
projects and activities. Competences are con- tice (the matrix was part of the template for
sidered to be important learning outcomes, its description) and the selection of best prac-
and are also constituent parts of educational tices from across Europe for this publication.
methods designed to achieve ESD goals.
petences such as: critical weighting of view- talised and hence interdisciplinary, multidis-
points and possibilities, clarification of values ciplinary or rather transdisciplinary dialogue
and commitment to engage and undertake should be supported (Lozano et el., 2014). The
risk. To address the need for competences and narrow disciplinary orientation has often little
to establish adequate learning processes, edu- relevance to the sustainability demands of soci-
cators need the ability to plan for innovations ety – hence calls for a more holistic approach
in their own teaching, to become self-directed were heard through the DESD (Sibbel, 2009;
teachers, able to set pedagogical goals related Sterling, Maxey and Luna, 2013).
to SD and adjust their teaching accordingly.
CHAPTER
This moves ESD pedagogy to a new level – ESD at all levels including HE is associat-
as opposed to traditional teaching where im- ed with innovation in pedagogical approach-
proved competences are typically expected to es (UNESCO, 2012). But up till now SD ori-
be acquired by students while educators only ented curricular change which is anticipated
deliver knowledge. on the HE level does not sufficiently pay at-
tention to HE pedagogy and teaching (Ryan
UNECE competence framework and Cotton, 2013).
An UNECE expert group developed While the DESD report (UNESCO, 2014)
a framework for educators’ competences with identified a number of existing professional
4 learning domains according to the pillars of development programs for HE teaching staff,
21st century education (Delors et al., 1996), few of these experiences brought deep change
i.e. learning to know, learning to do, learning and real innovation from the methodological
to live together, and learning to be, and with point of view. Moreover these experiences are
3 dimensions, including holistic approach, often not systemically reflected and sufficient-
envisioning change and achieving transfor- ly documented in the literature (cf. Tilbury,
mation (UNECE, 2011). The competence 2011). Due to this fact such innovations are
framework outlines the desired educational often perceived as risky – although risk-taking
goals and processes from a theoretical point is considered to be beneficial for curriculum
of view, which can then be used in practice: as innovation and quality enhancement:
a tool for curricula planning and overall reorgan-
isation of university programs (relevant for “Almost all institutions are agreed that the encour-
university leaders); to assist in course and study agement of innovation is at the heart of enhancement,
program designing and formative evaluation of the that innovation thrives when risks can be taken and that
teaching process (for teachers); and conse- innovation, risk and enhancement are therefore inti-
quently to provide a framework for reflection of mately bound together.” (HEA, 2008, p. 31)
32
3|3 Q ua lit y te a c hing
a t H E leve l Box 3.1
a nd re la t io nship
wit h E S D CONVERGENCE OF QUALITY
DISCOURSE & POLICY WITH ESD
ESD due to its progressive and innova- PRINCIPLES (from UoG, 2012).
tive nature is considered to be a strategic
concern for educational quality. It “chal- The principles of quality and ESD are both:
lenges Higher Education in many respects,
seeking to improve the curriculum in line systemic in reach – their approaches
with educational and societal triggers, for and principles are intended to inform
example to enhance the professional profiles learning and teaching across all subject
of graduates or to extend the credentials of areas and all types of course offered in
universities in responding to industry needs Higher Education
or civic concerns” (UoG, 2012). Trying to concerned with the purpose of
address fundamental questions about the Higher Education – they see the need
overall purpose and direction of the educa- to understand its current trajectory
tion system, ESD draws on theories of learn- and to ensure that the core HE ethos is
ing and recognises the change management reflected in curriculum practice
issues at stake. ESD principles which infuse concerned with the nature of
teaching and learning practice across the HE learning – they are guided by the
curriculum have a transformative impact on existing body of scholarship about
the learners, teaching/learning processes, educational practice and pedagogy
institutions and policies (Ryan and Tilbury, across all settings and subjects
3 PRINCIPLES
2013). ESD due to its transformative nature concerned with the value of learning
can serve as a turning point for “quality” in – with the relevance and usefulness of
HE and vice versa. Consequently, even if the curriculum and ensuring that it has
quality and ESD discourse have different or- the greatest benefit for individuals and
igins, the ways they engage with the HE sec- societies
tor, intentions and aims, both have several dynamic and developmental fields –
common aspects as seen in Box 3.1. they take shape in the broader currents
of educational thinking and societal
Combining the two discourses is an op- forces, both influenced by them and
CHAPTER
portunity for both areas. As Mader (2014, p. influencing them
67) points out, to achieve their transforma-
tive function universities “need to have in
place a robust, proven quality management
system that responds to social, economic and
environmental challenges”. Recent discus- In spite of this, only a few initiatives
sions prove that assurance systems and ac- worldwide have considered the implications
tivities are often overwhelmed by standards of ESD as “an overarching quality agenda”
and procedures while they lack clear purpose for the curriculum. Even if some publications
which the reference for sustainability could pay attention to these questions, the interest
provide (Vettori and Rammel, 2014). in the HE area to combine both approaches
is still relatively small. In general, universities
In some cases, the combination of ESD do not fully understand the potential of ESD
and quality is implemented by universities, for their contribution, role and position in the
including ESD competences in the design future HE system (UoG, 2012).
of all their courses. As the courses have to
be evaluated by the quality assurance agen-
cies, they can check if these competences 3|4 ESD and profess ional
are well included and can be implemented development in Eu ropean
in supportive conditions. This can be seen HE
as a first step and some countries such as
Australia have designed basic standards of Focusing on the professional development
ESD competences to be included in all their of university educators is an established way
courses (see e.g. an initiative of the Univer- to enhance and ensure quality of HE teaching.
sity of Newcastle at http://environmentltas. An overview of ESD professional develop-
gradschool.edu.au/) ment opportunities and existing policies and
33
strategies in European countries has shown Three countries from the West region (Bel-
that only a few countries from the UE4SD gium, the Netherlands and Switzerland) refer
partnership have comprehensive and manda- to ESD in their quality management (UE4SD,
tory programmes for university educators to 2014).
acquire teaching competences, which would
present a favourable context for integrating Related to the integration of ESD in the
ESD aspects into professional development national accreditation frameworks, partners report
programmes (UE4SD, 2014). On the contra- that in one country it is a requirement, while
ry, in most countries there are no profession- in two countries HEIs are not required but
al requirements for university educators. As have the opportunity to report on sustaina-
a result it is up to the interest and conviction ble HE in the national accreditation frame-
of the individual educator if she/he will at- work, by using the Auditing Instrument for
tend professional development opportunities Sustainability in Higher Education (AISHE).
in ESD. This in turn means that both leader- In another country ESD is not explicitly ad-
ship and personal commitment are required dressed in the national evaluation framework
for creating good practices and inspiring oth- but building student capabilities is being em-
er educators to professionally develop their phasised (UE4SD, 2014).
ESD competences (UE4SD, 2014).
In conclusion, it is visible that only a few
National or regional initiatives on ESD profes- countries have significant programmes orient-
sional development opportunities for uni- ed on ESD professional development – Unit-
versity educators are relatively limited. From ed Kingdom is an outstanding example – and
33 UE4SD countries, only seven outlined in many countries little attention is being paid
national ESD initiatives fostering profession- to the ESD professionalization of university
3 PRINCIPLES
al development. From the East region four educators (UE4SD, 2014). This publication
countries (Albania, Czech Republic, Macedo- selected the most outstanding examples of
nia, Slovakia) report about ESD professional good practice professional development ac-
development, but mainly focusing on curricu- tivities with the aim to highlight quality prin-
lar change towards ESD or raising awareness ciples of ESD pedagogy.
for the need for professional development op-
portunities. Two cases from the South region
(Greece and Spain) refer to declarations by 3|5 Su mmary
the national conferences of rectors encourag-
CHAPTER
ing activities to improve the ESD competenc- Quality enhancement issues on the HE
es of university educators, whereby the Char- level should pay attention to teaching/learn-
ter of Greek universities for SD explicitly calls ing processes and approaches besides ques-
for a whole of institution approach that inte- tions of educational content and scientific
grates ESD professional development of uni- methods, especially with regard to quality as-
versity educators. From the West region only surance and professional development of uni-
one country (Belgium) explicitly emphasises versity educators. As ESD brings pedagogical
ESD professional development initiatives for innovation to HE teaching, ESD related cri-
university educators at the provincial level teria should be included in the guiding prin-
of Flanders. From the North region (UK) ciples for professional development of educa-
comes an interesting example of embedding tors and quality indicators of PD. Principles
ESD into in-house academic staff training and of “good” (ESD relevant) teaching outlined
induction sessions and the development of for quality enhancement should be used for
frameworks and guidelines to improve under- quality assessment.
standing of ESD and its pedagogies (UE4SD,
2014). Due to its innovative character, compe-
tence related quality criteria are non-existent
With regard to ESD as a part of quality assur- on the HE level, even though being intense-
ance of higher education institutions, no UE4SD ly discussed at different forums. Examples
partner country from the South and the East of good practices collated in this publication
regions reports that ESD is included in such may support concerns and initial ideas for
a system. Three countries from the North re- their formulation.
gion have taken some initial steps in this area
and the United Kingdom is the only example
where ESD is referenced in national quali-
ty frameworks that concern all universities.
34
Re fe re n c es
Delors, J. et al. (1996) Learning: the treasure within: UE4SD (2014) Mapping opportunities for profes-
Report to UNESCO of the international commission sional development of university educators in Edu-
on education for the twenty-first century. Paris: UNE- cation for Sustainable Development: A state of the
SCO. Available from http://www.unesco.org/educa- art report across 33 UE4SD partner countries. Au-
tion/pdf/15_62.pdf thors: Mader, M., Tilbury, D., Dlouhá, J., Benayas,
HEA (2008). Quality Enhancement and Assurance: J., Michelsen, G., Mader, C., Burandt, S., Ryan, A.,
A Changing Picture. The Higher Education Acad- Mulà, I., Barton, A., Dlouhý, J., and Alba, D., Uni-
emy, Innovation Way York Science Park Hesling- versity of Gloucestershire, Cheltenham, 57 p.
ton. Available from http://efsandquality.glos.ac.uk/ UNECE (2011) Learning for the future: Compe-
toolkit/HEA_A_Changing_Picture.pdf. tences in Education for Sustainable Development,
Lozano, R., Ceulemans, K., Alonso-Almeida, M., ECE/CEP/AC.13/2011/6; http://www.unece.org/
Huisingh, D., Lozano, F. J., Waas, T., Lambrechts, fileadmin/DAM/env/esd/6thMeetSC/Learning%20
W., Lukman, R. , Hugé, J. (2014) A review of com- f o r % 2 0 t h e % 2 0 Fu t u re _ % 2 0 C o m p e t e n c e s % 2 0
mitment and implementation of sustainable develop- for%20Educators%20in%20ESD/ECE_CEP_
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survey. Journal of Cleaner Production 108, Part A, UoG (2012). Guide to Quality and Education for
1–18 Sustainability in Higher Education. University of
Mader, C. (2014) The Role of Assessment and Qual- Gloucestershire. Online http://efsandquality.glos.
ity Management in Transformations towards Sus- ac.uk/
tainable Development: the Nexus between Higher UNESCO (2012) Shaping the Education of Tomor-
Education, Society and Policy. In: Fadeeva, Z. et al. row. 2012 Report on the UN Decade of Education
Sustainable Development and Quality Assurance in for Sustainable Development, Abridged. Paris: UN-
3 PRINCIPLES
Higher Education. Hampshire: Palgrave Studies in ESCO. Online [op cit 2015.8.21]. Available from
Global Higher Education. ISBN 9781137348142. https://sustainabledevelopment.un.org/content/
Ryan, A., Cotton, D. (2013) Times of change: Shift- documents/919unesco1.pdf
ing pedagogy and curricula for future sustainability. UNESCO (2014) Shaping the Future We Want—
In: The Sustainable University Progress and pros- UN Decade of Education for Sustainable De-
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ledge ry, Available from http://unesdoc.unesco.org/
Ryan, A., Tilbury, D. (2013) Uncharted waters: voy- images/0023/002301/230171e.pdf
CHAPTER
ages for Education for Sustainable Development in Vettori, O., Rammel, C. (2014) Quality Culture for
the higher education curriculum. Curriculum Jour- Sustainable Development in Higher Education.
nal, DOI:10.1080/09585176.2013.779287 In: Fadeeva, Z. et al. Sustainable Development and
Sibbel, A. 2009. Pathways towards sustainability Quality Assurance in Higher Education. Hampshire:
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Sustainability in Higher Education, 10(1), 68-82. 9781137348142.
Sterling, S., Maxey, L., Luna, H. (2013) The Sustain- Waas, T., Hugé, J., Ceulemans, K., Lambrechts,
able University: Progress and Prospects. Abingdon, W., Vandenabeele, J., Lozano, R., Wright, T. (2012)
Routledge/Earthscan. Sustainable Higher Education – Understanding
Tilbury, D., Mulà, I. (2009). Review of Education and Moving Forward. Flemish Government – Envi-
for Sustainable Development Policies from a Cultur- ronment, Nature and Energy Department, Brussels.
al Diversity and Intercultural Dialogue: Gaps and Available from http://www.vub.ac.be/klimostoolkit/
Opportunities for Future Action. Paris: UNESCO. sites/default/files/documents/sustainable_higher_
Available from http://unesdoc.unesco.org/imag- education_understanding_and_moving_forward_
es/0021/002117/211750e.pdf, p. 5 waas_et_al_.pdf
Tilbury, D. (2011) Education for Sustainable Devel- Wals, A. (2009) Learning for a sustainable world. UNES-
opment: An Expert Review of Processes and Learn- CO: Paris.
ing. Paris: UNESCO. Online [op cit 2015.4.22].
Available from http://unesdoc.unesco.org/imag-
es/0019/001914/191442e.pdf
35
CHAPTER 4
EXA MPLES
Leading practices
of university educato rs’
p rofessio nal develo pment
in ESD
Authors:
Kapitulčinová, D., Dlouhá, J., Barton, A.,Ryan, A., Mader, M., Mulà, I.
(case studies in this chapter have additional specific authors)
This chapter presents 13 best practice of the initiatives was an important selection
examples reported from 10 European coun- factor. This publication therefore contains
tries, including initiatives spanning the four case studies from all four European regions
UE4SD regions – North, South, East and – North, South, East and West – as well as
West – as well as further afield. The selection initiatives with key activities focused on the
presented here aims to provide an overview of international, national and institutional level.
the wide range of the current best practices in
ESD professional development of university ‘Large’ and ‘small’ case studies
educators in Europe and to inspire further de-
velopments in this area. Nine ‘large’ and four ‘small’ case stud-
ies can be found in the sections that follow.
The ‘large’ case studies represent the initial
4|1 H ow were t he best selection of best practices that have been de-
p ra c t ic e exa mples scribed in great depth (typically within about
sele c te d a nd deve lo p ed? seven pages). Due to a number of very good
examples identified, four ‘small’ case studies
Background and selection of examples have been added to the selection and have
been described more briefly (within 3-5 pag-
The best practice examples in this publi- es). ‘Large’ and ‘small’ therefore refers to the
cation have been selected from a number of overall length and depth of the case studies
good practices identified during the UE4SD described in this publication.
mapping stage and listed in the four regional
reports (see Further Readings below). Brief Leading Practice Publication development
descriptions of the good practices have then
4 EXAMPLES
been presented in the State of the Art report After the final selection of the 13 case stud-
for the entire European area (UE4SD, 2014). ies, the authors (UE4SD partners as well as
external contributors) worked with their re-
Based on this broad overview on the state spective regional coordinators to prepare
of professional development of university the texts, diagrams and images according to
educators on ESD in Europe, a number of a given outline. Our approach to developing
leading examples have been identified by the the case studies and preparing this publica-
UE4SD Steering Group to be developed as tion was based on using a unified template to
CHAPTER
‘case studies’ and showcased in this publica- capture the key essence of the initiatives from
tion5. the culturally diverse regions. We aimed to
collate ideas and experiences that could serve
The key selection criteria were based on as an overview and inspiration to various ac-
the following 3 questions: tors in European Higher Education as well as
beyond.
What is the approach to ESD and ESD
models that inform it? Is it clearly ESD
and not just SD? 4|2 Overview
Is there a clear professional development of bes t practice ex amples
process? Is it established with some out- in this pu blication
comes already?
How practical is this? Is it an approach An overview of the various case studies
that can be adapted or used by other uni- contained in this publication is shown in
versities or networks? Figure 4.1. Full descriptions of the individ-
ual case studies including diagrams, photos
In addition to these key criteria, balance and further readings are presented in the
across regions and the geographical scope sub-chapters that follow.
5) Please note that the presented collection of examples is by no means exhaustive. We do hope, however, that we
have covered a good proportion of the current leading efforts on ESD professional development in European Higher
Education in this publication.
38
Re fe re n c es
F u rt h e r rea dings
UE4SD Regional Reports: Mader, M., Michelsen, G., Mader, C., and Burandt,
S. (2014) UE4SD Report for Region West: Mapping
Benayas, J., and Alba, D. (2014) UE4SD Report for opportunities for developing Education for Sustaina-
Region South: Mapping opportunities for develop- ble Development competences. Leuphana University
ing Education for Sustainable Development compe- of Lüneburg, Germany, 131 pp.
tences. Universidad Autónoma de Madrid, Spain.
Tilbury, D., Mulà, I., and Ryan, A. (2014) UE4SD
Dlouhá, J., Barton, A., Dlouhý, J., and Kapitulči- Report for Region North: Mapping opportunities
nová, D. (2014) UE4SD Report for Region East: for developing Education for Sustainable Develop-
Mapping opportunities for developing Education ment competences. D. University of Gloucestershire,
for Sustainable Development competences. Charles Cheltenham, 61 pp.
4 EXAMPLES
University Prague, Czech Republic, 262 pp.
CHAPTER
N ext page:
39
1
Short name: MedUnNET
Type: Network
O ve rv iew o f best pra c t ice ex amples Scope: International
Focus: Network promoting ESD
co n ta ine d in t his public ation : in university programmes, depart-
ments and facilities of the Mediter-
ranean region.
Country reporting: Greece
see page 42–48
2 3 4
Short name: ENOAT Short name: RUCAS Short name: Ecocampus
Type: Workshops/Network Type: Project/Network Type: National programme/
Scope: International Scope: International Learning networks/
Focus: Workshops on innovative Focus: EU project that established Scope: National
teaching methods held by the a consortium of 12 universities and Focus: Programme helping HEIs
ENOAT network of university three NGOs to support ESD and to structurally embed (E)SD in their
teachers in organic agriculture. capacity building development in mission statements, curricula and
Country reporting: Czechia/Po- European HEIs, as well as those in competence profiles.
land/International Egypt, Jordan and Lebanon. Country reporting: Belgium
see page 49–55 Country reporting: Greece see page 62–68
see page 56–61
5 6 7
4 EXAMPLES
Short name: Green Academy Short name: CADEP-CRUE Short name: Learning for Sustain-
Type: National programme Type: Network able Futures
Scope: National Scope: National Type: Institutional programme
Focus: Change programme Focus: Network supporting curric- Scope: Institutional
bringing together staff teams from ulum development processes and Focus: Programme providing pro-
different universities to plan, de- innovative teaching projects for fessional development in ESD for
velop and implement ESD institu- sustainability skills development. both teaching staff and staff who
tion-wide change initiatives. Country reporting: Spain support student learning.
Country reporting: UK see page 75–81 Country reporting: UK
CHAPTER
8 9 10
Short name: ISDE Short name: Leuphana Semester Short name: Innovation Projects
Type: Network Type: Workshop for Sustainability
Scope: Institutional Scope: Institutional Type: Grant scheme
Focus: Informal teachers’ network Focus: A three-day workshop for Scope: Institutional
providing mutual support for lecturers held once a year to help Focus: Grant scheme for devel-
university teachers in educating prepare teaching staff for ESD oping the capacity of people for
students and self-educating them- challenges. transforming educational change
selves in the (E)SD field. Country reporting: Germany for sustainability via practical
Country reporting: Bulgaria see page 95–100 projects.
see page 88–94 Country reporting: Spain
see page 101–104
11 12 13
Short name: ISE action research Short name: INDUCTION Short name: BINE
Type: Educational approach Type: Induction programme Type: University course
Scope: Institutional Scope: Institutional Scope: National
Focus: Development of theoretical Focus: Induction programme for Focus: Professional development
foundations and practical experi- novice teachers as part of ESD in course on innovation in teaching
ence in action research for reform- relation to quality education, sys- and ESD for higher education
ing teacher training towards ESD. temic and critical thinking, and use teachers.
Country reporting: Latvia of variety of teaching techniques. Country reporting: Austria
see page 105–107 Country reporting: Cyprus see page 114–119
see page 108–113
40
5
7 11
4 9
4 EXAMPLES
13
6
10 8
CHAPTER
1
3
12
Figure 4.1 – Overview of the best practice examples contained in this publication;
numbered markers show the reporting country only (the scope of partners and activities is in many
cases wider), colour represents the region of the reporting country:
= North, = South, = East, = West
41
1/ MEDUNNET
1/ MedUnNET:
MEDITERRANEAN
PROFESSIONAL DEVELOPMENT
NETWORK FOR ESD
AUTHORS
Pr o f M i c h a e l S c o u l l os
University of Athens, UNESCO Chair on Sustainable Development, Management and
4 EXAMPLES
INITIATI VE CONTACT
42
1/ MEDUNNET
1 OVE RV I EW for overview of the networks). MedUnNET
engages a core of 20 member Universities
The Network of the Mediterranean Uni- from 15 Mediterranean countries. Eighteen
versities for Sustainable Development focus- partners have signed the Memorandum of
ing on Education for Sustainable Develop- Understanding (see Box 4.1).
ment (MedUnNET) was established in order
to promote aspects of sustainable develop- The Network is commissioned with facil-
ment and Education for Sustainable Devel- itating the integration of sustainable devel-
opment (ESD) in university programmes, opment aspects in the Mediterranean univer-
departments and facilities of the Mediter- sities. More specifically, the MedUnNET is
ranean region. It was officially launched in aimed at:
Athens in November 2008 under the aus-
pices of the Vice Rector of the University developing the competences of university
of Athens. The National and Kapodistrian staff regarding ESD.
University of Athens holding the UNESCO promoting a Whole of Institute Approach
Chair on Sustainable Development Manage- in the Higher Education Institutes of the
ment and Education in the Mediterranean region.
is the Coordinator of the Network, and also providing a forum for consultation on
provides the Scientific Secretariat. The Med- ESD among universities and key-stake-
iterranean Information Office for Environ- holders (society, NGOs, decision makers,
ment, Culture and Sustainable Development media, etc.)
(MIO-ECSDE) through the Mediterranean synergising the individual activities for the
Education Initiative for Environment and benefit of ESD in the region.
Sustainability Network (MEdIES) has been
4 EXAMPLES
entrusted with the Administrative Secretariat An important goal of the Network is the
of MedUnNET (see the diagram in Fig. 4.2 creation of a joint Mediterranean Master
Course in ESD.
CHAPTER
Agricultural University of Athens
(Greece) How the process works:
La Sagesse University (Lebanon)
National and Kapodistrian University MedUnNET promotes ESD concepts,
of Athens (Greece) content and methodology in university
Panteion University of Social and learning and teaching, and enhances the role
Political Sciences (Greece) of the university as a driver of sustainable
Technical University of Catalonia development in the Mediterranean Region.
(Spain) Furthermore, the Network focuses on devel-
University of Agriculture of Tirana oping the competences of university staff in
(Albania) applying ESD in courses, programmes and
University of Bogazici (Turkey) projects. Thus, one of its priorities is the
University of Bordeaux (France) organisation of respective training events
University of Cairo (Egypt) (seminars, workshops, summer schools,
University of Crete (Greece) etc.). University staff are trained by inter-
University of Cyprus (Cyprus) national experts in the background, princi-
University of Mohamed V Souissi ples and the pedagogies of ESD; they gain
(Morocco) insights into the theoretical and practical
University of Padova (Italy) foundations of ESD in higher education;
University of Primorska (Slovenia) they are introduced to the concept of the
University of Sarajevo sustainable university and the “whole of
(Bosnia and Herzegovina) institute approach” and its requirements;
University of Tunis (Tunisia) and academic staff share their experience
University of Zagreb (Croatia) and successful practices in the field of ESD.
University of Peloponnesus (Greece) Since 2008, approx. 500 university professors
from various countries of the Mediterranean
have been trained (Uppsala, 2008; Amfissa,
43
1/ MEDUNNET
2010; Athens, 2011; Rabat, 2013; Amfissa, (ii) Experiential activity on a given question/
2014; etc.). MedUnNET as an integral part subject : in pairs and/or groups to discuss,
of the UNESCO Network and Chair of ESD read, elaborate, observe, etc. and then present
in the Mediterranean has contributed to the their outcomes/findings in the plenary
development, drafting and finalisation of the (iii) Theoretical presentation of the training sub-
Mediterranean Strategy for ESD which pro- ject also combining the participants’ experi-
vides for the systematic development of ESD ence and ideas
competences of Mediterranean educators. (iv) Suggestions for follow up in order for trainees
to integrate their new “knowledge” and expe-
The ESD training of university staff fol- rience within their work.
lows adult learning methodology in terms of:
MedUnNET as an integral part of the
Combination of a theoretical (approx. 35% UNESCO Network and Chair of ESD in the
of duration) with an experiential part: work- Mediterranean has contributed to the devel-
shops, work in groups, etc. (approx. 75%). opment, drafting and finalisation of the Med-
A specific number of participants (in or- iterranean Strategy for ESD which provides
der to ensure the experiential nature of the for the systematic development of ESD com-
training): usually no more than 45 trainees. petences of Mediterranean educators.
Two trainers actively involved in each
training session. Regional networks that support the process:
Each training session lasts a maximum of
90min, which is organised as follows: The Network brings together educators
from higher education institutions of the
(i) Initial presentation/discussion/question to North and the South of the Mediterranean to
4 EXAMPLES
trigger trainees’ ideas on the subject share experiences and good practices on ESD
CHAPTER
Snapshot from the training event: Revisiting University Curricula: are the H2020 priority
areas appropriately reflected? (Athens, 2011)
44
1/ MEDUNNET
at the tertiary level. This is done by serving 4 KEY QU ESTIONS
as a communication platform for the univer-
sities to “interact” systematically with other
partners such as: The key issues and challenges that MedUn-
NET addresses are the following:
educators of all levels of formal but also non-formal
and informal education through the MEdIES Net- Q: How to increase the competences of educators for the
work that currently has approx. 4000 members; effective delivery of ESD?
NGOs/CSOs, through the hundreds of members and
associates of MIO-ECSDE; Q: How to promote ESD and the Whole of Institute
decision-makers, through the Circle of Mediterrane- Approach in universities and departments with diverse
an Parliamentarians for Sustainable Development backgrounds or even no previous experience in ESD?
(COMPSUD);
the media, through the Circle of Mediterranean Q: How to enforce ESD institutionally with only a mod-
Journalists for Sustainable Development (COM- est investment of resources?
JESD), etc.
Q: How to mainstream ESD into education and sus-
In addition, the Network is a registered tainable development policies to create an enabling en-
member of the Euro-Mediterranean Universi- vironment for ESD and to bring about systemic change?
ty (EMUNI).
Q: How to best promote closer synergies between formal,
non-formal and informal ESD and among Mediterrane-
an countries, especially under current socio-political con-
3 E SD FR A MI NG ditions, the “Arab spring” in the South and the economic
4 EXAMPLES
crisis on the Northern shores of the region.
CHAPTER
(i) A holistic approach in the professors’ of the MedUnNET up till now are:
teaching approaches, integrating natu-
ral, social and economic parameters in The network scheme & financing: Mem-
their courses; connecting the learners to bership is open to any interested higher
their local and global spheres of influ- education institute that is internationally
ence; highlighting various stakeholders accredited and in agreement with the Net-
across places and disciplines. work’s MoU (which should be signed by its
(ii) Envisioning change from unsustaina- Rector/President and the Rector of the UoA
ble practices towards advancing quality on behalf of the Network); it is thus easy to
of life, equity, solidarity, and environ- become a member, with no registration fee
mental sustainability, starting from their to date. Initially, membership was restricted,
own institute; motivating the students to for practical reasons, to a relatively few uni-
make a positive contribution to their so- versities who have signed a formal MoU be-
cial and natural environment, etc. cause the principle idea was the organisation
(iii) Transformative pedagogy starting with of a post-graduate course on the basis of the
the professor him/herself being a facili- high mobility of a core group of professors.
tator and active participant in the learn- This scheme has proven to be very expensive
ing process, applying learner-centred and difficult to finance, so the module was
teaching methods, developing critical changed. Still, restrictions in funding is an
thinking and active citizenship and as- obstacle. This was partly addressed through
sessing the learning outcomes in terms Summer Post-Graduate Schools providing
of changes and achievements in relation credits (ECTS) to the existing post-graduate
to sustainable development. courses of the participating universities.
Communicating about the MedUnNET
and its activities with external partners
helps to build interest and critical support
for ESD at the strategic level.
45
1/ MEDUNNET
D I AGR A M
MedUnNET
H2020 MEdIES
Mediterranean Federation of Network of 72
Capacities e-network
Universities Network Mediterranean members of
Building of 4000
on SD with an emphasis NGOs IGOs, NGOs,
Component educators
4 EXAMPLES
on ESD
Figure 4.2 – Visual diagram showing how the the MedUnNET Network
is attached & linked with the activities of its major partners; MIO-ECSDE: Mediterranean
Information Office for Environment, Culture and Sustainable Development (NGO
Federation), GWP-Med: Global Water Partnership- Mediterranean, H2020: “Horizon 2020”
CHAPTER
46
1/ MEDUNNET
The President of the Université Moham- 7 REFLECTIONS
med V Souissi, Prof. Radouane Mrabet, who OF PARTICIPANTS
was co-organiser of the Network’s training
course “Education en vue du Développement Durable The university staff who participated in
(EDD) dans l’Université: Théorie et Pratique (April the network’s training events have generally
2013, Rabat, Morocco) stated that: assessed the capacity building processes very
positively, and have also provided significant
“The training course was particularly important and feedback and input for follow up activities.
aspiring for the Moroccan Higher Educational Com-
munity to reform and change its curriculum towards Some indicative quotes follow from train-
sustainability”. ees that have benefited from MedUnNET
training and who found it valuable for their
After all, MedUnNET was “born” at the professional development and work at other
beginning of the UN Decade on ESD, and institutions:
has a “pioneering” role in the developments of
ESD in the Higher Educational Community “I feel more competent on integrating ESD in univer-
of the Mediterranean. Among others, MedUn- sity processes, curricula and activities”; “I was given the
NET has been included in the Final Report of opportunity to share experiences of university ESD prac-
the UN Decade on ESD (UNESCO, 2014) as: tices and explore the possibilities of networking” (Amfis-
sa, 2010).
“Network of higher education institutions that build
capacity and expand influence on ESD worldwide”... “I feel that because I followed this course I have been
“it has now become identifiable force of influence in its re- positively stimulated to ‘revisit’ my university curricu-
spective region.” lum towards ESD” (Athens, 2011).
4 EXAMPLES
Snapshot from the Residential Seminar on Universities and ESD (Amfissa, 2010)
CHAPTER
47
Fu rther information :
1/ MEDUNNET
8 O UTCO ME S
48
2 / E N O AT
LEADING PRACTICE PUBLICATION – LARGE CASE STUDY
2/ ENOAT: Professional
development workshops
of the European Network
of Organic Agriculture
Un iversity Teachers
4 EXAMPLES
AUTHORS
Pr o f Ew a R e m b i a ł kows k a (c u r r e n t E N OAT L e a d e r)
Faculty of Human Nutrition and Consumer Sciences, University of Life Sciences,
Warsaw, Poland, ewa_rembialkowska@sggw.pl
Pr o f J a n M o u d r ý (E N OAT M e m b e r)
CHAPTER
Faculty of Agriculture, University of South Bohemia, České Budějovice,
Czech Republic, moudry@zf.jcu.cz
Pr o f Pe t e r vo n Fr a g s t e i n u n d N i e m s d o r f f
(E N OAT Fo u n d e r a n d 20 01 –2011 L e a d e r)
Faculty of Organic Agricultural Sciences, University of Kassel, Witzenhausen,
Germany, pvf@uni-kassel.de
Pr o f Ch a r l e s Fr a n c i s
Norwegian University of Life Sciences (ENOAT Member), charles.francis@nmbu.no
D r D a n a K a p i t u l č i n ov á (U E 4 S D C a s e S t u d y Co o r d i n a t o r)
Charles University Environment Center, Charles University in Prague,
Czech Republic, dana.kapitulcinova@czp.cuni.cz
D r J a n a D l o u h á (U E 4 S D E a s t e r n H u b L e a d e r)
Charles University Environment Center, Charles University in Prague,
Czech Republic, jana.dlouha@czp.cuni.cz
INITIATI VE CONTACT
49
2 / E N O AT
50
2 / E N O AT
D I AGR A M
ENOAT Workshop on
Teaching Methods in
Organic Agriculture Network
members
convene
Transfer of new
knowledge
and teaching
4 EXAMPLES
methods
4
8 7
15
17
3 18
CHAPTER
6 1 9
13 19
20
12
5 11 14
24
21 25
23
10 16
2 26
22
Figure 4.3 – The professional development process of the ‘ENOAT teaching methods workshops’
based on knowledge sharing and collaborative practices.
Numbers refer to institutions in Box 4.2.
51
2 / E N O AT
workshops on teaching methods1. With the world café, and linking research and teaching.
expansion of the EU, a specific main concern Each workshop is focused on specific teach-
has become the dissemination of organic ag- ing methods and strives to develop relevant
riculture as a relevant topic for teaching and skills.
research in new member states. This has been
achieved by arranging several annual meet- The 2007 theme of the workshop held in
ings at East European universities, running Italy was Research – teaching integration in agroecolo-
summer courses in the new member countries gy and organic farming. Connections between re-
and applying for common EU projects. The search and teaching were explored in a partic-
field of agroecology has been added more re- ipatory learning process; workshop attendees
cently to expand the focus of ENOAT. The formulated research and teaching principles
current network’s activities are historically and consequently also a vision of the learn-
a consequence of the members’ identified ing environment that included integration of
need to transform curricula and teaching ap- specific activities in research and teaching.
proaches in organic agriculture. It was concluded that teaching and research
integration is especially important in organ-
Although there is no duty or top-down ic farming and agroecology due to the high
enforced policy to transform curricula and complexity of the field and the critical links
teaching approaches, the initiative has been with farming and food systems. As Lieblein
taken by individual ENOAT members to dis- et al. (2007) concluded, “understanding [such
seminate and implement learning methods a] system requires a transdisciplinary strategy
for organic agriculture practices together for education that involves experiential learn-
with building necessary competences to teach ing …[as it is]… essential to tie learning to
these practices. This has led to the develop- real world challenges and clients.” Integrat-
4 EXAMPLES
ment of workshops on teaching methods ing field research and learning activities in
(typically held during the network’s annual the classroom supports a dynamic learning
meetings) which are described in this case environment where students are encouraged
study. The process behind this professional to deal with complexity and uncertainty: they
development initiative is based on knowledge “explore the unknown, apply … new knowl-
sharing and collaboration of the network edge and experiences to real world situations
members, and transfer of concepts, knowl- where answers may not be known” (ibid).
edge and skills back to their home institutions What is shared by the research and teaching
CHAPTER
1 Curriculum development for organic agriculture was the initial point of an Erasmus group of 7 universities from
1995 till 1998
52
2 / E N O AT
people the individual changes written down 5 P RACTICALITY
in the first step. The groups were instructed
to share, avoid judgment to the extent pos- A number of key lessons learned from the
sible, and to each choose three of the most ENOAT initiative include the following:
important changes in teaching to be shared
in plenary session with the entire group. The It is a real necessity to change the teaching
third step was a general session where peo- approaches especially in the organic agri-
ple at each table reported on their findings, culture area towards more interactive ones.
and these were recorded on a white board The regular lectures ex-cathedra should
in a mind map of the group’s ideas. The el- be diminished, but not completely with-
ements of the summary mind map were later drawn. Instead a dialogue between the
rearranged to more logically represent the re- teacher and the students should be estab-
sponses by the small groups and to put more lished. More debates, more on-farm case
thought into the relationships among the ide- studies, and more participatory teaching
as. One outcome was a summary paper sub- are necessary.
mitted for publication [NACTA Journal] and From an educational point of view it seems
more importantly the participants returned beneficial to cultivate maximum diversity
to their universities with some key practical in class and to provoke discussion, some-
ideas to implement in their courses in organic times without reaching consensus
agriculture and agroecology. The main teaching focus should be on the
process of problem identification, without
As effectiveness of education on practical jumping to conclusions and priorities
challenges in farming is best accomplished Academic and teaching discussions would
with involvement of stakeholders, real world benefit from moving towards exploring
4 EXAMPLES
experiences are also stressed. Connecting stu- opportunities and providing potential sce-
dents with professionals through study visits, narios
on-farm case studies, or inviting professionals Well-designed university courses should
to the regular course classes can raise interest teach the students how to cooperate in
and enhance learning experiences for both subgroups in a good manner and with
students and their teachers. One outcome has good results
been the validation of knowledge from farm- The whole process of knowledge transfer
er and food system professionals as a relevant needs support from the authorities. The
CHAPTER
body of experience that can be combined problem is that the authorities (especially
with theory and university knowledge to in- those of the universities located in the new
form design of future sustainable food and EU member states) are much more inter-
farming systems. ested in the scientific outputs (papers pub-
lished in good IF journals) and in tech-
nological advancements (new apparatus
and facilities) than in innovative teaching
4 K EY Q UE STI O NS approaches. They recognize e-learning as
an innovative method, but participatory
approaches are still undervalued.
The issues and challenges that the initia-
tive addresses are outlined below:
53
2 / E N O AT
ticipants in the PD process. Some participant posters on current country activities were
reflections are provided below: the lowest. These preferences are probably
shared about learning in general and our fa-
“The annual ENOAT workshops are the only place voured activities are thus likely to be the most
I have found where teachers frankly discuss their success effective for students in our courses in organ-
and failure, and sincerely look for ways to improve their ic farming and agroecology too. It has been
university teaching to benefit students.” therefore concluded that interactive hands-on
teaching approaches and discussion-based
Charles Francis, learning are effective methods in organic ag-
Visiting Professor of Agroecology, NMBU, Norway riculture teaching. As a result, the leaders of
the ENOAT network recommended to reflect
“ENOAT was a stepping stone for me in 2001. It this experience also in the planning of fu-
was an opportunity to meet the best European profes- ture ENOAT workshops (von Fragstein und
sors active in organic farming teaching and research; as Niemsdorff et al., 2011).
a consequence it was possible to create several common
didactic and scientific projects. In fact, ENOAT was ex-
tremely helpful in my professional career so I was able to
build a strong group at my University.” 7 OU TCOMES
teaching inputs and methods through the open-minded at- ners have used the international contacts for
mosphere among the participants from all parts of Europe” creation of joint projects in the area of organic
agriculture. The positive aspect of the rather
Peter von Fragstein und Niemsdorff, loose and informal structure of the network
Professor of Organic Vegetable Production, is that ENOAT is very flexible and open to
University of Kassel, Germany new members and initiatives. The downside
of such structure is that ENOAT has no re-
“The workshops inspire me very much. Our lectures sources to apply for funds to European pro-
CHAPTER
need more feedback, discussion, motivation. This is prob- grams, which makes it is difficult to organize
ably similar throughout the Central and Eastern Eu- more events and to maintain a good website.
ropean region. In order to enhance the teaching quality As a result, ENOAT is not well known in Eu-
in organic agriculture it should be therefore recognized rope, rather the network lives on good rela-
which countries are the most advanced in this area, tionships of its members and external funds
and the best practice models from these countries should from the members’ projects.
be highlighted and possibly introduced in the rest of the
countries. “ The invitation of several new partners from
the new member states of the EU into ENOAT
Prof. Jan Moudrý, University of South Bohemia over the last 15 years is seen as a real benefit
of the network, as the new member countries
An informal evaluation of the ENOAT (all ex-socialistic countries) are using mostly
workshops on teaching methods has been old-fashioned teaching methods, such as reg-
performed in 2011 as a result of one of the ular lectures and practical trainings, but sel-
workshops held at University of Kassel, Ger- dom with participatory approaches. On the
many, where the network members discussed other hand, in most old EU member states
the following question: teaching methods have been changed over
the last 15 years toward a much more partic-
“What activities provide you with the most valuable ipatory approach. Some EU countries have
information on teaching”? already introduced the innovative methods
and use them regularly, for example Finland,
This question provided space for the par- Norway, Netherlands, France, and Germany.
ticipants to provide impressions of what was In consequence of the perceived necessity to
most effective in the current ENOAT work- “catch up” with these developed countries,
shops. They voted for excursions and dis- some of the new ENOAT network members
cussions as first priority; lectures and local became very active in the group, including
cultural tours received lower priority, and Poland, Slovenia, Bulgaria, Czech Republic
54
2 / E N O AT
and Hungar. This resulted in enhanced ca- Fu rther information :
pacity building in teaching and research in
Please note that ENOAT does not currently
organic agriculture among the new members.
have its own updated website. Further
The subsequent focus on informing some
information can be obtained in the
very new EU members such as Croatia as well
resources below or directly from the
as other countries such as Kosovo and Turkey
initiative contact persons.
about the innovative methods in learning or-
ganic agriculture is seen as an important as-
pect for the development of their educational Case study and additional materials
sector and teaching competences of universi- at the UE4SD Online Platform of
ty teachers in these countries as well as further Resources (access via the UE4SD
away. A project financed by SIDA over five project website):
years has for instance introduced these meth-
ods in new Agroecology MSc programmes http://www.ue4sd.eu/
in Makelle University [Ethiopia], Martyrs
University [Uganda], and SLU in Alnarp
[Sweden], building on ideas discussed in the
ENOAT meetings.
4 EXAMPLES
http://orgprints.org/11979/ Plovdiv, Bulgaria, 29-31 August 2013; Ivan Manolov,
von Fragstein und Niemsdorff, P., Francis, C., & Rem- Ewa Rembialkowska, and Charles Francis, Editors.
bialkowka, E. (2011) ENOAT in the Future: Further Available at: ISBN 978-82-575-1245-3 [pending]
Development of European Collaboration in Organic 2014. How Can We Design Participatory Learning
Agriculture and Agroecology Education. Proceedings Environments to Help Students Seek Answers to Key
of ENOAT Workshop, Witzenhausen, Germany, 1-3 Questions, and to Take Responsible Action for the
September 2011, ISBN 978-82-483-0073-1 Future? Proc. ENOAT Workshop, University of Gas-
tronomic Science, Pollenzo, Bra, Italy, 16-18 Septem-
Additional readings: ber 2014. Paola Migliorini, Ewa Rembialkowska, and
Charles Francis, Editors. Available at: ISBN [pending]
CHAPTER
Proceedings of ENOAT Workshops:[availability is
pending on NMBU website for agroecology] Other Publications from ENOAT Workshops:
2007. Teaching and Research in Agroecology and Or-
ganic Farming: Challenges and Perspectives. Proc. Francis, C. (2014). Participatory learning experienc-
ENOAT Workshop, Pieve Tesino, Italy, 28 August – 1 es: what these mean to me as an agroecology instruc-
September 2007. Fabio Caporali, Geir Lieblein, Peter tor. NACTA J. 58(1):81-84. Available from http://
von Fragstein, and Charles Francis, Editors. ISBN www.nactateachers.org/teaching-tipsnotes.html
978-88-903318-0-0 Lieblein, G., & Francis, C. (2013). Faculty prerequi-
2008. Organic Agriculture and Agroecology Teach- sites for dialogue-based education. NACTA Journal
ing. Proc. ENOAT Workshop, Nitra, Slovakia, 30 57(3):72-74. Available from http://www.nactateach-
August – 2 September 2008. Ewa Rembialkowska, Pe- ers.org/teaching-tipsnotes.html
ter von Fragstein, Magdalena Lacko-Bartosova, and Wezel, A., & Francis, C. (2014). Language challenges
Charles Francis, Editors. ISBN 978-82-483-0062-5 in MSc Agroecology international courses. NACTA
2009. Organic Agriculture and Agroecology Teach- Journal 58(2):175-177. Available from http://www.
ing. Proc. ENOAT Workshop, Tartu, Estonia, 28-30 nactateachers.org/teaching-tipsnotes.html
August 2009. Charles Francis, Ewa Rembialkowska, von Fragstein und Niemsdorff, P. (2009). ENOAT–
Peter von Fragstein, and Anne Luik, Editors. ISBN European Network of Organic Agriculture Teachers.
978-82-483-0063-3 Available from http://orgprints.org/14515/1/Frag-
2010. Organic Agriculture and Agroecology Teach- steinundNiemsdorff_14515.pdf
ing. Proc. ENOAT Workshop, Madrid, Spain, 6-8 Jordan, N.R., D.A. Andow, and K.L. Mercer. 2005.
September 2010. Peter von Fragstein, Charles Fran- New Concepts in Agroecology: A Service-Learning
cis, Ewa Rembialkowska, and Teresa Briz, Editors. Course. Journal of Natural Resources and Life Sci-
ISBN 978-82-483-0064-1 ence Education. 34:83–89.
2011. ENOAT in the Future: Further Development of
European Collaboration in Organic Agriculture and Relevant web links:
Agroecology Education, Proc. ENOAT Workshop,
Witzenhausen, Germany, 1-3 September 2011; Pe- ENOAT website (2004 version): http://www.umb.
ter von Fragstein, Ewa Rembialkowska, and Charles no/enoat/article/european-network-of-organic-agri-
Francis, Editors. Available at: ISBN 978-82-483-0073- culture-university-teachers-enoat
1 [pending] About ENOAT (in Czech): http://www.bio-info.cz/
2012. Learning in Future Farming and Food Sys- zpravy/enoat-podporuje-vzdelavani-studentu-v-eko-
tems: European Education in Organic Agriculture logickem
and Agroecology. Proc. ENOAT Workshop, ISARA,
55
3/ RUCAS
3/ RUCAS:
Cross-regional ESD
professional development
for reorienting university
curricula to address
sustainability
4 EXAMPLES
AUTHORS
Pr o f Va s s i l i os M a k r a k i s
CHAPTER
INITIATI VE CONTACT
56
3/ RUCAS
1 OVE RV I EW 2 P ROFESSIONAL
D EVELOP MENT P ROCESS
The RUCAS (Reorient University Curricula
to Address Sustainability) project was initiated In preparing university teaching staff for
by the UNESCO Chair in ICT in Education for integrating ESD approaches into their prac-
Sustainable Development (ESD), Department tice as educators, we are usually faced with
of Primary Education, University of Crete, in co- at least three crucial decisions: 1) what to
operation with the RCE Crete (Regional Centre teach and how to teach it; 2) how to design
of Expertise on ESD). It consisted of a Consor- and implement a course; and 3) how to en-
tium of 12 Universities and three NGOs finan- sure that students are learning what is expect-
cially supported with a grant of EUR 850,000 ed of them. We have worked out a model of
by the European Commission’s Tempus pro- seven interactive and cyclical processes to
gram for a three-year period (2010-2013). respond to these three critical questions (see
Figure 4.4). The RUCAS model provided the
RUCAS aimed to: guiding instrument in the professional devel-
opment process to increase the readiness of
1) Support the development of ESD in the university teaching staff for reorienting uni-
Higher Education sector in Egypt, Jordan versity curricula to address sustainability.
and Lebanon.
2) Build capacity amongst university staff to The RUCAS model works as follows:
embed ESD in curricula and pedagogy.
3) Review and revise undergraduate curricu- 1) Deciding what to teach and how to teach
la to address ESD in line with the Bologna it focuses on the first two out of seven RU-
and Lisbon processes. CAS professional development processes,
4 EXAMPLES
4) Assist the coordination and dissemina- namely: i) planning for course revision
tion of ESD policy, research, curriculum and design, and ii) creating the revised
reform and practice in the partner institu- course syllabus. In dealing with the tasks
tions that are expected to function as role integrated into these two processes univer-
models in the region. sity teaching staff participating in the RU-
CAS project needed to critically reflect on
First, a Delphi study was designed and the content of their courses and teaching
carried out that led to the advancement of an methods to see what gaps and what em-
CHAPTER
ESD student competence framework. On the phases were missing in relation to sustain-
basis of this framework, a survey was designed ability. In particular, the tasks involved
and carried out in the partner universities with in the process of course revision enabled
the participation of 3,757 final year students university instructors to identify objectives
across six academic disciplines. The aim of the for ESD that suit their subject area and the
survey was to identify, among other things, the content that is missing, then proceed to
knowledge students acquire from their cours- matching both objectives and content as
es in relation to sustainable development, the well as what is suitable to ESD teaching/
sources of sustainability knowledge, the teach- learning methods (e.g. values clarification,
ing methods, the attitudes toward learning to problem-based learning, critical reflec-
live sustainably, sustainability actions and the tion). The ESD themes ranged widely, and
perceived functions and roles of universities. the key strategic themes included climate
The results of this survey were used for devel- change; energy use and management; sus-
oping the strategy and the capacity-building tainable urbanization; natural resources
program for reorienting university curricula (water security, deforestation, sustainable
to address sustainability. Despite the fact that agriculture, biodiversity); child labour,
almost half of the students surveyed had some sustainable tourism, fair trade, social jus-
experience with courses dealing with issues tice; indigenous knowledge; sustainable
that directly and/or indirectly related to sus- production/consumption. The tasks in-
tainability, just adding and/or embedding sus- volved in the process of creating the re-
tainability in one or two courses being taught vised course syllabus focused on identi-
with conventional pedagogical methods did fying key learning goals/objectives and
not lead to any significant response to the outcomes, formulating appropriate feed-
current sustainability crisis. There was thus back and assessment procedures, and se-
a need for a professional development inter- lecting and developing suitable teaching/
vention in reorienting curricula and teaching learning activities, mostly student-led. In
methods to successfully address sustainability. designing feedback and assessment tasks
57
3/ RUCAS
mentation, vi) evaluating the course im- through interdisciplinary teaching, learning
pact, and vii) maintaining and/or planning and curricula enabled through the use of
new revision. Pre-in- and post-course sur- learning technologies and pedagogies that
veys were used to assess student learning promote reflective, reflexive, participatory
from the start of the course until the end, learning and skills development, as well as
adopting the strategies of reflection in and merging knowledge with action that can em-
on action. Evaluating the RUCAS revised power people and generate change.
courses contributes to the continuous im-
CHAPTER
58
3/ RUCAS
D I AGR A M
Deciding w
hat
to
te
ac
1 Planning for course
h
g
revision and design
an
in
d
ng
ho
ha
w
7 Maintaining and/or
,c
to
revised course syllabus
ing
tea
, maintain
ch it
3 Structuring/designing
6 Evaluating RU CAS the course modules
course impact
ssing
4 EXAMPLES
se
As
5 Reviewing course
D
implementation
4 Implementing
es
the revised course
in gn i
CHAPTER
g
an
di
ple m
ing mentin
g teach
59
3/ RUCAS
dents and staff sustainability literacy was also “The training workshops showed that sustainability
about critical reflection, empowerment, per- can be infused in any course, even in courses that are con-
sonal change and social transformation. sidered as hard core business/economics/mathematical
in nature.... students became more enthusiastic about
Developing local and regional leadership the material taught in class as they relate it to their own
that could sustain curriculum transformations lives.”
and make major transformations at various do-
mains and levels proved to be very critical. Dis- Dr Nancy Kanbar, Notre Dame University, Leba-
tributed leadership was also found to be of criti- non, Local Coordinator
cal importance together with encouragement for
the co-production and sharing of knowledge. “The overall conclusion is that the colleagues demon-
strate high awareness and skills for infusing sustainabil-
Setting-up an internal and external moni- ity in their syllabi. This was not only from a theoretical
toring and quality assurance system was seen perspective but also from an application point of view,
as highly critical to the professional develop- since many courses infused ethics and motivated sustain-
ment process. able behaviours.”
60
3/ RUCAS
“My role as a teacher has changed as well as the role The RUCAS Toolkit (http://www.ru-
of my students... the students play some role in course castoolkit.eu/) – a collection of tools and re-
planning, implementations, and even evaluation strat- sources structured within eight modules, and
egies and tools.” an online community of practice and related
resources can be used to assist university in-
Dr Khawlah A. Abdalla Spetan, structors and other staff in reorienting univer-
University of Jordan sity curricula to address sustainability.
4 EXAMPLES
versity courses being revised to address sus-
tainability across the six prioritized academic
disciplines (educational sciences, social sci- Fu rther information :
ences, applied sciences, technical sciences,
business/economics sciences and health sci- The RUCAS Sustainable Universities
ences). Network portal:
http://rucas.edc.uoc.gr
A RUCAS Sustainable Universities Net-
CHAPTER
work portal (http://rucas.edc.uoc.gr) has
been developed which focuses on the insti-
tutionalization of sustainable development
within our partner universities and beyond.
Virtual Training Centers are also established
in each Arab partner university (N = 6) which
are used for capacity-building and as resourc- The RUCAS Toolkit:
es for reorienting university curricula to ad- http://www.rucastoolkit.eu/
dress sustainability.
http://www.ue4sd.eu/
61
4/ ECOCAMPUS
4/ ECOCAMPUS:
Thematic learning networks
in Flanders, Belgium
AUTHORS
Sara Rymenams
University Colleges Leuven-Limburg, Belgium, sara.rymenams@ucll.be
Wim Lambrechts
University Colleges Leuven-Limburg, Belgium, wim.lambrechts@ucll.be
4 EXAMPLES
INITIATI VE CONTACT
Ilse Rottiers
62
4/ ECOCAMPUS
1 OV E RV I EW In this case study, we will describe the
LNSW, the LNTT and the LNBS, since they
The Ecocampus project was officially are the most representative for the way the
launched in 2008 by the Flemish government, LN are conceived. A visual representation of
Department of Environment, Nature and the functioning of the LN can be found in
Energy to support higher education institu- Figure 4.5.
tions (HEIs) in the transition towards a more
sustainable future1. In order to help HEI to 2/1 How the Learning Networks work
structurally embed (E)SD in their mission
statements, curricula and competence pro- Each LN organises three meetings of ½ or
files, it offers a wide range of materials and 1 day each per year. In general, the meetings
initiatives: from guidelines, manuals and are attended by 15-20 participants:
theoretical frameworks for conferences and
seminars to workshops, debate cafés and best the president of the LN (HE educator, of-
practices from various HEIs, etc. ten a “pioneer” in the field of ESD, with
a certain authority in ESD);
One of the initiatives promoted by Eco- an Ecocampus employee (who organises
campus is the organisation of thematic learn- the meetings in close collaboration with
ing networks. Ecocampus wants to bring the president);
together educators from various HEIs and experts/keynote speakers (professionals,
create accessible opportunities for them to non-profit organisations, …) who are in-
enhance their teaching practice in the field of vited to provide background on the theme
ESD. The meetings are open to all educators that will be discussed;
of HEIs, experts, non-profit organisations, participants (mainly HE educators, but
4 EXAMPLES
etc. and focus on the following aspects: also researchers and students).
CHAPTER
work and to learn from each other by sharing inar on systems thinking; conferences by
their experiences, successes and problems. invited keynote speakers with academic
background; etc.)
Testimonials, case studies, best practices
of introducing theoretical concepts into
2 P R O FE SS I O NA L the classroom (e.g. classroom project de-
D EV ELO PMENT PR O CESS veloped by a non-profit organisation with
a clear focus on systems thinking); visit to
In the academic year 2014–2015, three the- projects (e.g. LNSW visited some social
matic learning networks (LN) are organised: projects in the multicultural Rabot quarter
the learning network for social work (LNSW), in Ghent).
the learning network for teacher training Development of practical tools that can
(LNTT) and the learning network for busi- be used in the classroom, with input from
ness studies (LNBS). Furthermore, a new net- Ecocampus, external partners (mainly
work was created for ESD professional devel- non-profit organisations) and the partici-
opment, aimed principally at policy makers in pants themselves (e.g. in 2013, an ESD com-
HEIs in order to enhance the possibilities of petence profile was developed for teacher
professional development for ESD. Currently, trainers. In 2015, the LNTT developed an-
there are plans to create a learning network for other publication that presents good exam-
architecture and health care and to reactivate ples of classroom practices that incorporate
the learning network for engineering. the different ESD competences).
1 In Flanders, the Ecocampus project is one of the initiatives that meet the objectives of the UNECE Strategy for Ed-
ucation for Sustainable Development adopted in 2005. It was launched in 2008 for a term of three years and renewed
in 2011 for another four years. In 2015, the Flemish government will decide on which way the Ecocampus project will
be shaped in the future.
63
4/ ECOCAMPUS
The themes discussed during the meetings refers to the other key roles of HEIs: research,
are inspired by suggestions made by the par- outreach and campus operations (Waas et al.,
ticipants, on topics that have been discussed 2012).
in the media, or on projects that allow some
kind of collaboration (e.g. the Flemish Mate- 3/2 ESD frameworks
rial Program launched by OVAM-The Flem- and the Learning Networks
ish Waste Management Company).
The learning networks focus primarily on
2/2 What is asked of participants the key competences for ESD as described in
the UNECE framework (2012) and by authors
The LN try to deal with the workload of like Wiek et al. (2011), Rieckmann (2012), Ro-
educators by creating optimal conditions to orda (2010) and Lambrechts et al. (2013). Al-
share and to put into practice the key con- though different sets of key competences are
cepts of ESD. As participants attend the defined and presented in different ways, they
meetings on a voluntary basis, much impor- all refer to the same theoretical concepts: sys-
tance is attached to the degree of efficiency of tems thinking competence, normative com-
the meetings: one of the main goals is to pro- petence, anticipatory competence, strategic
vide HE educators with concrete ideas and competence and interpersonal competence
materials that can be integrated into their (as presented by Wiek et al., 2011). These
own course practice without significant extra competences and the key concepts defined in
work, e.g. didactic presentations on a specific the Ecocampus reference guide served also
topic which can be adapted and used by oth- as a starting point for the Guide sustainable de-
er participants. velopment as a compass in the preparation of learning
outcomes (2014). The competences as defined
4 EXAMPLES
Furthermore, co-creation is one of the key in the UNECE competence framework were
factors of the meetings: participants are invit- adapted to the context of teacher training,
ed at all times to discuss the themes proposed, which resulted in the ESD competence pro-
make suggestions, participate in the develop- file for teacher training that was published in
ment of output materials, etc. This idea of September 2013.
“co-creation” even seems to be a premise to
make the LN succeed. Without a “common In April 2013, a seminar on systems
goal”, LN face the risk of not providing added thinking was organised by Ecocampus. The
CHAPTER
value for the participants. seminar was the starting point for a series of
meetings on the integration of systems think-
ing in the different subject areas of the learn-
ing networks. Another key concept used in
3 E SD FR A MI NG the LN is the concept of “wicked problems”
(Rieckmann, 2012; Wiek et al., 2011) that is
often used to describe the challenges related
3/1 Ecocampus reference guide to SD: complex social problems that require
an inter- and transdisciplinary approach in
Ecocampus has developed its own ESD order to deal with them and find solutions.
guidance framework to stimulate the debate The concept encourages educators and stu-
on sustainability in HE. The framework was dents to start experimenting in order to find
written by a group of researchers and is based answers to the problems posed whereby the
on a rigorous analysis of the literature pub- process is more important than the solution
lished in the field of higher education for sus- itself. In the long term, this approach aims
tainable development (HESD)2. It proposes to make educators and students act sustain-
definitions for the concepts of sustainable de- ably in almost every aspect of their everyday
velopment, sustainable higher education and life.
education for sustainable development, and
describes different drivers and barriers that 3/3 Approaches to learning
can be encountered in the transition process
towards a more sustainable higher education. The methodologies used by and/or presented
The Ecocampus reference guide not only pre- during the LN are very diverse and depend
sents educational aspects in HESD, but also on the goal of the meeting and the activities
64
4/ ECOCAMPUS
proposed. However, most of them meet the 4 KEY QU ESTIONS
following principles:
The issues and challenges that the initia-
Multi-, inter- and transdisciplinarity: even if tive addresses are:
each LN is related to a specific discipline, the
focus is on the interaction between the vari- Q: How can we reach the various small islands of (E)SD
ous subject areas within that discipline. in different HEIs and connect them so that they can share
Problem- and project-based learning: the experiences and find the support needed to embed ESD in
materials and methodologies presented their HEI?
are often presented as case studies and
projects where practice leads to theoretical Q: How can we equip educators with both the theoretical
insights, reflection and awareness, and at- knowledge and practical methodologies that can easily be
titudinal change. used in everyday classroom practice? How can we con-
tribute to this “sustainable reflex” that ensures that ESD
Examples of methodologies promoted by is not a matter of one or two isolated courses, but will be
the LN are (based on Lambrechts et al. 2009, integrated into the whole curriculum?
Lambrechts et al., 2013):
Q: How can we develop instruments and toolkits that are
Interactive and participatory methodol- general and flexible, but at the same time concrete and
ogies (e.g. group discussions, role plays precise enough, and useful for the diversity of curricula in
which take into account the different Flemish higher education?
stakeholders involved in the process, So-
cratic method); Q: How can we reconcile the complexity of “wicked prob-
Research oriented methodologies (e.g. CSI lems” and the need of an inter- and transdisciplinary ap-
4 EXAMPLES
smartphone, which invites the students proach (which, in the most ideal context, would require
to analyse the materials used in their own an important curriculum shift) with the actual land-
smartphone and to measure the impact of scape of Flemish higher education?
them in terms of SD (Wals: 2014); road pric-
ing: what are the benefits for government? Q: How can we involve our students in the ESD process
And what’s the ecological impact?) and equip them with the competences they need to face fu-
Action oriented methodologies: project ture challenges (e.g. systems thinking, holistic thinking,
weeks, internships, company visits, etc. etc.)?
CHAPTER
D I AGR A M
Theoretical
Focus Methodological
Capacity building
Practical
Develop & exchange
Educators
Participants Local SD leaders Policy makers
in their HEI Researchers
Ecocampus Students
Learning Outcomes
Networks used and dis-
in Flanders Key note speakers seminated
Approach Inter- Case studies & testimonials by partici-
& transdisciplinary Hands-on pants in their
Clear goal & added value own organi-
sation
65
4/ ECOCAMPUS
3 Catapa is a voluntary organisation that deals with (alter-)globalisation and sustainable development. Its main
focus lies on mining industry, especially in Latin America.
66
4/ ECOCAMPUS
me to build knowledge with regard to these topics – after be very useful to me. On the one hand, I gained new in-
each session, I went home with new insights and vari- sights on SD initiatives by both government and NGOs
ous resources I could use in my class –, but also to adopt which I will be able to use in case studies during class. On
a more critical attitude towards initiatives that deal with the other hand, the meetings provide an interesting plat-
sustainable development (e.g. poverty reduction: why form to bring different business schools together in order
not wealth reduction? Are electric cars really a more sus- to share good practices and discuss priorities, as the topic
tainable alternative? etc.).” is vast and relatively new for many of us.”
They also appreciate the variety of back- “Corporate social responsibility is becoming a pri-
grounds of the participants and the network- ority in many companies and sustainability is also an
ing possibilities offered by the LN. important topic in our University Colleges. The LN is
a place where people from different disciplines and with
“As a marketing lecturer, I had the chance to attend a different background can share best practices and come
the LN session in December 2014. The session proved to up with new tools to help teachers in preparing student to
face the challenges in a fast moving world.”
OU TCOMES
4 EXAMPLES
8
CHAPTER
The LN we discussed above all led or will
lead to some concrete outcomes:
67
4/ ECOCAMPUS
68
5/ GREEN ACADEMY
LEADING PRACTICE PUBLICATION – LARGE CASE STUDY
5/ GREEN ACADEMY:
Programme
for organisational ESD
change at UK universities
AUTHORS
D r A l ex R y a n
4 EXAMPLES
University of Gloucestershire, UK, aryan@glos.ac.uk
Prof Daniella Tilbury
University of Gibraltar, UK, daniella.tilbury@unigib.edu.gi
INITIATI VE CONTACT
Steve Outram
Steve.Outram@heacademy.ac.uk
CHAPTER
69
5/ GREEN ACADEMY
1 OVE RV I EW 2 P ROFESSIONAL
D EVELOP MENT P ROCESS
The Green Academy change programme is
an initiative of the Higher Education Acade-
my (HEA), the UK agency for teaching and Green Academy draws on the successful
learning development in Higher Education. ‘Change Academy’ model which was devel-
The HEA also holds the UK’s national HE oped in partnership with the Leadership
professional recognition framework and of- Foundation for Higher Education and has
fers training and development opportunities been in use in UK HE since 2004. The mod-
for academic staff. Green Academy was devel- el focuses on professional development and
oped by the HEA as part of its commitment also team development, to create institutional
to ESD and brings together staff teams from change in ESD. The process was developed
different universities to plan, develop and im- to meet the needs identified in consultation
plement institution-wide change initiatives. events with English universities to under-
It was launched in 2011 and has supported stand the challenges of ‘whole institution’ ap-
18 institutional ESD change projects in total proaches to sustainability and ESD. This proj-
across England and Wales: its first intake in ect had shown the need for capacity-building
2011 involved 8 institutions and its second in- to tackle the complexity of developing institu-
take in 2013 involved 10 institutions. tional strategies in ESD and it recommended
the use of team-based approaches to support
The aim of Green Academy is to support universities in this area.
the development of ESD as an institutional
priority, focusing on organizational change The process is outlined in Figure 4.6. It be-
by developing staff capacity in ESD as well gins with an initial meeting for the team lead-
4 EXAMPLES
as change agency skills. Its professional de- ers representing each participating institu-
velopment process is informed by principles tion, with the Green Academy team and mentors.
such as distributed leadership, change man- Each institution is allocated a mentor with
agement, action learning sets and peer-to- experience in ESD to support them during
peer learning. The ESD framing of the pro- the cycle. A two-day residential event takes
gramme is geared to ‘whole institution’ ESD place in the second month, which is attended
development, including the formal curric- by all institutional teams and their mentors,
ulum and co-curriculum. Its view of ESD is focused on the development of plans for the
CHAPTER
broad and includes a wide range of approach- change projects. The implementation phase
es to ESD across the different institutional is then supported by the mentor and the pro-
projects. cess concludes with a final meeting of team
leaders at the end of the year. Teams are re-
Green Academy invites institutions to propose quired to provide a closing report and write
concepts and project plans and to form staff a case study, as well as offering a sector work-
teams to implement their proposals. Institu- shop to share their initiatives.
tional teams consist of 5-6 people and must
include one senior manager, one student, one The year-long process of engagement en-
member of academic staff and one member ables learning and reflection for individuals,
of operational staff. HEA then provides the peer-to-peer, among teams and across institu-
successful participating teams with a facili- tions. Participants are able to develop action
tated one-year cycle of development activity. planning and strategy development skills, as
Funding is provided by the institutions but well as gaining experience in leadership and
the HEA has also provided investment to help change. Their professional development is
share costs with institutions. supported with expert mentoring guidance
and opportunities to learn from existing prac-
An evaluation process was conducted in tices and successful initiatives in other univer-
two phases to assess the process and impacts sities, as well as relevant resources and tools.
of the first cycle in 2012 and 2014. The reports
pointed to success for the participating insti- The use of mentoring and examples from
tutions in raising the profile of ESD, embed- other institutional ESD initiatives is critical to
ding it into strategies and policies, initiating help participants to understand the parame-
new curriculum development activities, stu- ters of institutional change in ESD, identify
dent projects and actions, and in providing suitable plans at their own institution and
a range of staff professional development op- map the pathways and people who may help
portunities in ESD. in bringing about successful changes. Facili-
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5/ GREEN ACADEMY
tation at the residential event and the ongoing Developing graduate attributes and fram-
support provided by the institutional mentors ing for ESD within learning and teaching
aims to assist teams to: strategies
Providing staff development activities that
I) see how ESD approaches can be built raise awareness and increase understand-
into initiatives that will be valued by ing of ESD
their institutions.
Green Academy addresses specific dimen-
II) combine their ESD aims with effective sions of ESD that relate to institutional de-
strategies, plans and implementation velopment in the HE context. Its framing of
processes. ESD professional development is therefore
strongly orientated to the strategic level and
III) understand and respond effectively to the organizational context. It recognizes the
the change dynamics involved in their importance of teams in enabling change for
projects. ESD and that teams must be able to identify
the priorities and entry points that will make
sense at their institutions.
3 E SD FR A MI NG
4 KEY QU ESTIONS
The Green Academy programme uses a broad
understanding of ESD in line with UN DESD
frameworks. It views ESD as an institu- The Green Academy initiative is guided by
4 EXAMPLES
tion-wide learning agenda for education pro- key questions around organizational ESD de-
vider organisations. This pioneering initia- velopment:
tive responded to the need for a professional
training process in ESD that involves team- Q: How can HE institutions develop strategic responses
based institution-wide change projects and is to ESD that will involve all academic areas?
focused specifically on the HE sector context.
Q: What kinds of teams, plans and actions are needed to
The ‘whole institution’ strategic framing integrate ESD across the curriculum?
CHAPTER
of ESD is at the forefront of Green Academy and
its aim is to support initiatives that contribute Q: How can ESD approaches be shaped to fit the needs
to change across the curriculum and student and plans of different institutions?
learning experience. Within this core aim,
it supports ESD projects with very different Q: What capabilities, expertise and training do staff
focal points and understandings of ESD, de- need for developing ‘whole institution’ ESD?
pending on the nature of the institution and
its aims in ESD. Projects have had various
aims, such as:
5 P RACTICALITY
Developing sustainability skills initia-
tives for students linked to employability
schemes Green Academy experiences point to the fol-
Creating institution-wide strategies and lowing insights about the process itself:
plans to develop ESD within the curricu-
lum An action-focused approach, geared to in-
Supporting campus-based learning for fluence, engagement and implementation
ESD and its links into the formal curricu- is most valued by participants in extend-
lum ing their capabilities to move ESD ideas
Auditing and increasing the teaching of forward effectively.
sustainability issues across the existing The team-based approach was of signifi-
curriculum cant value for driving institutional change
Designing specific new curriculum devel- in ESD, as it enabled ownership to be
opments in ESD, including online offer- shared and confidence to develop in tak-
ings ing plans forward.
Supporting research-teaching transfer and The important role of students became
inter-disciplinary learning for ESD clear, in terms of professional develop-
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5/ GREEN ACADEMY
D I AGR A M
INITIAL MEETING:
Team Leaders and Mentors
RESIDENTIAL EVENT:
Institutional Teams and Mentors
FINAL MEETING:
SECTOR IMPACT: Team Leaders INSTITUTIONAL
IMPACT:
4 EXAMPLES
project reports,
workshops and staff
dissemination development
and project
legacy
CHAPTER
ment benefits for them and increasing the on the value of learning from others, of work-
influence they could have on learning ini- ing with mixed teams and of having space
tiatives for ESD. to think strategically. Its case studies have
The teams proved to have longevity and captured the effects in terms of professional
individuals remained involved in action learning and development in participating in-
for ESD after the Green Academy process stitutions:
ended, helping to continue the work and
develop new initiatives. “The handbook process has been extremely successful
There were weaknesses in monitoring ac- in capturing engagement and driving implementation.
tion and progress on the plans and objec- Collaborative development and flexibility have been
tives developed by the teams and this was two key factors in achieving this… The resulting inter-
noted in the evaluations as the key aspect est and action has been much deeper and wider than we
of the process to improve. had anticipated. The process is now moving very quickly
and formal campus wide structures are being considered
to maintain a co-ordinated approach and harness the
6 R EFL ECTI O NS growing engagement.”
O F PA R TI CI PANTS
University of East Anglia Case Study
The initial evaluation report on Green Acad- “The value of the Green Academy lies in its team-
emy considered the perceptions of the par- based approach and its orientation towards the strategic
ticipants and noted their positive comments priorities of the individual institution. Underpinning its
about the process, with particular emphasis change model is an understanding that change cannot be
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5/ GREEN ACADEMY
undertaken by single individuals, and it must connect stages, playing key roles in the development
with general direction of the university. Participants may of informal learning activities as well as cur-
not always recognise the need to deepen their understand- riculum change proposals.
ing of ESD as well as question assumptions about how
change takes place. The mentors play a key role in sup- The value of the peer-to-peer learning and
porting this dialogue.” the mentoring component was highlighted in
the participants’ responses, with suggestions
Professor Daniella Tilbury, Dean of Sustainability, for more time to interact with other teams
University of Gloucestershire – Institutional Mentor during the residential scoping and planning
stage, as well as more support to the teams
“LCF has been working with the Green Academy through the implementation. Informal inter-
programme to support development of long-term trans- action through the process was also signifi-
formational change for sustainability across the insti- cant, with participants developing and using
tution… Through the Green Academy, LCF has been Green Academy contacts for advice, particularly
emboldened to connect good practice… taking Green among the group of team leaders.
Academy activities across the university, through partici-
patory ESD sessions available to all staff.”
4 EXAMPLES
for the student team members, who gained strategic level for the participating institu-
experience in contributing to specific activ- tions, increasing senior management under-
ities and to the wider change process. The standing and raising awareness and profile
students themselves were recognized as im- for ESD across the institutional community.
portant change agents in the implementation The strategic approaches developed by the
CHAPTER
73
Fu rther information :
5/ GREEN ACADEMY
74
6/ CADEP-CRUE
LEADING PRACTICE PUBLICATION – LARGE CASE STUDY
6/ CADEP-CRUE:
Curricula and Sustainability
Working Group, Spain
AUTHORS AND INITIATIVE CONTACTS
Anna M. Geli
Universitat de Girona, am.geli@udg.edu
M e r c è J u nye n t
Universitat Autònoma de Barcelona, merce.junyent@uab.cat
4 EXAMPLES
Aitxiber Zallo
Universidad del País Vasco /Euskal Herriko Unibertsitatea, aitxiber.zallo@ehu.eus
CHAPTER
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6/ CADEP-CRUE
proved and submitted the same year for ap- Universidad de Valladolid (UVA)
proval by the CRUE plenary session. This
document was the basic benchmark to incor-
porate sustainability within the new syllabi
designed as part of the Bologna process.
2 P ROFESSIONAL
From 2008 onwards, the newly established D EVELOP MENT P ROCESS
Curricula and Sustainability Working Group (WG)
led by the universities of Cádiz and Salamanca The various activities of the Curricula and
made progress in defining the principles, com- Sustainability Working Group (WG) build the ca-
petence building and approaches for the intro- pacities and competences of the members in-
duction of sustainability to the university curric- volved and enhance the professional develop-
ulum (source: CADEP UPC 17/10/2008 minutes). ment of university staff in ESD. The WG holds
The WG is currently led by Universidad de periodic online and face-to-face meetings. The
Valencia and is developing approaches, criteria online meetings, using Adobe Connect, are
and projects to incorporate sustainability within held monthly and began in February 2010.
the university curriculum. Academics, lecturers The face-to-face meetings, two per year, are
and technical staff are members of the WG. The held each time the CADEP Sectorial Commit-
initial WG has now grown into a network with tee meets at any of the member universities.
19 hubs with one hub per member university These meetings aim, on the one hand, to share
(see Box 4.3). Each hub comprises a group of the difficulties, results, etc. among the differ-
people, the majority of whom are lecturers that ent sub-groups that make up the network,
implement the common initiative within their and, on the other hand, to report on progress
particular context. The curriculum develop- in the schemes they are working on together.
ment processes are the main focus and innova-
tive teaching projects for building sustainability The structure of the WG is very flexible and
skills are being developed and implemented. open. Thus, when the circumstances so require,
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6/ CADEP-CRUE
fast reorganisation can take place that allows ro- The WG has been invited to join the organ-
tation in leadership to meet the needs of specific isers of the Research Seminars on Environ-
projects. The activities of the WG are carried mental Education and Education for Sustain-
out in four streams of work (see Figure 4.7): able Development which emerged from the
Environmental Education Inter-university
a) Deployment of research projects in ed- PhD Programme at the National Environ-
ucational models and training processes mental Education Centre. The main objec-
within the framework of Education for Sus- tive of these research seminars is to share
tainable Development (ESD). These activ- experience in Research on Education for
ities are based on an international project: Sustainable Development. Thus, there are
“Transforming with Society. University-So- tutorial spaces for junior researchers which
ciety Symbiosis in Education for Sustain- are tutored by senior researchers, members
able Development” and three joint projects: of the Curricula and Sustainability Working
i) “Defining standards and profiles based on Group and experts from the Environmental
competences-building in ESD to improve the Education Inter-university PhD Programme.
quality guarantee frameworks in the Spanish The professional development provided by
university system”; ii) “Methodological strat- these university seminars embraces the train-
egies, assessment criteria and learning guides ing of researchers, and thus also impacts on
in ESD”; and iii) “Training to transform. Prin- teaching.
ciples and values of sustainable development The WG has also organised 3 Symposia as part
in the university curriculum”. The results are of the International Congress of Educational Sciences
used to prepare and implement sustainability in and Development in 2013, 2014 and 2015:
the curriculum projects.
The current ESD activities of the WG are Skills Building in Sustainability: Pedagogical Prob-
4 EXAMPLES
also focused on the Learning Through Ser- lems in University Teaching (coordinator: Dr.
vice (LTS) as a valuable strategy to include M. Angeles Murga – UNED)
sustainability in university curricula. This ap-
proach complies with university legislation, Education for Sustainability in Higher Education:
which requires universities to foster citizen Innovation Processes and Transfer (Coordina-
and social responsibility practices. LTS is an tor: Dr. Mercè Junyent – UAB)
educational proposal that combines learning
processes with community service in a single, Education for Sustainability in Higher Education:
CHAPTER
well-constructed project in which the partici- Advances in Research (coordinator: Dr. M.
pants are trained whilst working on the real Angeles Ull – UV)
needs of the environment with the aim of im-
proving it. The CADEP Sustainability and The aim of these symposia is to communicate
Curriculum Working Group advocates insti- and share experience in research, innovation
tutionalisation of LTS in Spanish universities and the transfer of ESD in higher education.
to drive sustainability in the curriculum. The They provide professional development op-
goal is to promote and facilitate the use of this portunities on ESD to the participating lec-
methodology in the university so that students turers and researchers.
provide a service to the community linked to
the learning goals, with a special emphasis on d) Training academic staff.
critical analysis and an understanding of so- The WG has organised a Teacher Training Course:
cial needs and problems and on involving stu- Introduction to Sustainability in University Teaching to
dents in a creative outcome. (Source: “Learning be taught at any Spanish University that ex-
Through Service as a teaching strategy within the frame- presses an interest. The aim of this course is
work of University Social Responsibility to foster Sustain- to reflect on the responsibility of the academic
ability in the University” October 2014-May 2015) course in terms of introducing sustainability
criteria in their teaching. It also seeks to show-
b) Preparing and presenting regulatory case the tools implemented in the universities
proposals to be approved by the Confer- in the curricula and sustainability processes
ence of Chancellors of Spanish Universities when designing, teaching and assessing the
(CRUE). subjects.
c) Disseminating the results in the inter- The network operates using the infrastruc-
national and national scientific community: tures provided by the respective universities
publications, congresses and seminars, the and with the funding that the projects are
media, etc.: granted in competitive calls.
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6/ CADEP-CRUE
D I AGR A M
Research,
Curriculum Sustainability in the
teaching, development curriculum
innovation
4 EXAMPLES
Designing materials
and courses
CHAPTER
of Regulatory
aspects
Work Sustainability in the University Course Reports
Figure 4.7 – Lines of Work of the CADEP-CRUE Sustainability in the Curriculum Working Group
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6/ CADEP-CRUE
sustainability, and building personal ethics 5 P RACTICALITY
consistent with the sustainability values that
enable a sense of responsibility to be devel- The practical lessons that have been
oped regarding the consequences of their own learned from the Curricula and Sustainability
decisions and actions, along with the capacity Working Group are:
to address ethical dilemmas and rationalise
and justify their possible solutions. Members of the WG value the collabo-
rative work with an emphasis on finding
The academic staff training courses there- synergies, sharing resources and expertise,
fore include a set of the following cross-cut- sharing visions relating to sustainability
ting competence-building areas needed to be and education for sustainability and pro-
integrated in university education: gressing in relevant actions.
4 EXAMPLES
SOS3. Competence-building in the partic-
ipation in community processes that fosters sus-
tainability. 6 REFLECTIONS OF
COORD INATORS AND
SOS4. Competence-building in the appli- PARTICIPANTS
cation of ethical principles related to sustain-
ability values in professional and personal The benefits resulting from the activities
behaviour of the WG meet the global challenge posed
CHAPTER
by UNESCO on educational institutions in
Thus, the curriculum must be comprehen- the Decade of Education for Sustainable De-
sively reviewed to ensure the inclusion of the velopment (2005-2014). Its implementation
basic cross-cutting themes of sustainability in schemes require international, national and
all qualifications, including sustainability crite- local responses aimed at embodying, devel-
ria in the evaluation systems of university qual- oping and assessing the path of university in-
ity and in the evaluation process of the faculty. stitutions towards sustainability.
To that end, amongst other actions, the faculty
must be qualified through the inclusion of sus- “The information exchange among universities pro-
tainability content in their subjects. motes collaborative projects and new partnerships. What
should be highlighted is that universities that are part of
the group develop research projects (i.e. calls issued by the
4 K EY Q UE STI O NS Ministry of Economy and Competitiveness, 9 universities
involved) share the supervision of PhD theses, and thesis
The key questions that CADEP-CRUE committees as well, around complementary research lines
aims to address are: that contribute to the institutionalization of sustainability
in the respective universities: sustainability audits in labs,
Q: How can we involve other universities in the imple- training courses addressed to degree coordinators, etc.”
mentation of sustainability in the university curriculum
and create synergies? Anna M. Geli , Universitat de Girona
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6/ CADEP-CRUE
curriculum greening and professional competences in ed- 1) CADEP-CRUE (2012) Approaches for the
ucation for sustainability, (iii) strengthening of research Introduction of Sustainability in the Curriculum,
and putting education for sustainability research at the update of the institutional statement ap-
same scientific level as other areas of knowledge and uni- proved in 2005.
versity departments.” 2) Seminar on Research into Environmental and Sus-
Mercè Junyent, tainability Education, from the inter-universi-
Universitat Autònoma de Barcelona ty scope in CENEAM, Valsain
3) Course “Introduction of Sustainability
“This group provides opportunities for underpinning into University Teaching”.
the professional development of the partners: being part
of a team, being connected, developing competencies in Other important outcomes of the WG in-
Education for Sustainability through participation in clude:
meetings, WG conferences, sharing resources and infor-
mation, and through direct engagement with the work of Prod ucing explanatory documents on
the Working Group. Apart from this, it helps to develop sustainability in the curriculum (two vid-
new ways for motivating and empowering academic and eos and a covering letter)
administrative staff in our universities.” Preparing the Guidelines for Sustainability in the
Curriculum (CRUE 2011)
Aitxiber Zallo, Universidad del País Vasco /Euskal Conducting a Teaching and Research In-
Herriko Unibertsitatea ter-university Network Project into Educa-
tion for Sustainability (RIDIES)
Running a Teacher Training Course: In-
troduction to Sustainability in University Teaching,
7 O UTCO ME S aimed at all Spanish universities
4 EXAMPLES
Image of one of the monthly Online meetings of the “Curricula and Sustainability”
working group (CADEP-CRUE)
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6/ CADEP-CRUE
Submission of a joint research project involv- Image of a video made by “Curricula and
ing the majority of universities in response to Sustainability” working group talking about
a call issued by the Ministry for the Economy Sustainability and curricula.
and Competitiveness aimed at fostering sus-
tainability (environmental, social and eco-
nomic) from an institutional commitment to
university social responsibility.
Publications in leading journals by mem-
bers of the project teams.
Acknowledgments
4 EXAMPLES
Curricula and Sustainability Workind (pdf in Spanish):
Group Website: http://www.crue.org/
http://www.crue.org/ Sostenibilidad/CADEP/Documents/
Sostenibilidad/CADEP/Paginas/ Formación/CURSO_FORMACION_
default.aspx?Mobile=0) CADEP%202014.pdf
CHAPTER
CADEP-CRUE (2012) Approaches for Curricula and Sustainability Working
the Introduction of Sustainability in the Group Report (pdf in Spanish):
Curriculum, update of the institutional http://www.crue.org/
statement approved in 2005: Sostenibilidad/CADEP/
http://www.crue.org/ Documents/FICHA%20
Sostenibilidad/CADEP/Paginas/ GRUPO%20SOSTENIBILIDAD%20
Documentos.aspx?Mobile=0 CURRICULAR%20Marzo%202015.pdf
http://www.ue4sd.eu/
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7/ LSF
D r A l ex R y a n
4 EXAMPLES
Pr o f D a n i e l l a T i l b u r y
University of Gibraltar, Gibraltar
(prev. University of Gloucestershire, UK),
daniella.tilbury@unigib.edu.gi
CHAPTER
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7/ LSF
1 OVE RV I EW cused on action learning and change out-
comes (Figure 4.8). Visiting scholars and in-
teraction with colleagues working on ESD at
The Learning for Sustainable Futures (LSF) other universities are built into the process,
scheme at University of Gloucestershire pro- to extend opportunities for professional ex-
vides professional development in ESD for change, reflection and dialogue. Staff are also
both teaching staff and staff who support stu- supported through the expanding network of
dent learning. It enables staff to develop the LSF project leaders across faculties and cam-
curriculum and to improve teaching practices puses, which encourages interdisciplinary
as well as students’ professional skills in ESD. dialogue and helps to ground ESD practice
Staff from any academic faculty or profession- more deeply across the institution.
al department can propose project concepts
through an annual competitive process. The What is asked of participants:
successful proposers receive £2500 to lead
and develop their projects, as well as mentor- Project leaders engage with the profession-
ing support, tailored ESD guidance, resourc- al development process by: developing their
es, training and networking opportunities. project plans in agreement with their head of
department and involving relevant colleagues
LSF is supported by the University’s senior in the process; participating in 1-1 mentoring
management as part of the implementation meetings and engaging with relevant ESD
of the Learning and Teaching Strategy and com- literature; preparing a brief final report and
mitment to ESD in the Strategic Plan 2012–17. sharing their experiences and outcomes at the
It is part of the institutional strategy for em- annual LSF conference. Some project leaders
bedding ESD across the curriculum, student have written up their project results and pro-
4 EXAMPLES
experience, quality enhancement and corpo- fessional reflections as case studies, as part of
rate practices. The scheme is co-led by the their postgraduate training to gain nationally
Sustainability Team and Academic Develop- recognized teaching qualifications for higher
ment Unit and has received £50,000 of cen- education.
tral University funds. This investment has
been provided over a 3 year period and has
supported 20 projects in total, with the 4th
cycle starting in 2015–16. The LSF Scheme 3 ESD FRAMING
CHAPTER
also won Highly Commended at the UK 2013
Green Gown Awards for its strategic approach to
ESD professional development. The LSF scheme uses the University’s ex-
isting ESD guidance framework to guide their
projects, which is based on ESD approaches
adopted for the UN Decade of ESD (2005-
2 P R O FESS I O NA L 14). The framework focuses on five pedagog-
D EV ELO PMENT PR O CESS ical principles that are easily adaptable for
different areas: futures thinking; critical and creative
Why we use this process: thinking; participation and participatory learning; sys-
temic thinking; and partnerships.
LSF develops the understanding and capa-
bilities of staff in ESD, so they can improve stu- LSF specifically avoids supporting the de-
dent learning experiences. Projects use peda- sign of special modules or courses; instead it
gogical inquiry and are action-focused; they promotes ‘programme-wide’ approaches to
are not about researching ESD, but bringing ESD that aim to reframe the whole curricu-
ESD into the thinking and practice of teach- lum, or projects that pilot an approach and
ing teams and professional departments. LSF then extend it more widely. It also supports
helps to build the skills of staff to be catalysts projects that bring ESD thinking and practic-
for change and show leadership for ESD in es into the core work of education and learn-
their own faculties and departments. ing support services. This ensures that stu-
dent learning experiences in ESD are better
How the process works: connected at all levels of study and with their
future professional capabilities and roles.
Project leaders work to an agreed project
plan for one academic year, with one-to-one LSF recognizes that for effective changes
(1-1) mentoring meetings each semester, fo- towards ESD, educators need professional de-
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7/ LSF
D I AGR A M
EFFECTS IN THE
Oct–June Project Implementation Period:
UNIVERSITY:
1-1 meetings and bespoke mentoring support
Curriculum change outcomes
Dialogues with colleagues
Building the ESD network
July–Aug Completion and Dissemination:
Input to academic training
Final event presentations and final reports
Figure 4.8 – The process and impact of the Learning for Sustainable Futures professional develop-
ment scheme at University of Gloucestershire, UK.
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7/ LSF
senior managers and external partners specific academic discipline or professional area, but also
helps to build interest and critical support challenge them to rethink and to innovate in their teach-
for ESD at the strategic level. ing practices by acting as the ‘critical friend’. This is an
important, exciting but complex mentoring process, as
we need to be conscious of the multiple challenges they face
in trying to absorb ESD ideas, reframe existing schemas,
6 R EFL ECTI O NS O F introduce new approaches and become change agents in
O RGA NI S E R S A ND their area.”
FACI L I TATO R S Dr Alex Ryan, Associate Director
of Sustainability (Academic) – LSF Scheme Lead
Support from senior academic leaders has
been key to the success of LSF – and this has
developed through positive feedback from
staff who have experienced successful profes- 7 REFLECTIONS
sional development journeys. This led to the OF PARTICIPANTS
commitment of further funds for three years
after the initial pilot year of LSF. LSF project leaders highlight the way that
The approach has been to select projects the mentoring helps them to engage in reflec-
with best potential for achieving tangible tive dialogue and a process of inquiry and
changes and for transfer of insights to other reconstruction of their teaching and learning
departments, and projects with large course approach. They explain the value of these di-
groups that can extend ESD more widely alogues in helping them to adapt ESD princi-
across core undergraduate experiences. It has ples to suit the focus of their subject area, to
also been important to support activities that refresh the pedagogies they use, and to meet
4 EXAMPLES
connect with institutional priorities and help the needs of the particular programme and
to add value and impact in those areas. their institutional context:
“LSF involves our staff with ESD in new and prac- “The LSF project has empowered me to experiment,
tical ways, enabling them to forge connections with their to reflect and to refine my approach to teaching and
subjects, explore ideas with colleagues in other disciplines learning. The network of experts I have been exposed to
and engage their teaching teams and heads of depart- has been invaluable; there is always somebody to discuss
ment with the aims of ESD. Our institutional investment ideas and issues with. I’ve only recently made the move
CHAPTER
in providing seed funds, professional mentoring and staff to HE from a career in professional practice so it’s great
time to support this process should pay dividends, help- to have this wealth of experience at my fingertips and this
ing to integrate and build capacity for ESD, to realise curriculum development work is now the case study for
our Learning and Teaching Strategy, and to motivate my MSc dissertation.”
and energise staff for research-informed teaching, partic-
ularly for junior staff and areas with less history of this Michelle Cook, Lecturer in Accounting
kind of curriculum innovation.” and Finance – LSF Project Leader
Professor Stephen Hill,
Dean of Teaching and Learning Innovation “The 1-1 support during module development was
invaluable, willingness to act as a sounding board al-
The mentoring support for staff has to both lowed me to work through a number of interesting and
encourage and stretch them, to help them in- thought provoking ESD concepts in a challenging but
ternalize and adapt ESD ideas and approaches. importantly constructive mentoring relationship.”
It has to connect with their current priorities or
concerns for improving student learning, their Ben Moreland, Lecturer in Sport
own academic expertise and ambitions, and and Exercise – LSF Project Leader
professional or industry contexts.
“Regular mentoring was invaluable in helping me to
To achieve these aims, mentoring discus- see how my discipline aligns and connects with ESD in
sions need to help colleagues to identify the ways I had not previously considered, clearing away the
relevant entry points for their specialism and fog and seeing things in a practical, focused manner that
explore different ways to change their peda- eased my way in the movement from abstract and theoret-
gogy, to engage students more effectively with ical to real and concrete results.”
ESD learning processes.
Dr Roy Jackson Reader in Philosophy
“When we work with those colleagues who are lead- of Religion – LSF Project Leader
ing LSF projects, we need to build on their expertise in the
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7/ LSF
External participants who have acted as going to be more effective in promoting ESD. I like the
visiting experts and collaborative partners in conversational and relaxed atmosphere, the inputs were
the LSF scheme have contributed to the pro- interesting and organization was excellent.”
fessional dialogues at events and have also
provided significant inspiration and input to Stephen Scoffham, Principal Lecturer, Canterbury
specific LSF projects. These colleagues have Christ Church University – LSF external partner 2014
also benefited from this process and found
LSF valuable for their professional develop-
ment and their ongoing work at other insti-
tutions: 8 OU TCOMES
“I found the meetings and conversations on ESD LSF works with a systemic model of
most engaging. They helped me to reflect critically on my change, aiming to connect and influence
own work. It was interesting to see how they gave each across the levels of the university. It views
person space to shape/clarify/extend his/her under- project leaders as change agents for ESD in
standing of ESD, remaining open to others’ conceptual- their teaching teams, among student cohorts
izations and starting points and pulling the conversation and with wider professional networks and in-
together so a deeper sense of ESD was reached. I think dustry partners. The scheme has been critical
these conversations are important in enabling staff to en- to scaling up ESD activity across the Univer-
gage with ESD – an approach that should be developed sity, engaging staff and building executive
and shared.” support for ESD.
Dr Lorna Down, Senior Lecturer, University of the The LSF projects have led to the integra-
West Indies – LSF visiting scholar/mentor 2013 tion of ESD in professional practice and so-
4 EXAMPLES
86
Fu rther information :
7/ LSF
Management; Early Years Education; Education
Studies; Fashion Design; Fine Art; Tourism Manage-
ment; Philosophy and Religion; Product Design; Sports Further information about the
Coaching; Sports Development. The projects have scheme can be accessed via:
led to departmental action plans; student
workshops and events; learning activities and http://www.glos.ac.uk/
assessments; curriculum enhancement plans; sustainability/
departmental training workshops; quality as-
surance documents; and new teaching tools.
4 EXAMPLES
to establish training in ESD provided by the
Student Union, for all student course repre-
sentatives across faculties.
CHAPTER
model for ESD development at their institu-
tion. LFSF events have extended networks
and dialogues in ESD by involving partici-
pants in the UK and from countries such as
Australia and the USA.
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A s s o c . Pr o f E l e n a D i m i t r ov a
University of Architecture, Civil Engineering and Geodesy, Bulgaria,
eldim_far@uacg.bg
A s s o c . Pr o f R o u m i a n a H a d j i ev a -Z a h a r i ev a
4 EXAMPLES
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1 OVE RV I EW plines and faculties and outlined the need for
teachers to urgently acquire specialized edu-
The Initiative for Sustainable Development Edu- cation for sustainable development (ESD). In
cation (ISDE) at the University of Architecture, 2002, a study on construction and demolition
Civil Engineering and Geodesy (UACEG) in waste recycling in the country’s towns that
Sofia is an informal teachers’ network in- were undergoing reconstruction proved the ef-
tended to identify and coordinate existing fectiveness of teachers’ research in developing
interests and teaching capacity with regard interdisciplinary capacity for SD at the univer-
to sustainable development (SD) throughout sity. The process was further encouraged by
the five faculties of the University (Architec- the positive teaching experience within two
ture, Structural, Transportation and Hydrau- SD teaching modules in the newly established
lic Engineering, and Geodesy) in order to Programme in Urbanism at the Faculty of Ar-
provide mutual support for university teach- chitecture where interdisciplinary approaches
ers in educating students and to self-educate were both needed and welcome (Dimitro-
themselves in the SD field. The idea is to va, 2014). A subsequent research project in
empower a value-based academic communi- 2010/2011 provided for a study on how the
ty for creatively integrating the SD concept faculty curriculum addresses the SD topic and
into the professional practice of planners, ar- how first year students in different faculties
chitects and civil engineers. The initiative is rate the importance of the SD concept (Dim-
aimed at going beyond limited technocratic itrova et al, 2011). It also identified key ISDE
approaches and jointly developing the inter- target groups. The ESD Initiative for the prac-
disciplinary competences needed for inte- tical support of educators’ capacity for teach-
grating the SD concept in higher education. ing in the field of SD was finally initiated by
It is also expected to help teachers from the an NGO-led project in 2011, which requested
4 EXAMPLES
five faculties in overcoming administrative the organization of a postgraduate course in
barriers and organizing efficient collabora- eco-friendly construction with natural build-
tion between disciplines. ing materials at the university. The NGO
project was focused on practical skills, yet it
Three members of the academic staff initi- acknowledged the need for academic support
ated the process in late 2011, and over a peri- in providing a broader framework for the ac-
od of three years the group grew to 12 teachers tivity. The project thus encouraged a proactive
and PhD students. As the university authori- attitude to ESD among university teachers
CHAPTER
ties felt uncomfortable about formalizing the and motivated them to organize themselves
initiative, the ISDE decided on remaining in ISDE with the goal providing mutual sup-
open to all interested and motivated teachers port for teachers to learn about SD. An initial
of the university but remaining strictly infor- concept for an interdisciplinary postgraduate
mal and without the ambition of becoming programme to comprehensively discuss SD
a fast-growing or institutionalized one. aspects in architecture, urban planning and
civil engineering was also developed. To date,
teachers and PhD students from all five fac-
ulties of the university have been contacted
2 P R O FE SS I O NA L and involved in ISDE activities of learning by
D EV E LO PMENT PR O CESS teaching together.
The initiative resulted from the growing The process is based on regular informal
awareness about the complexity of the SD contacts among teachers for sharing person-
concept and the obvious gap between the re- al experience, addressing issues of practice,
sponsibilities of higher education and teach- research and education in the professional
ers’ existing capacity to adequately interpret field, and discussing opportunities for prac-
the emerging interdisciplinary issues in the tical action to integrate the SD topic within
– boundary areas not only between different the curriculum. The major foci of the ISDE
planning and engineering disciplines but also activities comprise: information exchange;
with the social, cultural and economic fields. professional debate; mutual teaching support
The teachers’ Initiative for Sustainable Devel- (visiting lecturers, interdisciplinary consulta-
opment Education at UACEG was motivat- tions for diploma and PhD students to clar-
ed by a sequence of academic activities that ify cross-disciplinary issues); joint interdisci-
brought together teachers from different disci- plinary teaching initiatives at different levels
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has been submitted for administrative approv- factor for enhancing their teaching capacity
al and is planned to start at the Faculty of for SD (it is also a way for the newest inno-
Structural Engineering in 2015/2016. vative approaches and achievements to en-
ter the educational process); they should be
What is asked of participants? therefore strongly stimulated and supported
at all levels. Participants share contacts and
The ISDE works as a flexible network in opportunities for a broader interaction with
which every teacher from the university is free important actors in the SD field outside the
CHAPTER
to join – with personal experience, ideas and university: (a) local and national level insti-
questions – some already experienced teachers tutions in the country; (b) international pro-
and others just starting their career in the field grammes and networks.
of higher education. Colleagues come with
ideas and project results of their own as well
as contact lists to share and disseminate. Per-
sonal motivation is the major element in the 4 KEY QU ESTIONS
process. Participants’ expectations differ but
there is a common understanding about the The core questions addressed by the ISDE
need for collaboration in identifying effective relate to the following issues and challenges:
ways for more explicitly communicating SD
issues in the teaching process. As there is no Q: How to enhance professional capacity for identifying
separate funding of ISDE activities for the mo- and addressing SD issues in the professional field covered
ment, the group usually takes the opportunity by the university?
to integrate some of the events as part of other
projects funded from various programmes. Q: How could we holistically approach and interpret SD
principles in all the disciplines taught in the five faculties
within the existing administrative structure and rules?
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8/ ISDE
D I AGR A M
UACEG FACULTIES
NATIONAL ACTORS
support: Guest
lecturers exchange
LONGLIFE Private
LEARNING business/SME
ISDE
Inter-disciplinary PhD student
Expert
ERASMUS+ research consultations
organisations
4 EXAMPLES
Postgraduate
Joint events Civil society
CEEPUS courses
organisations
Centre for
CHAPTER
Research & Student Library &
Postgraduate
Consultancy Centre Associations Information Centre
Studies
UACEG UNITS
Figure 4.9 – Conceptual scheme of the structure and interactions of the Initiative
for Sustainable Development Education (ISDE) at the University of Architecture,
Civil Engineering and Geodesy, Sofia, Bulgaria
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ened by change. For many years ‘sustainable process); they should therefore be strongly
development’ was in many ways considered encouraged and supported at all levels. PhD
an imported fashionable topic to mask am- students are potentially important partners
bitions for questioning the status quo at the in the process as their studies, if properly
university. The situation is nowadays chang- focused, could provide interesting inter-
ing fast – EU funding that comes to the coun- disciplinary perspectives on SD and enrich
try through its Operational Programmes supervisors’ teaching experience. PhD stu-
requires explicit reference to the SD contri- dents are also involved in leading seminars
butions of funded projects; thus, claiming and are potential future teachers at the uni-
SD expertise becomes a point of competition versity as well.
rather than cooperation. The two postgrad-
uate courses delivered at UACEG as a result
of the NGO-led project were very important
as they responded to a real-life need emerg- 7 REFLECTIONS
ing in practice as required by young profes- OF PARTICIPANTS
sionals themselves; it was also a chance for
the university’s teachers to test how the SD ISDE has already provided visible results
message works with a broader professional in supporting teachers as well as students in
audience – and was thus a kind of fine-tuning integrally addressing SD aspects in their aca-
of educational approaches and tools. demic and professional activities.
“The major challenge we try to address is the duali- Interdisciplinary consultations organized
ty between general and particular knowledge. When we by university teachers through ISDE have
present general SD principles, there is a reaction from proved to have a lasting effect on students’
the audience that it is an interesting concept but rather motivation for further involvement in inter-
vague and far from everyday professional activity in the disciplinary collaboration addressing SD as-
construction sector – and difficult to apply in practice; the pects of spatial planning and development:
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“I highly appreciate the chance I had when develop- communication and exchange of experience. The contacts
ing my MSc diploma thesis in Urbanism at the UACEG within ISDE gave me a better understanding of the prob-
to take advantage of the interdisciplinary collaboration lem as well as the opportunity to participate in a PhD
among teachers. My thesis was focused on the regenera- mobility programme regarding sustainability of building
tion of large prefab housing estates in Sofia. Addressing materials.”
the technical issues of building waste recycling in parallel
with the social and spatial aspects of urban development Yana Kancheva, Senior Assist. Prof., Dpt. Descrip-
appeared really intriguing. It opened up my curiosity tive Geometry and Engineering-Constructive Graphics
for further exploration of the broad spectrum of urban
challenges and motivated me to further develop my pro-
fessional expertise through undertaking PhD studies.”
8 OU TCOMES
Silvia Chakarova, MSc in Urbanism, PhD stu-
dent, Dpt. Urban Planning
The ISDE has provided an increasing
Teachers’ access to international interdis- number of teachers at UACEG with informa-
ciplinary collaboration in educational and tion on ESD, with the opportunity for critical
research projects was identified as an import- debate and with a supportive environment
ant outcome: for upgrading educational contents and the
approaches taken within their teaching mod-
“Through the network of informal contacts estab- ules in order to integrate the SD perspective
lished with teachers from other faculties of the university in particular professional fields. ISDE activi-
I got involved in a number of very interesting internation- ties are all voluntary; the idea of the initiators
al initiatives focused on sustainable development issues. was to ‘legitimize’ the initiative by making it
4 EXAMPLES
These include a couple of projects within the ERASMUS visible and necessary. It was not a linear pro-
intensive programme, accomplished by one-week student cess of success. Some colleagues initially were
and teacher seminars for co-learning and the exchange of eager to join, then withdrew – either because
good practices. As a result of the international coopera- they found it difficult to integrate within an
tion, two interdisciplinary project proposals were submit- informal group questioning many established
ted in 2014 under different programme calls (Erasmus+ teaching approaches or because they were
Programme and HORIZON 2020).” afraid of somebody trying to invade their es-
tablished fields of expert competence. For the
CHAPTER
Milena Tasheva-Petrova, PhD, Assoc. Prof., moment it seems that keeping the ISDE pro-
Dpt. Urban Planning cess collaborative and synergetic – not a com-
petitive one – is the key aspect to guarantee its
Linkages between teaching and research own continuity and sustainability.
capacity building for SD are considered to be
of key importance: As the SD topic is now becoming more and
more popular in the region of South-Eastern
“An example of successful multidisciplinary col- Europe (SEE) – a lot of interest is being at-
laboration in implementing the SD idea is an on-going tracted by EU funding coming through the
research project dealing with an information system Operational Programmes, where addressing
model for expert seismic risk evaluation. The holistic SD issues is a major requirement for a suc-
earthquake risk estimation is based on the joint efforts of cessful funding application. There is lot of
civil engineers, cartographers and GIS specialists. The SD focus in on-going and advertised events
first phase of this project could be considered a successful and initiatives. It is also important to distin-
and optimistic step towards the education of educators guish between really effective approaches and
and students in the light of SD ideas” ‘green-washing’ activities.
93
Fu rther information :
8/ ISDE
Re fe re n c es http://www.ue4sd.eu/
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9/ LEUPHANA SEMESTER
LEADING PRACTICE PUBLICATION – LARGE CASE STUDY
9/ LEUPHANA SEMESTER:
ESD professional
development module
on Responsibility and
Sustainability, Germany
4 EXAMPLES
AUTHORS AND INITIATIVE CONTACTS
Pr o f G e r d M i c h e l s e n
Leu p h a n a U n iver s i t y o f Lü n eb u r g, G er m a ny, m i c h el s en @ l eu p h a n a.d e
Sve n Pr i e n - R i b c ke
M . A ., Leu p h a n a U n iver s i t y o f Lü n eb u r g, G er m a ny, p r i en - r i b c ke@ l eu p h a n a.d e
1 OVE RV I EW CHAPTER
The module’s teaching staff is made up of
Once a year, the module Responsibility both professors and lecturers from Leupha-
and Sustainability provides a three-day work- na as well as external university lecturers.
shop to help prepare its teaching staff for the The workshop has been initiated to develop
challenges of delivering this module. A major a culture of collaborative teaching and learn-
difficulty is for lecturers to combine Education ing that enables lecturers to improve their
for Sustainable Development (ESD) with the didactic competences and to engage in a re-
didactic approach of undergraduate research, flective dialogue on the experience of leading
which introduces students to academic re- research-based seminars for undergraduates.
search in an interdisciplinary field. The mod- The workshop is co-developed and im-
ule Responsibility and Sustainability, which plemented by the UNESCO Chair in Higher
is part of the first semester Bachelor program Education for Sustainable Development to-
at Leuphana University of Lüneburg, intro- gether with Leuphana College. Over the last
duces all students in the first semester to ESD few years, it has been partly financed by the
through project-based seminars. Lüneburg Innovation Incubator.
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been influenced by the Anglo-American ‘Col- For the lecturers this format of pro-
lege’ concept. In addition to subject-based ject-based seminars involves conceptual and
learning, the concept encourages the de- didactic challenges which are unique in the
velopment of interdisciplinary perspectives context of the German university system.
and key competences. The College is con- The shift from teacher-centred to learner-cen-
ceived of as an institution that helps young tred paradigms cannot be accomplished in
people manage the transition from school to a standardized way. Thus, the workshop pro-
university by stressing personality building, vides an important space for lecturers to both
CHAPTER
critical thinking and democratic citizenship. analyse and improve the innovative teaching
and learning methods required for the Re-
The Responsibility and Sustainability sponsibility and Sustainability module.
module provides 60 project-based seminars,
each for 25 participants. The students gain What is the concept of the professional
an insight into selected issues in sustainable development workshop?
development and have their first experience
in undertaking academic research. They work The three-day workshops are designed to
both in interdisciplinary teams and inde- address the challenges of the project-based
pendently to develop hypotheses and carry seminars, as the diagram in Figure 4.10
out their own small-scale research projects, shows. Besides acquainting participants with
presenting their results to a wide academic the general structure of the module, the work-
audience at the Leuphana Conference at the shops focus on five major topics:
end of the academic year.
The idea and practice of undergraduate re-
Examples of Project-based Seminars in the search
Module Planning interdisciplinary project-based
seminars for students
CSR: Charming, sexy, revolutionary? Developing participatory methods of
– Tracking suspicious cases of Corporate So- moderation
cial Responsibility. Didactic challenges of ESD
1 The Leuphana Semester includes two more interdisciplinary modules: The Humanities module stimulates student
curiosity for the arts and humanities while introducing them to the standards of academic research. The Methods I
module examines the difference between everyday knowledge and academic knowledge and explores the method-
ological identities of different academic fields. It also provides a basic introduction to statistical methods and mathe-
matics. Two subject-based modules introduce students to the contents and methods of their major field of study.
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9/ LEUPHANA SEMESTER
Main issues and contents concerning the begins with the independent formulation of
annual module theme (e.g. justice, “the questions in the field of sustainable develop-
good life”, transformation). ment, then involves the selection of methods
to answer those questions, and finally devel-
Different formats are used in order to ops ways of presenting their results.
collect both the innovative ideas of new lec-
turers and the wide experience of those who This module is inspired by the Humboldt
have already taught the module. Discussions, model of education. Though much of the
expert input, world café dialogues and coop- time students work independently, they also
erative consulting are ways to extend oppor- learn to cooperate and work in small groups
tunities for collegial exchange, interaction, as their research involves a cognitive interest
and reflection. Participants read a number of that is potentially relevant for others. Higher
key texts in advance and then in the work- education thus provides a protected space for
shops, if needed with other material, work independent reflection. This is crucial for stu-
intensively to develop their seminar concepts dents if they are to engage in critical thinking
for the module. and develop the ability to actively meet the
challenges of the 21st century.
About 30 participants attend each pre-
paratory workshop for the Responsibility
and Sustainability module, which amounts
to 50% of the total number of lecturers teach- 4 KEY QU ESTIONS
ing the module in any given year. However,
nearly all module lecturers have attended the The issues and challenges that the work-
workshop at some point in time. The invita- shop concept addresses are:
4 EXAMPLES
tion to the workshop is extended in the call
for proposals for the module seminars and is Q: How can undergraduate research be integrated in the
free of charge. learning experiences of first semester students?
CHAPTER
The Responsibility and Sustainability dents in the project-based seminars be connected with the
module combines two major goals: to provide general idea of sustainable development?
students with key competences and life skills
and to enable them to actively participate in Q: How can lecturers who are disciplinary experts best
political and civic issues. Gestaltungskompetenz learn interdisciplinary teaching strategies?
is the driver for an individual’s creative and
forward-looking participation in sustainable Q: How can both internal and external, young and
development. This competence involves the experienced lecturers be inspired for the concept of the
ability to understand both the potential and module?
limitations of future thinking. The lecturers
in the module have different academic back-
grounds (both natural and social sciences)
and each of them focusses on one special 5 P RACTICALITY
problem within the wider context of ESD. At
the same time, all of them consider the major The key lessons learned from six years of
goals of the module as a framework for their experience with this workshop are:
teaching. Thus, each lecturer introduces the
students to one certain topic as an example The teaching experience of the lecturers
of ESD while always considering the context is a valuable resource for providing them
of ESD as a whole. The interdisciplinary ap- with opportunities for networking and
proach is of great importance for the lecturers, sharing experience.
especially when contextualizing their topics. The ideas and insights of new colleagues
are important for creating a collaborative
What contribution can Higher Education culture of teaching and learning. A friend-
for Sustainable Development (HESD) make ly and welcoming atmosphere is essential
to undergraduate research? In this module for integrating new colleagues into the
students experience research as a cycle which module.
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9/ LEUPHANA SEMESTER
PHANA SEMEST
Curriculum LEU ER
module Respo
rs in t he n si b
m in a il it
ya
d se nd
Seminar
a se Su
st
t -b
ec
ai
na
Conceptual content oj Education for
Pr
bi
Undergraduate
l it
of the project-based sustainable
research
y
seminars development
Professional
development
Workshops for lectures
Interdisciplinary Participathory
Undergraduate
Main focus of project-based methods of
research
workshops seminars moderation
4 EXAMPLES
Outcomes:
Development of didactic competences concerning ESD and
undergraduate research.
Identification of lectures with module concept.
Outcomes Motivation of lectures.
CHAPTER
Figure 4.10 – Culture of teaching and learning in the Responsibility and Sustainability module,
Leuphana University of Lüneburg
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9/ LEUPHANA SEMESTER
demic career and thus strengthens the over- nal lecturers has grown together. It has turned into
all sustainable development strategy of the a community of practice, with didactically innovative
university. The module lecturers are the most sustainable development in higher education as a mu-
important partners in developing this innova- tual aim. […] This very much supports the quality of
tive culture of learning as they are in direct the module and has a certain influence on the students.
contact with the students and in charge of the Thus, it grounds and supports the Leuphana Semester,
seminar contents. Thus, the chairpersons of an inter – and transdisciplinary experiment that is
the module consider the exchange among lec- unique in Germany.”
turers through professional development as
crucial to introducing and further developing Mandy Singer-Brodowski, External Lecturer and
sustainable development in higher education. Research Fellow at the Wuppertal Institute for Climate,
Environment and Energy
“The lecturers enrich their own personal development
at Burg Lenzen (note: the workshop location) through “I remember both the friendly get-togethers and the
high motivation and competence, which is a great re- very good and practical preparation for our work in the
source for Leuphana: The discussions have proved that seminars. […] I found it most helpful for my own sem-
we do not only teach sustainability. The personal devel- inar concept to get to know experienced lecturers and to
opment workshop itself can be defined as a sustained and work on the concepts in teams.”
lasting experience. This is profitable for both lecturers
and students.” Matthias Fischer, Research Fellow at the Institute
for Sustainability Communication, Leuphana
Prof Dr Kai Niebert, Visiting Professor at the Fac-
ulty for Sustainability at the Leuphana University of “At Burg Lenzen, I got the opportunity to meet other
Lüneburg and Professor for Natural Science Didactics lecturers and to have an intensive exchange during the
4 EXAMPLES
at the University of Zürich three days. This exchange has been kept up for several
years now and has turned out to be very enriching and
“I was most impressed by the variety and creativity of productive. […] Additionally, the workshop helped me
the lecturers’ seminar concepts. A wide spectrum of sus- to get to know and to reflect on the complex structures and
tainable development is provided for the students, which contents of the module in a friendly and pleasant atmo-
is also profitable for Leuphana: We can work together as sphere.”
an academic community and develop a culture that con-
siders sustainable development as a major principle.” Liselotte Hermes da Fonseca, External Lecturer
CHAPTER
Irmhild Brüggen, The President’s Representative
for Green Issues, Leuphana
8 OU TCOMES
The most important finding during the
7 R EFL ECTI O NS past six years has been that the creation of
O F PA R TI CI PANTS a collaborative culture of teaching and learn-
ing in the module seminars is not the only
The module lecturers appreciate the friend- goal of the personal development workshop
ly and welcoming atmosphere of the personal but that the workshop itself has become
development workshops. In their opinion this a community of teaching. In addition to the
opportunity for personal development shows development of didactic competences con-
them that their work is appreciated. The feed- cerning undergraduate research and sustain-
back reveals that they especially like the new able development in higher education, three
and stimulating ideas exchanged in the work- major results have been achieved: First, the
shop and the collaborative culture of this workshop fosters strong identification by
learning community. Most of the lecturers the lecturers with the ideas and didactic ap-
take part in regular and lasting networking proaches of the module. Second, the work-
activities resulting from the workshop. For shop is able to make use of the extraordinary
example, a group of younger lecturers has es- motivation of the lecturers and leads to the
tablished a regular informal meeting in order creation of lasting networks. Third, although
to share teaching experiences and to consult progress has been made in changing the un-
each other during the semester. derstanding of the role of module lecturers
from “teacher-centred” to “student-centred”,
“After the personal development workshop, the it remains a great challenge for many to be-
formerly heterogeneous group of external and inter- come a facilitator who supports the process of
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http://www.ue4sd.eu/
Re fe re n c es
derts. In: von Müller, C., & Zinth, C-P. (Hrsg.): Man-
agementperspektiven für die Zivilgesellschaft des 21.
Jahrhunderts. Wiesbaden, 183-204.
Schneidewind, U., & Singer-Brodowski, M. (2013)
Transformative Wissenschaft. Klimawandel im
deutschen Wissenschafts – und Hochschulsystem.
Marburg.
Sterling, S. (2001) Sustainable Education. Re-vision-
ing Learning and Change. Foxhole.
Thomas, I. (2010) Critical Thinking, Transforma-
tive Learning, Sustainable Education, and Prob-
lem-Based Learning in Universities. In: Journal of
Transformative Education 7 (3), 245-264.
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LEADING PRACTICE PUBLICATION – SMALL CASE STUDY
4 EXAMPLES
AUTHORS
Aitxiber Zallo
U n iver s i t y o f th e B a s q u e Co u n t r y, S p a i n, a i t x i b er. za l l o @ eh u.es
Miren Onaindia
U n iver s i t y o f th e B a s q u e Co u n t r y, S p a i n, m i ren.o n a i n d i a @ eh u.es
CHAPTER
INITIATI VE CONTACT:
Aitxiber Zallo
U n iver s i t y o f th e B a s q u e Co u n t r y, S p a i n, a i t x i b er. za l l o @ eh u.es
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actively engage in interdisciplinary groups, The grant scheme contributes to the pro-
presenting their own projects in the context fessional development of university educators
of ESD and thereby promoting a change to- in ESD via community- and experience-based
wards a more collaborative way of working learning; such a learning context for the stu-
and learning. dents means that the teacher also learns.
One of the supported projects - the Organic Vegetable Garden Project: Setting up an
CHAPTER
organic vegetable garden near a social canteen for teaching practice to students of various
subjects attending various studies. The social canteen is in the background.
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10/ Innov at i o n Pro j e c t s fo r Sust ai nabi l i t y
3 W H E N AND W H O 5 CONCLU SIONS
The funding organisation behind the The goal of the grant scheme is to build
grant scheme is the Vice-Rectorate for staff capacity to lead students in a process
Students, Employment and Social of finding solutions to current issues and to
Responsibility of the UPV/EHU. Two develop the skills, values and knowledge of
rounds of project calls have already been graduates needed to realign their practice to-
issued as part of the grant scheme. wards sustainability. The grant scheme there-
fore supports collaborative work between
The Call for the 2013/14 academic year was staff and students.
worth €21,000 and provided funding for 10
projects involving 55 staff and students. The An example is the Organic Vegetable Gar-
Call for the 2014/15 academic year was worth den Project where social topics such as equi-
€17,000 and provided funding for 11 projects ty and poverty are interlinked with topics of
involving 69 participants. These funds came local and organic farming via the framework
from the Social Responsibility Programme of of a social canteen that stands next to the
the Basque Government and the University of garden. Staff and student learning is based
the Basque Country. on local challenges regarding sustainability
(organic growing) by joint learning with ac-
ademic staff and the users of the social can-
teen, thus helping students to develop a sense
4 H OW of social justice.
4 EXAMPLES
Another example is the Open Source Proj-
The Vice-Rectorate responsible for the in- ect where students are challenged to design
dividual calls first selects projects that receive and construct chargers for portable devices
support and funding. It then meets with the using renewable energy and open source en-
teams of the approved projects to analyse/ ergy principles. Such an approach encourag-
help in their implementation throughout the es critical thought, the collaborative and par-
academic year. ticipatory learning of students and academic
CHAPTER
Another supported project - the Open Source Energy Project: Design and construction
of chargers for portable devices by means of renewable energies under open source energy
principles.
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10/ Innov at i o n Pro j e c t s fo r Sust ai nabi l i t y
staff, stimulates creativity and envisages dif- nar. Several projects are then undertaken in
ferent alternatives for the future. different faculties and the results shared with
the rest of the university community. This ap-
The results of the projects, the lessons proach promotes the sharing of knowledge
learnt and the problems found in the develop- and experience acquired during the projects
ment of the projects are shared among univer- and supports further collaboration.
sity academic staff as part of an annual semi-
https://www.youtube.com/
Annual seminar – programme watch?v=bOz7zlOanXI
and presentations from the (in Spanish)
seminar held on 4 July 2014
where Innovation Projects for
CHAPTER
http://www.ehu.eus/
es/web/iraunkortasuna/ https://www.youtube.com/
iraunkortasunerako-hezkuntza watch?v=PL84SU3bTI8
(in Basque)
http://www.ue4sd.eu/
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LEADING PRACTICE PUBLICATION – SMALL CASE STUDY
Ilga Salite
4 EXAMPLES
D a u g a v p i l s U n iver s i t y, La t v i a, i l g a. s a l i te@ d u.l v
D z i n t r a I l i š ko
D a u g a v p i l s U n iver s i t y, La t v i a, dzi n t r a.i l i s ko @ d u.l v
Ilona Micule
D a u g a v p i l s U n iver s i t y, La t v i a, i l o n a.m i c u l e@ d u.l v
CHAPTER
INITIATI VE CONTACT:
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11/ ISE ac t i o n re se arc h
of promoting the reorientation of education velop a culture and consciousness for critical
towards sustainable development. The ISE learning and action where they became active
approach has been to explore the possibili- agents of change in developing more sus-
ties for using action research as a transform- tainable futures. Teachers became engaged
ative tool for learning in diverse educational in re-evaluation of previously uncritically as-
contexts and to extend understanding about similated assumptions about themselves and
ESD and how to integrate it. about education, bringing ESD ideas into
their professional development. This process
CHAPTER
The first attempts were made to reshape of engagement in participatory action re-
courses by integrating action research to search has fostered teachers’ professional de-
make the process relevant for the teachers velopment by developing their competencies
and affirm their right and ability to have a say of ESD.
in matters which affect them, especially in the
academy. This helped to identify how ESD is Q: How can joint efforts support educational transfor-
relevant for teachers and for the educational mations towards ESD?
process in Bachelor’s, Master’s and Doctoral
courses. ISE staff did not start with a pre-set The ISE has strategic aims to develop sci-
research design but allowed this to evolve as entific and academic activities as well as to
the community of practice of students and foster communication and cooperation at re-
teachers proceeded to discuss changes in ed- gional, national and global levels. These aims
ucation towards more sustainable aims. This support the ambition of ESD to influence the
required the teachers to have an attitude of curriculum and education practices widely,
openmindedness and respect for ‘not know- through formal, professional and informal
ing’ – liberation from clearcut expectations of learning processes. ISE staff have developed
where the inquiry should proceed. collaborative and voluntary approaches to in-
troduce the action research process within the
Transformations in teacher training to- faculty when opportunities for external fund-
wards more sustainable aims and pedagogical ing have been limited.
approaches begin with the individual teach-
er, by reflecting on one’s experience and en- At other times, projects have been support-
gaging in deep thinking. The process begins ed through external funds (e.g. Erasmus) and
with questions: ‘What do I think/feel/(am through collaborative networking with schol-
about to) do in regard to this issue?’, ‘What ars at other universities (e.g. in Canada, Aus-
makes me think this way?’, ‘Why do I feel so?’ tralia, Scandinavia). These international ac-
During the course, practicing teachers and tivities have also helped to overcome the issue
106
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that there are still very few ESD materials and Addition al readings
tools available in the Latvian language. This
needs to be addressed to help develop ESD Ado, K. (2013). Action research: Professional devel-
in Latvia, to build on knowledge of sustain- opment to help support and retain early career teach-
able development and extend understanding ers. Educational Action Research, 21(2)131-146, DOI:
of ESD as pedagogy, using international ESD 10.1080/09650792.2013.789701.
literature. Bradbury, H., & Reason, P. (2003). Action Research:
An opportunity for revitalizing research purpose and
The ISE approach has been recognised as practices. Qualitative Social Work, 20(2), 155-175. DOI:
good practice, for example in evaluations at 10.1177/1473325003002002003.
the annual Conference on Sustainable Development, Costello, P.M. (2011). Effective action research: Developing
Culture, Education in 2010. It emphasized that reflective thinking and practice. (2nd ed). London & New
BBCC has extended its reach beyond the is- York: Continuum.
sues of teacher education and the activities of Gedžūne, I., & Gedžūne, G. (2013). Education-
network have also been enriched with ques- al action research to initiate discourse on inclusion
tions around educational research in general in an e-learning environment in teacher educa-
and the reorientation of other areas of educa- tion. Educational Action Research, 21(1), 72–89. DOI:
tion toward sustainability. 10.1080/09650792.2013.763419. Abstracted/indexed
in EBSCO; ERIC; SCOPUS and other databases.
Q: What successes and landmarks have been achieved in Gedžūne, G., & Gedžūne, I. (2013). Action research
reorienting education towards ESD? for ESD: Research and learning environment at
Daugavpils University. In A. Brunhold & B. Ohlmei-
An international commission acknowl- er (Eds.), School and community interactions: Interface for
edged the achievements of ISE as one of the political and civic education (pp. 127–156). Springer
4 EXAMPLES
top five experiences in implementing the VS. DOI: 10.1007/978-3-531-19477-6_8. Indexed in
goals of the UNESCO Decade of ESD in the Springerlink.
European and North American region. Dur- Kinsley, K. (2010). The utility of educational action
ing the UNESCO World Conference on Ed- research for emancipatory change. Action Research,
ucation for Sustainable Development, held 8(2), 171-189. DOI:10.1177/1476750309351357.
in March 2009 in Bonn, the ISE’s experience
illustrated the progress on implementing Fu rther information :
the goals for the first half of the UNESCO
CHAPTER
Decade. In 2009, the ISE received the Envi- More information about
ronmental Award in the competition of the the Institute of Sustainable
Ministry of Environment as the best group of Education (ISE) at Daugavpils
environmental activists, for their active con- University, Latvia at:
tribution of spreading the idea of ESD in Lat-
via and abroad. http://www.ise-lv.eu/
The integration of action research on ESD
in the teacher training process, has affected
all subjects, influencing learning experiences
of around 40 Bachelors students annually, 80
Masters and 15 Doctoral students. A range of
academic publications and several doctoral
theses have been completed, e.g. “Orientation
of pre-service teachers’ frames of reference towards inclu- Case study and additional
sion in nature” by Inga Gedžūne and “Pre-service materials at the UE4SD Online
teachers’ frames of reference for addressing children’s so- Platform of Resources (access
cial exclusion in the classroom” by Ginta Gedžūne. via the UE4SD project website):
By engaging teachers in this process of learn-
ing for change and bringing together re- http://www.ue4sd.eu/
search with action, ISE have introduced new
approaches to introduce ESD into the teacher
training experience in reorienting their prac-
tice to the aim of sustainable development.
By engaging teachers in action research, ISE
helped them to develop ESD as phronesys –
the ‘pedagogy of practical wisdom’.
107
12 / INDU CTION
12/ INDUCTION:
ESD mentoring scheme for
novice teachers, Cyprus
AUTHORS
Ch r ys a n t h i K a d j i - B e l t r a n
Fred er i c k R e s ea r c h Cen ter / Fred er i c k U n iver s i t y, Cy p r u s, p re.kc h @ f red er i c k .a c .c y
A r ave l l a Z a c h a r i o u
Freder i c k R es ea r c h Cen ter / Cy p r u s Ped a g o g i c a l I n s t i t u te, Cy p r u s,
a r a vel l a @ c y ta n e t .c o m
4 EXAMPLES
Cos t a s K a d i s
Fred r i c k R e s ea r c h Cen ter/Fred er i c k U n iver s i t y, Cy p r u s,
p re.kc @ f red er i c k .a c .c y, c .ka d i s @ h ot m a i l.c o m
INITIATI VE CONTACT
D r Ch r ys a n t h i K a d j i - B e l t r a n
CHAPTER
Fr e d e r i c k R e s e a r c h C e nt r e
PROGRAMME PARTNERS
U ni ve r s it y of K a r l s r uh e, G e r m a ny
U ni ve r s it y of A lb e r t a, C a n a d a
FUNDING ORGANISATIONS
R e s e a r c h Pr o m oti o n Fo u n d ati o n Cy p r u s
(R FP), N atio n a l Fr a m ewo r k Pr o g r a m 20 0 8
Co -f u n d e d by t h e R e p ub lic of Cy p r u s
a n d t h e Eu r o p e a n R e g i o n a l D eve l o p m e nt
Fu n d of t h e Eu r o p e a n U nio n.
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12 / INDU CTION
1 P R O GR AM DE S CR I PTI ON to adequately prepare students for actual
teaching work, (c) overcome the limitations
WHY: The rationale of the project of conventional training programs, (d) em-
power teachers to be able to respond to the
The INDUCTION project aimed to devel- challenges and particularities of ESD imple-
op an induction program for novice teachers mentation, and (e) use ESD as a solid path for
in the framework of Education for Sustain- quality education.
able Development (ESD) due to the ESD
connection to quality education, as well as Key questions
its challenging characteristics such as system-
ic thinking, critical thinking, and a variety The issues and challenges that the IN-
of teaching techniques, etc. (Flogaitis, 2005; DUCTION project aimed to address include:
UNESCO 2012; UNESCO, 2005). Our as-
sumption therefore was that if you can train Q: Can ESD constitute an induction framework for all
a teacher to effectively deliver ESD at school, educators?
you will have a quality teacher. Acknowledg-
ing the limitations of conventional training Q: How can professional communities of learning be-
programs we opted for training based on tween ESD practitioners enhance ESD practice?
the principles of adult education. We there-
fore chose to create a mentoring system as Q: What are the different needs for the ESD training of
the mode of delivery for the training due to novice and experienced teachers?
its practical, experiential and interactive na-
ture. Creating a training program for novice Q: What quality education elements are delivered
teachers, based on ESD, delivered through through ESD practice?
4 EXAMPLES
a mentoring system was expected to (a) use
the potential of ESD to promote sustainable Q: What aspects of ESD delivery and thus teacher edu-
development principles; (b) compensate for cation should be empowered so as to help teachers become
the weakness of current university education more effective in promoting quality education?
CHAPTER
109
12 / INDU CTION
DEVELOPMENT OF EDUCATION
4 EXAMPLES
PROGRAMME DEVELOPMENT
of the needs assessment have experience concerning ESD and the
operation of sustainable schools.
CHAPTER
Figure 4.11 – Four stages of the INDUCTION project developing an ESD mentoring scheme
for novice teachers in Cyprus
110
12 / INDU CTION
WHO: Programme Participants mentors. The university educators acting as
mentors came from different academic fields
The consortium was formed by three ac- (i.e. pre-primary education, educational tech-
ademic institutions and a governmental or- nology, science education, primary educa-
ganisation (Frederick Research Centre, Uni- tion) and had prior experience with ESD due
versity of Karlsruhe, University of Alberta to their involvement in ESD targeted post-
and Cyprus Pedagogical Institute). The host graduate programs.
organisation was the leading coordinating in-
stitution. Along with the other local partner HOW: Programme Implementation
(a governmental organisation) they were re-
sponsible for the development of the research In total, 42 teachers, 5 university educa-
in all its stages, the development and deliv- tors and 10 university students participated in
ery of training programs for the preparation the program’s implementation. They formed
of the research participants, the program im- pairs comprising an experienced ESD person
plementation in schools, the data collection, – the Mentor, and a newly appointed or ESD
analysis and dissemination. The academic novice teacher. In a few cases the mentor
institutions outside Cyprus had mainly a sup- was assigned with two to three mentees. Af-
portive role for the research development, ter attending the initial training program for
analysis and elaboration, and also supported novice teachers and mentors each pair had
dissemination activities and local conferences to work together to prepare and support the
organised within the project. novice teacher to deliver three teaching units
/ lessons in their schools on one sustainable
The teachers that participated in the re- development issue of their choice. The infor-
search were primary and pre-primary teachers mation on the collaboration of mentors and
4 EXAMPLES
that – depending on their experience – acted novice teachers was collected by means of
either as mentors or mentees. Some of the multiple research tools: observation sheets,
mentors were university educators. In the case reflective diaries and interviews with both
of pre-primary education, the mentees were mentors and novice teachers. The triangula-
university students in their final year of stud- tion reinforced the reliability and validity of
ies during their teaching practice at schools. the outcomes and helped the researchers gain
a deep understanding of the value of mentor-
Nine university educators were involved ing as a training system in ESD.
CHAPTER
in the project either as researchers and/or as
111
12 / INDU CTION
112
12 / INDU CTION
Re fe re n c es
4 EXAMPLES
Research Forum, January. Available from: http://
www.nsrfharmony.org/research.vescio_ross_adams.
pdf [Accessed 17 October 2013].
CHAPTER
113
13 / B INE
Pr o f. D r. Fr a n z R a u c h, I n s t i t u te o f I n s t r u c t i o n a l a n d S c h o o l D evel o p m en t, A l p en -
- A d r i a - U n iver s i t y K l a g en f u r t, A u s t r i a, f r a n z.r a u c h @ a a u.a t, ht t p://i u s .a a u.a t /f r a n -
4 EXAMPLES
zr a u c h
D r. R e g i n a S t e i n e r, U n iver s i t y o f Tea c h er Ed u c a t i o n U p p er A u s t r i a, L i n z, A u s t r i a,
reg i n a. s tei n er@ p h - o o e.a t
INITIATI VE CONTACT
Pr o f. D r. Fr a n z R a u c h, f r a n z.r a u c h @ a a u.a t
CHAPTER
Au s t r i a n Ed u c atio n a l Co m p e te n c e C e nt r e B io l o g y, U ni ve r s it y of V ie n n a
U ni ve r s it y of Te a c h e r Ed u c atio n St y r i a
U ni ve r s it y of Te a c h e r Ed u c atio n L owe r Au s t r i a
U ni ve r s it y of Te a c h e r Ed u c atio n Vo r a r lb e r g
A p p lie d U ni ve r s it y of Ag r ic ul t u r a l a n d Env ir o n m e nt a l Ed u c atio n
FO R U M Env ir o n m e nt a l Ed u c atio n
Fe d e r a l M ini s t r y of Ed u c atio n a n d Wo m a n A f f a ir e s (B M B F )
114
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1 W H AT The impact on and changes in work cul-
tures and organisational structures are taken
The University course Innovation in Teacher into account in the action and reflection pro-
Education – Education for Sustainable Development cesses (Posch, Rauch & Kreis 2000).
(BINE) is a professional development course
for higher education teachers in Austria. The
main goal of BINE is to encourage partic-
ipants to deal with subject information on 2 KEY QU ESTIONS
sustainable development and education for
sustainable development as a “community of The key questions this initiative aims to
learners” in a reflected way. To achieve this, address are:
the course aims to (a) improve pedagogical re-
search competences (mainly action research), Q: How might inquiry based learning in ESD be devel-
(b) research and reflect on educational prac- oped and sustained within teacher education at univer-
tice in teacher education in diverse education- sities?
al subjects, and to (c) implement sustainable
development issues in the teacher education Q: How can action research as well as other forms of re-
curriculum. search inform ESD?
The BINE course is based upon a research Q: How can networks support the sustainable develop-
project entitled Environmental Education in Teach- ment of ESD at universities and in schools?
er Education (ENITE) which was run in sever-
al phases in the years 1997-2004. Based upon
this project the ENITE-network has been cre-
WHY
4 EXAMPLES
ated as a platform for the mutual exchange 3
of experience and ideas in order to support
the stabilisation of existing ENITE initiatives Like human rights, sustainable develop-
(e.g. co-operation of the University in Vienna ment may be regarded as a “regulative idea“
with schools; project oriented teaching and (Immanuel Kant). Regulative ideas don’t in-
learning, etc.) and their expansion to addi- dicate how an object is made up but serve as
tional institutions of teacher training (Rauch heuristic structures for reflection. They give
& Steiner, 2003). This has been followed by direction to research and learning processes.
CHAPTER
the development of the BINE Course which In terms of sustainability, this implies that
has been running since 2004. Internationally, the contradictions, dilemmas and conflict-
the project and the course are the Austrian ing targets inherent in this vision need to
contribution to the international Environment be constantly re-negotiated in a process of
and School Initiatives (ENSI) network in the discourse between participants in each and
realm of teacher education (www.ensi.org). every concrete situation. This implies a great
challenge but also has considerable potential
The ENITE research project, the ENITE to enhance innovative developments in ed-
network and the BINE course are based on ucation in general and in teacher education
the following principles: in particular. Against this theoretical back-
ground and according to empirical findings
Learning experiences are built on the pre- it is evident that ESD is barely developed in
vious experiences of the participating edu- teacher education.
cators and influenced by them. This implies
active participation by the educators in de- Furthermore, the interdisciplinary nature
veloping the contents and methodology of as well as the present and future relevance of
a project (from problem definition to quality the sustainability debate, with all its inher-
evaluation); ent dilemmas, uncertainties and confusions,
may constitute fertile ground for education-
Learning is designed as an interdiscipli- al innovation. It is of utmost importance to
nary process and not fragmented into disci- address the challenge of the vast complexity
plines; which results from sustainability and related
uncertainties in order to retain a capacity for
Learning includes a research component action without lapsing into simplistic dog-
based on systematic reflection on actual teach- mas. While on the one hand sustainability
er practice (action research); issues are used as a vehicle for innovation
in education, they are also meant to trigger
115
13 / B INE
concrete sustainable social development pro- able Development, research methods, con-
cesses (Rauch, 2002). This implies a great ception of own project and research plan
challenge but also has considerable potential (1. term; SE 6 ECTS; WGs 1.5 ECTS)
to enhance education for sustainable devel- Module 2: Didactic Strategies in Education
opment. for Sustainable Development; research
methods; reflection and analysis of the
On a structural dimension the course was projects conducted so far and research
developed as a joint initiative of the institu- (2.–3. term; SE 6 ECTS; WGs 4.5 ECTS)
tions involved in the ENITE network (see Module 3: Research methods; visualisation
above). The curriculum of the course should and presentation techniques; coopera-
offer a context for further development and tive further education – mini workshops,
research and combine it with a formal certifi- presentation of the results of the course
cate, as well as with a dissemination perspec- of study (3.-4. term; SE 6 ECTS; WGs 1.5
tive. Members of the ENITE project form the ECTS; Thesis 10,5 ECTS)
leading team of the course.
In a process of continuous professional de-
velopment the university educators research
their own initiatives at their institutions with
4 HOW the goal of in-depth analysis based on evi-
dence and the further development of the
The BINE course offers three one-week ESD initiatives. This development and learn-
seminars plus regional mentoring meetings. ing process is supported by the leaders of the
Participants write case research based stud- course and by exchange with fellow course
ies in order to get a certificate. In the course, participants who serve as critical evaluators
4 EXAMPLES
In the seminars (SE) – part of the BINE tion and universities that work on sustaina-
course – the contents are conveyed in the ble development issues and their educational
form of presentations and input by the sem- challenges.
inar leaders/guest speakers (designated ex-
perts from educational, political, social and The BINE course is run by the Institute
economic sciences) and then dealt with and of Instructional and School Development
discussed on a deeper level in group work, at the Alpen-Adria University in Klagenfurt
exercises and workshops. Working groups together with the University of Teacher Ed-
(WGs) serve to facilitate the exchange of ucation in Upper-Austria Linz. Some more
experiences, the work on literature and the Teacher Education Universities (in Styria,
support of research work. WGs are held in Carinthia, Vorarlberg, Lower-Austria, and
regional groups and led by a member of the the HAUP) and the University of Vienna
BINE leadership team. In the research project are partners. The course is led by a team of
the participants develop and investigate experts (at the moment Franz Radits, Franz
a project based on their own practice ac- Rauch, Katharina Soukup-Altrichter, Regi-
cording to the paradigm of practice research na Steiner). In terms of finances, the partic-
/ action research. The work is supervised by ipants pay a fee to attend. The co-operation
a member of the leadership team (see the di- partners offer mainly teaching hours for the
agram in Figure 4.12 for an overview of the leading team and invited guest speakers. The
course). first two coursers were co-financed by the
Austrian Federal Ministry of Education and
The BINE course comprises the follow- Woman Affaires. The third course received
ing obligatory courses (amounting to a total of 36 substantial subsidies from the University of
ECTS-points): Teacher Education University of Teacher Ed-
ucation of Upper Austria.
Module 1: Concepts of Sustainable Devel-
opment, topics of Education for Sustain-
116
13 / B INE
D I AGR A M
University
Federal
Lead organisations Alpen-Adria of Teacher
Ministry of Education
University Education Upper
and Woman Affaires
Klagenfurt Austria
(BMBF)
(PH OÖ)
Partner institutions
Teacher education universities in Austria
Key organisers
Leadership team
Module 1:
Concepts of SD and ESD,
research methods, design of
own project
3 Working Groups
4 EXAMPLES
BINE Course Module 2:
Didactic strategies in ESD,
Innovation in Teacher research methods, reflection
Education - Education for of own project
Sustainable
Action Research Projects Development
(Thesis) Module 3:
CHAPTER
Presentation techniques,
mini-workshops,
presentation of project
results
Target group
Teacher education universities in Austria
117
13 / B INE
0
P1 P2 P3 P4 P5 P6 P7
Figure 4.13 – Self-reported knowledge on Action Research based upon external questionnaire (red:
before the course, grey: after the course; (min=1, max=5; P1–P7 = participant 1–7)
5
4 EXAMPLES
3
CHAPTER
0
P1 P2 P3 P4 P5 P6 P7
The overall results of the evaluation have It is a challenge not to simplify ESD and
shown that: lose its potential to identify the inter-con-
nections between the ecological, social,
The BINE course offers an adequate in- economic and cultural-political spheres
structional and learning strategy for the more clearly and adequately.
participants to construct the meaning of The action research process provides a ba-
the complex issues of sustainable develop- sis for learning in order to further develop
ment and ESD by researching, reflecting the participants’ concepts of ESD as well
and exchanging in the learning group fo- as research and implementation compe-
cused on concrete examples. tencies.
The course has proven to enable a learning
community.
118
13 / B INE
Re fe re n c es Fu rther in formation :
Posch, P., Rauch, F. & Kreis, I. (Hrsg.). (2000). Bildung
More information about the
für Nachhaltigkeit. Studien zur Vernetzung von Lehrerbil-
BINE course at the FORUM
dung, Schule und Umwelt. Innsbruck, Wien, München,
Environmental Education
Bozen: StudienVerlag.
website (in German):
Rauch, F. (2002). The Potential of Education for Sustain-
able Development for Reform in Schools. Environmental
http://www.umweltbildung.
Education Research, 8 (1), 43-51.
at/initiativen/archiv/bine-
Rauch, F., & Steiner, R. (2003). The Emergence of a Net-
lehrgang.html
work in Teacher Education. In R. Kyburz-Graber, & P.
Posch (Eds.), Challenges in Teacher Education – Interdis-
ciplinarity and Environmental Education (140-145). Inns-
bruck, Wien, München, Bozen: StudienVerlag.
Selected Publications connected with the BINE Course
Rauch, F. & Pfaffenwimmer, G. (2014). Education for Sus-
tainable Development in Austria. Networking for Educa-
tion. In R. Mathar & R. Jucker (Eds.) In Schooling for
Sustainable Development: A Focus on Europe (157-176). More information about the
Springer: Dortrecht. BINE course at the Alpen-
Rauch, F. & Steiner, R. (2013). Welche Kompetenzen Adria-University Klagenfurt
braucht Bildung für Nachhaltige Entwicklung?. In. J. website (in German):
Menthe, D. Höttecke, I. Eilks & C. Hößle (Eds.), Handeln
in Zeiten des Klimawandels – Bewerten lernen als Bildungsaufgabe (65- http://ius.uni-klu.ac.at/
lehre_und_beratung/
4 EXAMPLES
78). Münster: Waxmann
Rauch, F. & Steiner, R. (2013). Competences for Educa- lehrgaenge/bine/
tion for Sustainable Development in Teacher Education.
CEPS-Journal (Centre for Educational Policy Studies Journal), 3,
(1), 9-24.
Steiner, R., Rauch, F. & Felbinger, A. (2010) (Eds.). Pro-
fessionalisierung und Forschung in der LehrerInnenbil-
dung. Einblicke in den Universitätslehrgang BINE. Wien:
CHAPTER
BMUKK.
Rauch, F., Steiner, R. & Radits, F. (2010). Der Universität-
slehrgang Bildung für Nachhaltige Entwicklung – Innova- Case study and additional
tionen in der Lehrer/innenbildung (BINE): Ein Instrument materials at the UE4SD
zum Aufbau von Forschungskompetenz an Pädagogischen Online Platform of Resources
Hochschulen. Erziehung und Unterricht, 160( 1-2), 92-96. (access via the UE4SD project
Rauch, F., Streissler, A. & Steiner, R. (2008). Kompetenzen website):
für Bildung für Nachhaltige Entwicklung (KOM-BiNE).
Konzepte und Anregungen für die Praxis. Wien: BMUKK. http://www.ue4sd.eu/
Rauch,F., Steiner, R., & Streissler, A. (2008). Kompetenzen
für Bildung für nachhaltige Entwicklung von Lehrperso-
nen: Entwurf für ein Rahmenkonzept. In B. Bormann, &
G. de Haan (Eds.), Kompetenzen der Bildung für nach-
haltige Entwicklung. Operationalisierung, Messung, Rah-
menbedingungen, Befunde (141-158). Wiesbaden: VS Ver-
lag.
Rauch, F., Steiner, R., & Radits, F. (2007). University Course
„Education for Sustainable Development – Innovations in
Teacher Education“ (BINE). www.csct-project.org/compo-
nent /option,com docman/task,cat_view/gid,6/dir,DESC/
order,name/Itemid,42/limit,5/limitstart,10/ (20.12.2007)
Rauch, F., & Steiner, R. (2005). University Course „Educa-
tion for Sustainable Development – Innovations in Teacher
Education” (BINE): Reasons, Concept and First Experi-
ences. In Proceedings of the Conference “Committing
Universities to Sustainable Development ( 359-368), April
20-23, 2005, Graz.
119
CHAPTER 5
R E F LECTION
Authors:
Kapitulčinová , D., Dlouhá, J., Mader, M., Mulà, I.
This chapter summarises on the key outcomes 5|1 Ref lection on the 13 bes t
and lessons learned from the 13 case studies practice ex amples
presented in this publication spanning from
relatively small-scale institutional initiatives to The 13 best practice examples contained
large-scale international projects. All of these in Chapter 4 represent the state-of-the art in
initiatives play an important role in university the current European ESD professional de-
teachers’ professional development on ESD velopment scene on the level of higher edu-
in Europe as they reflect the cultural, institu- cation. This publication therefore captures
tional as well as educators’ needs in their own a wide diversity of such PD opportunities in
particular context. This section therefore aims terms of their type (e.g. networks, national
to reflect on the most important aspects of the programs, institutional initiatives etc.) and
presented best practices to serve the global scope (institutional, national, international)
community not only as an overview material, (for an overview see pp. 40–41).
but also as a material from which to learn for
future developments of PD activities of univer- Type of PD activities
sity educators in Europe and beyond.
The most common type of PD activities
among the best practices is based on an ex-
isting network structure, which is mentioned
in 7 case studies (MedUnNET, ENOAT, RU-
5 REFLECTION
Table 5.1 – Overview of innovative methods and approaches in ESD oriented HE pedagogy
among the 13 best practice examples; key points taken from the individual case studies; orange
highlight marks examples that refer to the UNECE competence framework (UNECE, 2011)
The ESD training of university staff follows adult learning and includes:
CHAPTER
122
Developing staff capacity in ESD comprises:
Use of team-based approaches; action planning and strategy development
skills; experience in leadership and change; change agency skills.
Green
5 Academy
The professional development process is informed by principles such as distributed
leadership, change management, action learning sets and peer-to-peer learning. The
ESD framing of the programme is geared to ‘whole institution’ ESD development,
including the formal curriculum and co-curriculum.
5 REFLECTION
Transfer of values besides knowledge and skills.
8 ISDE Interaction; continual dialogue (among educators and between educators and students).
Linking teaching to research and to real-life professional practice.
Sensitisation to the local context – both academic and societal.
Space for critical debate and supportive environment, collaborative and synergetic
– not a competitive one.
CHAPTER
Leuphana Focus on a special problem within the wider context of ESD.
9 Semester With teachers: discussions, expert input, world café dialogues and cooperative
consulting.
Focus on competence to understand both the potential and limitations of future
thinking.
Flexible mentoring system as the mode of delivery of the training based on:
Collaboration, collegiality, solidarity, reflection, critical thinking, values
and action orientation as well as the change that ESD seeks to achieve in schools and
12 INDUCTION society, within teacher education.
Gradual emancipation resulting from the mentoring system.
Formation of professional communities of learning for peer interaction in the field of
ESD.
123
CAS, Ecocampus, CADEP-CRUE, ISDE and via workshops, programmes and mentoring
BINE). These include informal institutional schemes, many of the PD examples have also
networks (ISDE), national-level networks produced a number of free materials and re-
(Ecocampus, CADEP-CRUE, BINE) as well sources that can be used by interested stake-
as international networks (MedUnNET, holders. These include for instance:
ENOAT, RUCAS). Furthermore, three best
practice examples each fall under institution- Resources for the introduction of sustain-
al programmes (LSF, Innovation Projects ability into the curriculum (see e.g. RU-
for Sustainability and ISE) and single work- CAS, CADEP-CRUE, Ecocampus)
shops/courses (Leuphana semester, Induc- Numerous research articles (see individual
tion and BINE). Two best practice examples case studies)
present educational programmes on the na- Useful websites and online resources (see
tional level (Ecocampus, Green Academy). individual case studies)
With regard to types of PD activities For full details on outcomes and resources
based on the four geographical UE4SD ar- see the individual case studies in Chapter 4.
eas, the best practices provide the following:
Impact of the PD activities
1. Region SOUTH offers project – and net-
work-based PD opportunities for universi- Given the different scopes and types of the
ty staff presented PD activities, the overall impact
2. Region NORTH contains nation-wide as well (in terms of numbers of people reached) also
as institution-based examples of PD in ESD varies considerably. Some of the large-scale
with strong support on the national level international projects and networks have re-
5 REFLECTION
124
The role of financial supportive environment for upgrading edu-
and non-financial support cational contents and approaches; ‘whole in-
stitution’ framing is of strategic interest here.
The best practice examples described in The overall impact of the PD initiatives in
this publication show that there exists a variety terms of number of educators reached dif-
of sources of funding available for PD activi- fers depending on the type and scope of the
ties on ESD in Europe. The funding bodies in- activities. All have a positive effect on edu-
clude international institutions such as the Eu- cators and their students.
ropean Commission (international projects), The role of financial and non-financial
national and local governments (national pro- support is an important aspect affecting
grammes), as well as individual higher educa- the availability of PD opportunities for
tion institutions (institutional programmes). university educators. General support of
A number of examples report that the PD ac- the university leadership and/or national
tivities are financially supported as part of oth- or local government with modest financial
er initiatives and projects that primarily do not resources seem to be behind the success of
focus on professional development. Funding most of the PD initiatives presented.
availability therefore certainly plays a role in
the number and scope of PD opportunities in
European countries. However, it appears that 5|2 Su mmary
it is not the only factor determining the success
of the current PD initiatives. This chapter reflects on the 13 case studies
presented in this publication (Chapter 4) and
Systemic support from the side of HEIs provides an overview of key lessons learned re-
seems to be even more important in driving PD lating to the types of the PD initiatives, their
5 REFLECTION
initiatives forward. This includes the acknowl- pedagogical approaches, outcomes, overall
edgement that PD is an important integral part impact and the role of funding. Existing net-
of university educators’ profession. Such ac- works seem to be a good supporting factor for
knowledgement is also typically accompanied the development of successful PD initiatives at
by certain financial as well as non-financial sup- various levels of engagement from large inter-
port of staff that take part in the PD activities. national consortia to relatively small institu-
The best practice examples presented in this tional networks or learning communities. Ped-
publication show that many of the initiatives agogical approaches and ESD framing varies
are relatively low-cost and so there is no need among the examples, but generally includes
CHAPTER
for extensive initial investment for setting up mainly participatory approaches and action
new good-quality PD activities for university learning among others. Availability of funding
educators. Some modest funding together with is an important factor in European PD oppor-
acknowledgement from the side of the universi- tunities, but acknowledgement and general
ty leadership seems to be the key to engagement support from the top leadership at institution-
of staff and overall impact of the PD initiatives. al level is in many cases equally or even more
important for the success of the initiatives.
Lessons learned
Referen ces
The key lessons learned from the 13 best
practice examples can be summarised as follows: UE4SD (2014) Mapping opportunities for profes-
sional development of university educators in Ed-
The most common types of PD initiatives ucation for Sustainable Development: A state of
benefit from cooperation within existing the art report across 33 UE4SD partner countries.
university networks; they include interna- Authors: Mader, M., Tilbury, D., Dlouhá, J., Be-
tional, national and institutional programs nayas, J., Michelsen, G., Mader, C., Burandt, S.,
and activities. Ryan, A., Mulà, I., Barton, A., Dlouhý, J., and Alba,
A wide variety of pedagogical approaches D. University of Gloucestershire, Cheltenham, 57
are applied in the PD initiatives, ranging pp.; http://www.ue4sd.eu/resources-and-publica-
from participatory approaches and team- tions/2014-12-16-14-08-40
based learning to action research and pro-
ject-based learning (and more). UNECE (2011) Learning for the future: Competenc-
An important factor for change in teach- es in Education for Sustainable Development, ECE/
ing/learning culture (implicitly or explicitly CEP/AC.13/2011/6, available from: http://www.
present in many of the examples) is opening unece.org/fileadmin/DAM/env/esd/ESD_Publica-
of space for critical debate and building of tions/Competences_Publication.pdf
125
CHAPTER 6
PAT H WAYS
Authors:
Kapitulčinová , D., Dlouhá, J., Mader, M., Mulà, I.
This chapter concludes with key messages and recommendations aimed at all stakeholders in
European professional development in ESD on the level of higher education.
Box 6.1
KEY MESSAGES
1 Good-quality PD opportunities 4 Successful PD initiatives in ESD
in ESD for university staff are focus on active, participatory
CHAPTER
128
Box 6.2
RECOMMENDATIONS
For policy-makers: mentoring schemes and project-based ac-
tivities are relatively low-cost and high-im-
acknowledge the importance of PD in ESD pact PD types of initiatives.
for university educators and support the
systemisation of PD in line with existing For university educators/researchers:
policy documents;
inform your university leadership about PD
consider ESD principles in quality criteria opportunities in the field of ESD;
for higher education, especially with re-
gard to its role in the overall transition of critically reflect upon the quality in HE
the HE sector (the constantly increasing teaching from the ESD point of view;
number of HE programs and institutions);
consider innovative opportunities within
support the integration of PD in ESD poli- ESD and together with continuous reflec-
cies and strategies at the European as well tion embed new methods and approaches
as the national level, and promote interna- in your own teaching practice;
tional acceptance of its main principles so
6 P AT H W AY S
that those countries that are currently not connect with leading teams and the main
as active in ESD are also affected; journals active in this area and start a pro-
fessional discussion;
encourage the implementation of existing
and new policies and strategies on PD in get involved in existing PD initiatives and
ESD for teaching quality enhancement; make use of existing resources (the UE4SD
Online Platform of Resources is a good
CHAPTER
support international and intercultural ex- place to start, see RESOURCES).
change of experience via support of new
PD programmes and schemes. For all stakeholders in HE:
129
RESOURCES
This section provides an overview of publications and resources created as part of the UE4SD
project. It also presents a list of selected further readings relevant to the topic of professional
development of university staff in ESD.
Please note that references used in this UE4SD Online Platform of Resources:
book can be found at the end of each respec-
tive chapter: The Online Platform of Resources contains all of the
case studies presented in this publication, as well as
Chapter 1 References: p. 18 more good practice examples and various other mate-
Chapter 2 References: p. 27 rials relating to ESD professional development in Eu-
Chapter 3 References: p. 35 ropean Higher Education. You can explore all these
Chapter 4 References: p. 39 materials by visiting the UE4SD project website and
Chapter 5 References: p. 125 navigating to the Online Platform from there: http://
www.ue4sd.eu/
UE4SD Regional Reports: Barth, M., Michelsen, G. (2012) Learning for change:
an educational contribution to sustainability science.
Benayas, J., and Alba, D. (2014) UE4SD Report for Sustainability Science 8, 103-119.
Region South: Mapping opportunities for develop- Barth, M. and Rieckmann, M. (2012) Academic staff
ing Education for Sustainable Development compe- development as a catalyst for curriculum change
tences. Universidad Autónoma de Madrid, Spain. towards education for sustainable development: an
RESOURCES
Dlouhá, J., Barton, A., Dlouhý, J., and Kapitulči- output perspective, Journal of Cleaner Production
nová, D. (2014) UE4SD Report for Region East: 26, 28-36.
Mapping opportunities for developing Education COPERNICUS Alliance (2012) People’s Sustainabil-
for Sustainable Development competences. Charles ity Treaty on Higher Education. http://hetreatyrio20.
University Prague, Czech Republic, 262 pp. com/wordpress/wp-content/uploads/2013/06/trea-
Mader, M., Michelsen, G., Mader, C., and Burandt, ty_rio.pdf
S. (2014) UE4SD Report for Region West: Mapping CSCT project (2008) Competencies for ESD (Educa-
opportunities for developing Education for Sustaina- tion for Sustainable Development) teachers. Sleurs,
ble Development competences. Leuphana University W. (ed.), Brussels. http://www.ensi.org/media-glob-
of Lüneburg, Germany, 131 pp. al/downloads/Publications/303/CSCT%20Hand-
Tilbury, D., Mulà, I., and Ryan, A. (2014) UE4SD book_11_01_08.pdf
Report for Region North: Mapping opportunities Lambrechts,W., Mulà, I., Ceulemans, K., Molderez,
for developing Education for Sustainable Develop- I., Geremynck, V. (2013) The Integration of Compe-
ment competences. D. University of Gloucestershire, tences for Sustainable Development in Higher Edu-
Cheltenham, 61 pp. cation: An Analysis of Bachelor Programs in Manage-
ment. Journal of Cleaner Production, 48, 65-73.
UE4SD State of the art Report: Mader, C., Mader, M. (2012) Innovative teaching for
sustainable development - approaches and trends.
UE4SD (2014) Mapping opportunities for profes- 228-229. In: Global University Network for Innova-
sional development of university educators in Edu- tion (ed.): Higher Education in the World 4: Higher
cation for Sustainable Development: A state of the Education’s Commitment to Sustainability: from Un-
art report across 33 UE4SD partner countries. Au- derstanding to Action. Palgrave Macmillan, GUNI
thors: Mader, M., Tilbury, D., Dlouhá, J., Benayas, Series on the social commitment of universities.
J., Michelsen, G., Mader, C., Burandt, S., Ryan, A., Mulà, I., Ryan, A., Tilbury, D., Dlouhá, J., Dlouhý,
Mulà, I., Barton, A., Dlouhý, J., and Alba, D. Univer- J., Mader, M., Mader, C., Benayas, J., Alba, D. (in
sity of Gloucestershire, Cheltenham, 57 pp. press) University Educators for Sustainable Devel-
opment (UE4SD): Developing Education for Sus-
tainable Development Competences in Europe. In:
Ten years of the UNECE Strategy for Education for
Sustainable Development. Geneva, UNECE.
130
Ryan, A. and Cotton, D. (2013) ‘Times of Change: All UE4SD resources
Shifting Pedagogy and Curricula for Future Sustain-
ability’ in Sterling, S. et al. (eds) The Sustainable can be accessed online
University – Process and Prospects, Abingdon: Rou-
tledge. free of charge at:
Ryan, A. and Tilbury, D. (2013) ‘Uncharted Waters:
voyages for ESD in the higher education curriculum’, http://www.ue4sd.eu/
Curriculum Journal, Special Issue Vol. 24, Issue 2,
pp.272-94.
Tilbury, D. and Ryan, A. (2013) Leading Curriculum
Change for Sustainability, Guide to quality and edu-
cation for sustainability in Higher Education, availa-
ble at: efsandquality.glos.ac.uk.
QAA and HEA (2014) Education for sustainable
development: Guidance for UK higher education
providers. The Quality Assurance Agency for Higher
Education, Gloucester, pp. 29. If you have any questions
UNECE (2005) UNECE Strategy for Edu-
cation for Sustainable Development, CEP/ or comments regarding the
AC.13/2005/3/Rev.1; http://www.unece.org/file-
admin/DAM/env/documents/2005/cep/ac.13/cep. publication or the UE4SD
ac.13.2005.3.rev.1.e.pdf
UNECE (2011) Learning for the future: Competenc- project, please contact the
es in Education for Sustainable Development, ECE/
CEP/AC.13/2011/6. http://www.unece.org/filead- UE4SD Project Coordinator at:
RESOURCES
min/DAM/env/esd/6thMeetSC/Learning%20for%20
the%20Future_%20Competences%20for%20Educa- ue4sd@glos.ac.uk
tors%20in%20ESD/ECE_CEP_AC13_2011_6%20
COMPETENCES%20EN.pdf
Wiek, A., Withycombe, L., Redman, C.L. (2011) Key
competencies in sustainability: a reference frame-
work for academic program development. Sustaina-
bility Science 6, 203-218.
131
LIST OF BOXES,
FIGURES AND TABLES
Box 2.1 Rio+20 Treaty on Higher Education................................................................................ 24
Box 2.2 COPERNICUS Alliance................................................................................................... 25
Box 3.1 Convergence of quality discourse & policy with ESD principles........................................ 25
Box 4.1 Members of MedUnNET................................................................................................ 43
Box 4.2 Members of the ENOAT Network................................................................................... 50
Box 4.3 Organisations and partners involved in CADEP-CRUE...................................................... 76
Box 6.1 Key messages..............................................................................................................128
Box 6.2 Recommendations.......................................................................................................129
Figure A Schematic overview of the structure and key target groups of this book............................ 11
Figure 1.1 Map showing the current 53 UE4SD partner institutions...................................................16
Figure 1.2 An overview of the time frame of the UE4SD project.........................................................17
Figure 2.1 Timeline of the progress of ESD global efforts with an impact
on HE in the UNECE region............................................................................................ 22
Figure 2.2 Availability of national ESD strategies in UE4SD countries................................................ 26
Figure 3.1 Overview of ESD approaches and principles occurring
in national ESD strategies in UE4SD partner countries......................................................31
Figure 4.1 Overview of the best practice examples contained in this publication......................... 40–41
Figure 4.2 Visual diagram showing how the the MedUnNET Network
is attached & linked with the activities of its major partners.............................................. 46
Figure 4.3 The professional development process of the ‘ENOAT
teaching methods workshops’........................................................................................51
Figure 4.4 The RUCAS model of seven interactive and cyclical processes
for integrating ESD approaches into university teaching practice..................................... 59
Figure 4.5 Ecocampus Learning Networks in Flanders..................................................................... 65
Figure 4.6 Outline of the Green Academy process.......................................................................... 72
Figure 4.7 Lines of Work of the CADEP-CRUE Sustainability
in the Curriculum Working Group.................................................................................. 78
Figure 4.8 The process and impact of the Learning for Sustainable Futures
professional development scheme at University of Gloucestershire.................................. 84
Figure 4.9 Conceptual scheme of the structure and interactions of the ISDE initiative
at the University of Architecture, Civil Engineering and Geodesy, Sofia..............................91
Figure 4.10 Culture of teaching and learning in the Responsibility
and Sustainability module, Leuphana University of Lüneburg........................................... 98
Figure 4.11 Four stages of the INDUCTION project developing
an ESD mentoring scheme for novice teachers in Cyprus
Figure 4.12 Overview of the structure of the Innovation in Teacher Education
– Education for Sustainable Development (BINE) course, Austria..................................... 117
Figure 4.13 Self-reported knowledge on Action Research based upon external questionnaire............ 118
Figure 4.14 Self-reported knowledge on ESD based upon external questionnaire............................. 118
Table 3.1 Key ESD principles........................................................................................................ 30
Table 5.1 Overview of innovative methods and approaches in ESD
oriented HE pedagogy among the 13 best practice examples................................. 122–123
132
INDEX
competence(s) 8, 13, 16-18, 23, 26, 115
A 31-34, 43-48, 50, 52, 55, 63-64, 76-77, 89, humanistic education 97
action 92-94, 95-98, 112, 122-125 outdoor education 109
action-focused (approach) 71, 83, 123 competence building 79 self-education 90, 93, 123
action learning 13, 31, 40, 70, 83, 123, competence framework 11, 32, 57, 64, teacher education see “teacher”
125 122 ESD – Education for Sustainable
action orientation 112 competence profile 63-64, 67 Development
action oriented methodologies 65, 122 critical thinking 31, 40, 45, 96, 97, 109, ESD approaches 11, 31, 57, 59, 71, 83
action planning 70, 87, 123 112, 123 ESD competences 8, 17, 18, 23, 26, 31,
action research 58, 105-107, 115-118, curriculum 24, 32, 33, 40, 47, 48, 50, 52, 33, 34, 44, 45, 63, 92, 93, 122, 124
123-125 57, 58, 60, 65, 70, 71, 73, 74, 76-81, 83-87, ESD guidance framework 64, 83, 123
active citizenship 45, 58 89, 97, 101, 102, 106, 115, 116, 123, 124 ESD training 44, 48, 109, 122
agents of change/change agents 73, curricular/curriculum change see e-learning 53
85-86, 91, 106 “change” experience/experiential
awareness 30, 31, 34, 60, 65, 71, 73, 76, 89 experiential activity 44
experience-based/experiential learning
D see “learning”
B decision making/makers 12, 30-32,
behaviour 60, 79, 123 43, 45, 78
Bologna process 57, 76 DESD see “UN Decade on ESD” F
bottom-up 24-25, 53, 66, 92 dialogue 23-25, 53, 66, 73, 83-87, 90, futures thinking 30, 31, 83
97, 123
face-to-face dialogues 84
C interdisciplinary dialogue 83 G
capacity building 17, 23, 30, 40, 53, 55, reflective dialogue 95 Global Action Programme (GAP) 8,
57, 61, 65, 66, 70, 93, 103 transdisciplinary dialogue 32 13, 23, 27
capacity building activities 45, 48 didactic(s) 98 glocalisation 78
capacity building outcomes 46 didactic approaches 63, 91, 95, 99 grant (scheme) 40, 57, 101-104
capacity building processes 47 didactic challenges 96 group work 52, 60, 116, 122
capacity building program 61 didactic competences 95, 98, 99 guidelines 26, 34, 63, 80
change didactic presentation(s) 64, 66, 67
change agents see “agents of didactic projects 54
change” didactic strategies 116, 117 H
change management 33, 70, 84, 86, 123 didactic tools and instruments 65 hands-on 65
climate change 57 discussion 13, 16, 18, 23, 25, 27, 33, 44, hands-on (teaching) approach 54, 66,
cultural change 91 53, 63, 79, 97, 106, 122, 123 122
curricular/curriculum change 32, 34, 50, discussion-based learning 54, 122 hands-on projects 102
73, 84, 122 group discussions 65, 122 holism 24, 78
envisioning change 32, 45, 122 mentoring discussions 85 holistic approach 30, 32, 45, 90, 122
institutional/organisational change holistic thinking 32, 65
70, 71
systemic change 8, 45 E
collaboration 16, 23, 25, 52, 54, 63, 64, education(al) I
68, 80, 87, 89, 90, 104, 106, 111, 112, 123 adult education 109, 112 induction 8, 34, 74, 108-113, 123
collaborative approach 66, 84 continuing education 11 induction programme 40, 109, 110
collaborative (culture of) teaching and educational approach 40, 92, 102 interdisciplinarity 31
learning 95, 97-99 educational change 40 interdisciplinary approach 89, 97
collaborative practices 51 educational innovation 115 interdisciplinary collaboration 92-93
collaborative work 79 educational models 77 interdisciplinary competences 89
staff-student collaboration 102 educational principles 30 interdisciplinary dialogue 83
interdisciplinary collaboration 92, 93 educational research 107 interdisciplinary research 23, 79, 93
internal collaboration 106 educational theories 27 interdisciplinary teaching 58, 61, 89, 97
international collaboration 50, 93 educational quality 33
peer collaboration 110 environmental education 23, 77, 108,
133
L postgraduate programme/training 83, T
leadership 11, 13, 16, 24, 34, 60, 70, 77, 89-90 teacher
84, 116, 117, 123, 125, 128 problem teacher-centred (paradigms) 96, 99, 123
learner-centred 45, 96, 123 problem-based learning 57, 59 teacher education 105-107, 109, 110, 112,
learning problem identification 53, 122 114-119, 123
adult learning (methodology) 44, 122 project teacher training 23, 40, 63-64, 67, 77-78,
experience-based/experiential learning project-based/oriented learning 65, 115, 80, 106-107, 112, 115
52, 102 122, 124-125, 128 teaching
learning activities 52, 57, 73, 87 project-based seminars 95-98, 123 teaching approaches 45, 52-54, 84, 93,
learning community 99, 118, 123 122
learning methods 50, 52, 57, 96 teaching capacity 89, 90, 92
learning outcomes 32, 45, 58, 64 Q teaching (and learning) methods 32, 40,
learning technologies quality 45, 50-54, 57
and pedagogies 58 quality assurance 10, 33-35, 60, 87 teaching paradigms 58
learning through service 77 quality enhancement 13, 18, 34-35, 50, teaching practices/techniques 40, 59, 83,
participatory learning see 83, 87, 128 85, 109, 124
“participation” teaching quality 11, 13, 50, 53-54, 128
problem-based learning see teaching resources/tools 58, 87
“problem” R teaching skills see “skills”
project-based learning see “project” research team 10-12, 40, 46, 70-74, 81, 83-87, 96,
team-based learning see “team” research methods 116-117 102-103, 116-117, 122
research oriented methodologies 65, 122 team-based approach 123, 35, 36
research-teaching transfer/linking 52, team-based learning 124-125
M 92, 123 team-building 25, 98
mentoring 8, 70, 73, 83-85, 108-113, 116, responsibility 30, 31, 95-98 team spirit 98
123, 124, 128 citizen and social responsibility 103 toolkit 61, 65, 67, 74, 87
Millennium Development Goals corporate social responsibility 66, 67 top-down 52, 66, 92
(MDGs) 8, 22, 23 university social responsibility 77-81 transformative pedagogy see
monitoring 23, 60, 61, 72, 110 “pedagogy”
S
N seminar 8, 43, 47-48, 50, 63-64, 74, 77-78, U
network/networking (international) 8, 80, 92-93, 95-99, 104, 116, 123 UN Decade on ESD (DESD) 8, 13,
13, 17, 22-26, 38, 40, 42-49, 49-55, 66-68, skills 22-24, 26, 27, 32, 47, 71
76-80, 84-87, 88-93, 97-99, 107, 115-116, leadership skills 84 UNESCO 9, 22-24, 30, 32, 43-44, 46-48,
122-123, 124-125, 128 practical skills 89 57, 79, 95, 105, 107, 109
thematic learning networks 63 skills development 40, 58
NGOs 11, 40, 43, 45-46, 57, 67 students’ professional skills 83
sustainability skills 40, 71, 76 V
teaching skills 66, 112 values 30-32, 57, 66, 77, 79, 90, 103, 112,
P social learning 86 123
Participation 30-31, 57, 66, 79, 80, 83, sustainability/sustainable value-based process 90
97, 102, 115, 123 sustainability knowledge 57
participatory approach 13, 53-54, 125 sustainability literacy 59-60
participatory learning 26, 30, 52, 58, 83, sustainability skills see “skills” W
103, 122-123 sustainable university 43 whole of institute/whole institution
participatory methods/methodologies Sustainable Development Goals approach 18, 24, 26, 31, 34, 43, 45, 48,
65, 96, 122 (SDGs) 9, 23 70-71, 123
participatory processes 50 stakeholders 10, 13, 22-25, 30, 43, 45, 53, wicked problems 64-65
participatory teaching 53 58-60, 65-66, 76, 122, 124, 128 world café 52, 97, 122-123
pedagogy 18, 22, 32-34, 45, 57, 84-85, strategy 13, 22-27, 44, 48, 52, 57, 70, 77, working group 75-814, 110, 116
107, 112, 122 83, 85, 87, 99, 118, 123 workshop 40, 43-44, 49-55, 60, 63, 70, 72,
pedagogical approaches 13, 32, 106, summer course/school 43, 45, 48, 50, 74, 87, 95-100, 116-117, 124
124-125 52, 78
pedagogical inquiry 83, 123 syllabus 57-59, 76
pedagogical methods 52, 57-58, 122 systemic/systems thinking 26, 30, 31,
transformative pedagogy 45, 122 40, 63-65, 109
peer-to-peer learning 70, 73, 123
134
UE4SD Project Partners (2015): Charles University – Czech
L a t v i a / E C O – U N E S C O ( c l u b s ) – I r e l a n d / I n s t i t u t e o f E c o l o g y a t Ta l l i n n
– N e t h e r l a n d s / U n i v e r s i t é de Versailles Saint–Quentin–en–Yvelines
M a d r i d – S p a i n / B o ğ a z i ç i U n i v e r s i t y, S u s t a i n a b l e D e v e l o p m e n t a n d C l e a n e r