Education For Sustainable Development London


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This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.

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Education For Sustainable Development London

  1. 1. Education For Sustainable Development London Supporting Employability, Society And The Environment: A Curriculum For Sustainability
  2. 2. Welcome to London South Bank University Professor David Phoenix, OBE, Vice-Chancellor, London South Bank University
  3. 3. Introduction to the day Professor Ros Wade, Chair, RCE London and Director of the Masters programme at London South Bank University
  4. 4. ‘London RCE Conference Supporting Employability, Society and the Environment: a curriculum for sustainability’ ESD Conference - Southbank University 10th June 2014 Jane Davidson, APVC Engagement and Sustainability and Director of INSPIRE (Institute for Sustainable Practice, Innovation and Resource Effectiveness)
  5. 5. Think global, act local
  6. 6. 1999 – a new paradigm Government of Wales Act 1998 section 121 The Government has a duty to have a scheme setting out how it will promote sustainable development in the exercise of its functions. The duty also requires Welsh Ministers to: • publish an annual report of how the proposals set out in the Sustainable Development Scheme have been implemented in that financial year; and • following an election to the National Assembly, publish a report containing an assessment of how effective the proposals set out in the scheme have been in promoting sustainable development.
  7. 7. “ Within the lifetime of a generation we want to see Wales using only its fair share of the earth’s resources” One Wales One Planet, 2009
  8. 8. SD: the definition • Welsh Government uses the Brundtland definition of 'Sustainable Development' from 'Our Common Futures' 1987 World Commission on the Environment and Development • "..development that meets the needs of the present without compromising the ability of future generations to meet their own needs” • - the concept of needs, in particular the essential needs of the world's poor, to which overriding priority should be given; and • - the idea of limitations imposed by the state of technology and social organization on the environment's ability to meet present and future needs."
  9. 9. ESDGC Action Plan themes 2006 • Links between society, economy, environment and between our lives and those of people throughout the world; • Needs and rights of both present and future generations; • Relationship between power, resources & human rights; • Local and global implications of everything we do; and • The actions that individuals and organisations can take in responding to local and global issues.
  10. 10. Outcome of SD: economic, social & environmental wellbeing
  11. 11. Ecological Footprint Measure it at al-footprint/ or Your living habits make up your footprint In Wales we currently use about 3 planets instead of 1 • Housing inc energy 25% • Food 20% • Transport 18% • Stuff 37%
  12. 12. A systemic approach:
  13. 13. INSPIRE drivers… • Government policy • Demand for sustainability skills • Students’ expectations • Resource efficiencies • Staff expectations • Professional/accrediting bodies’ expectations • Research funding
  14. 14. INSPIRE – the opportunity…..  To influence the development of a university during the process of major change.  For sustainable development to be a core value with which to frame the development of the institution.  To be an exemplar of sustainability in practice.  To benefit the local region through partnerships focused on sustainable outcomes.  To create commercial opportunities through expertise
  15. 15. INSPIRE – the challenges…. Staff buy-in Management buy-in Governors buy-in Student buy-in The campus……
  16. 16. A new university vision – ‘transforming education, transforming lives’ ,• Collaboration • Inclusivity, • Sustainable development, • Employability and creativity, • Wales and its distinctiveness, • The concept of global citizenship, • Research and its impact on policy. • nd creativity, Wales and its
  17. 17. An ‘inspired’ education • Sustainability and sustainable development concern ideas, understanding, values and skills that are highly relevant to today’s society, economy and our environment – and to our individual and collective futures.. • An educational vision that ‘seeks to balance human and economic wellbeing with cultural traditions and respect for the earth’s natural resources’ (UNESCO)
  18. 18. Embedding sustainability as a core principle across all aspects of the University Improve our classification in the People and Planet Green League. Embed Faculty sustainability plans throughout the academic and support structures Complete curriculum audits and develop the curriculum with due regard to the emerging sustainability agenda Maximise research, project and consultancy income related to sustainability (to be quantified in line with ongoing curriculum/research review)
  19. 19. UWTSD graduate attributes • Active Citizenship: able to appreciate the importance of environmental, social and political contexts to their studies; • Creative Problem Solving: able to think creatively, holistically, and systemically and make critical judgements on issues; • Teamwork: able to work collaboratively and work in interdisciplinary teams; • Learning and Personal Development: able to develop a high level of self-reflection at a personal and professional level; • Communication: able to understand, critically evaluate, adopt thoughtfully and communicate sustainability values;
  20. 20. Mazlo’s Hierarchy of Need
  21. 21. Future Generations’ Bill (expected in July 2014) The Bill will • legislate to make sustainable development the central organising principle of the Welsh Government and public bodies in Wales. • Create an independent sustainable development body for Wales (a Commissioner for Sustainable Futures)
  22. 22. Future Generations’ Bill Goals • Wales is prosperous and innovative • Wales is a more equal nation • Wales uses a fair share of natural resources • People in Wales are healthier • Communities across Wales are safer, cohesive and resilient • People in Wales participate in our shared culture, with a thriving Welsh language
  23. 23. Make the Change! • If you always do what you've always done, you'll always get what you've always had” Mark Twain • It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change” Charles Darwin
  24. 24. Learning to learn for sustainability in higher education: making a difference Prof Stephen Sterling Centre for Sustainable Futures Plymouth University ‘Supporting employability, society and the environment: a curriculum for sustainability’ Annual Conference, June 10th 2014
  25. 25. CSF – overall aim at Plymouth University ‘To lead and support transformative learning for sustainability across Plymouth University and beyond, working towards the sustainable university with staff, students and partners.’ - Centre for Sustainable Futures (CSF), Plymouth University
  26. 26. Sustainability at Plymouth • Sustainability one of four corporate strategic aims ‘Plymouth 2020’ • New Sustainability Strategy 2014 • Sustainability Executive; and Sustainability Advisory Group • Sustainability Research Institute (ISSR) links over 300 academics • Finance and Sustainability coordinates key policies • Pedagogic Research Institute (PedRIO) has ESD specialism • Sustainability education(ESD) in Teaching and Learning Strategy • ISO 140001 and Fair Trade Status • Commitment to Carbon Neutrality 2030 • Campus Information Control System (CICS) (RGF project) – a sector first • New Green Travel Plan and Sustainable Food Policy • Green Gowns Award winner in 2011 for whole institutional change • Second in Green League 2011 and 2012 ; overall sector leader since 2007 • Ranked fifth place for overall sustainability performance by international Green Metric World University Ranking • First university worldwide to win a Social Enterprise Mark. • 49% of courses have an embedded or major sustainability element • 50% of research funding is sustainability related and 25% of all publications • Pool of committed and enthusiastic staff across academics, professionals, administrators and service providers in relation to sustainability • Centre for Sustainable Futures (CSF) supporting the sustainability curriculum across all faculties • UPSU wins Green Impact Gold Award in 2012 and 2013
  27. 27. What makes it ‘green’!?
  28. 28. 1. The challenge 2. Sustainability education 3. Whole institutional change and Plymouth's experience 4. Embedding sustainability – approaches and examples 5. What next?
  29. 29. 1 The challenge
  30. 30. Will universities offer the intellectual leadership needed to shift our civilisation off its self- destructive course and on track for a sustainable future? Obviously they can, if they so choose. • Sara Parkin, OBE (2013, xviii)
  31. 31. Facing the future
  32. 32. A different kind of education? ‘That which is known is no longer stable. The shelf‐life of knowledge can be very short. In many disciplines what is taught and how it is taught are both stalked by the threat of obsolescence. In a changing world, Europe’s graduates need the kind of education that enables them to engage articulately as committed, active, thinking, global citizens as well as economic actors in the ethical, sustainable development of our societies.’ - European Commission (June 2013) Modernisation of Higher Education Improving the quality of Teaching and Learning in Europe’s Higher Education Institutes.
  33. 33. Tensions: add-on or transformation? • Defined issue relating mainly to estates and resource use • Principally an environmental issue • Requires add-on, or reformative approach • Involves a few key disciplines • Is an additional agenda, easily accommodated • Has clear goals, measurable • Broad relevance to all aspects of HE operation and provision • Also encompasses social relations, justice, ethics, economic viability etc • Requires holistic and transformative approach • Implications for most disciplinary areas and requires interdisciplinarity • Is an overarching agenda and challenges existing policy and practice, involving organisational change • Emerging and contested arearea
  34. 34. Education for unsustainable development? ‘at present most of our universities are still leading the way in advancing the kind of thinking, teaching and research that…accelerates un-sustainability’ (Arjen Wals 2008, 31). Wals, A (2008) (ed.) From cosmetic reform to meaningful integration: implementing education for sustainable development in higher education institutes - the state of affairs in six European countries, DHO, Amsterdam.
  35. 35. Educational culture: levels of manifestation Practice Provision Policy Purpose Paradigm
  36. 36. Double learning challenge • Structured learning: - intentioned learning amongst students in formal education which arises from educational policies and practices • Organisational learning: - the social learning response to sustainability in organisations, institutions and their actors
  37. 37. Drivers and opportunities Wider context o Socio-economic and ecolgical conditions characterised by fluidity, complexity and unsustainability o Rising public interest/concern Economic and employment context o Low carbon economy o Students want to work for ethical employers Policy and mandate o Professional requirements o National mandate from HE funding councils Institutional advantage o Student demand o Corporate social responsibility and + SD links o Financial savings o Marketing and recruitment advantage Education and quality o Rising interest in quality education and sustainability •
  38. 38. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2010 (n=5654) 2011 (n=1514) 2012 (n=4009) 2013 (n=3019) 2010 (n=5622) 2011 (n=1518) 2012 (n=3991) 2013 (n=2998) 2010 (n=5620) 2011 (n=1516) 2012 (n=3963) 2013 (n=2987) Sustainable development is something which universities should actively incorporate and promote Sustainable development is something which university courses should actively incorporate and promote Sustainable development is something which I would like to learn more about Agree Strongly agree NUS HEA surveys: A latent student interest in sustainability
  39. 39. 2 Sustainability education
  40. 40. 20% DISCOUNT: Type EARTHCAST into the voucher code box when ordering at ..about developing the kinds of education, teaching and learning that appear to be required IF… …we are concerned about ensuring social, economic and ecological wellbeing, now and into the future. It is relevant to four domains: the personal; the professional; the organisational (HEI); and the social or community levelvel Sustainability Education is…
  41. 41. Sustainability education is not… • a separate subject or discipline (ideally) • only relevant to a few subject areas • separate from and unrelated to other HE agendas such as employability, enterprise and internationalisation • just about ‘the environment’ • a passing fad
  42. 42. ESD can ‘colour’ all areas.... • Curriculum • Hidden curriculum and learning environments • Most (all) disciplines • Interdisciplinarity • Pedagogy • Research-teaching linkages • Student engagement • Campus operation and management • Procurement • Community links • Institutional governance • Corporate policy and plans
  43. 43. Benefits to students and Faculty • Student interest and motivation • Student recruitment • Relevance • Community links • Quality agenda • Sustainability performance • Employability • Employers’ views
  44. 44. A different way of looking at education? Possible characteristics • Importance of context • Holistic approaches to knowledge • Interdisciplinarity across most subjects • Critical thinking and systemic thinking valued • Value explicitness and ethical concerns • Real world issues • Futures oriented • Participatory learning approaches • Place based learning and experiential learning • Reflexive learning • Action research • Local and global citizenship • Collective (social) learning as well as individual • Transformative learning valued
  45. 45. Shifts with regard to curriculum and pedagogy FROM: • Curriculum as top-down ‘product’ • Fixed knowledge • Disciplinarity • Abstract knowledge • Teaching/instruction • Few learning styles • Passive learning TOWARDS: • Curriculum as experience/situated learning • Provisional knowledge • Inter- and transdisciplinarity • Real world knowledge • Participative learning • Multiple learning styles • Reflective/active learning
  46. 46. • Role plays and simulations • Group discussions • Stimulus activities • Debates • Learning journals • Critical incidents • Case Studies • Reflexive accounts • Personal Development Planning (PDP) • Critical reading and writing • Problem based learning • Fieldwork • Futures visioning • Worldview and values research • Action research and cooperative inquiry ) Sustainability and pedagogy
  47. 47. 3 Whole institutional change and Plymouth's experience
  48. 48. Towards holistic change - the 4C model
  49. 49. Plymouth University Strategy 2012-2020 ‘We aim to: - differentiate our academic offer by ensuring issues and principles of sustainability permeate and inform our teaching and learning programmes, enabling students to engage positively with sustainability issues affecting their personal and professional lives in a rapidly changing world.’ - Ambition 4: Achieving Resilience, Sustainability and Effectiveness
  50. 50. Towards sustainable institutions FROM: TOWARDS: Incoherence and fragmentation Large scale Little connectivity (silos) Closed community Teaching organisation Microcosm of unsustainable society Human scale High connectivity Open community Learning organisation Systemic coherence and synergy Microcosm of sustainable society?
  51. 51. CSF’s nine project areas supporting change • Curriculum innovation, support and advice • Student engagement • Learning spaces and campus • Resource development • Communication and marketing • Research • Networking and facilitation • Whole institutional change (including monitoring and evaluation) • External impact, profile and observation
  52. 52. Possible curriculum responses • Minor modifications • ESD in PDP • New “podules” • New modules • New programmes • Generic or common modules • Cross-disciplinary and extra-curricular events • Dissertations, projects and work place learning placements • SD infusion in assessment
  53. 53. 4 Embedding sustainability – approaches and examples
  54. 54. Plymouth Business School aims • To ensure students are given every opportunity to explore issues of sustainability throughout the curricula in the PBS. • To support and drive the visible presence of the PBS as a centre of excellence in study and research for sustainability in the business world. • To become an authoritative voice on the impact of sustainable strategies on the business community in the UK and through contacts with other universities on a wider international stage. • To consider the need for a flagship programme relating to sustainability in business. • To work closely with other partners throughout the university to enhance the position of the university as a sustainable organisation
  55. 55. Universities 2013-14 Anglia Ruskin University - Connecting up experiences of sustainability University of Chichester - Embedding Sustainability in the Curriculum De Montfort University - Green citizens for the real world University of East Anglia - Greening Tomorrow’s Leaders across disciplines University of South Wales - Embedding Sustainable Development University of Kent - ‘4C’ing the Future: an inclusive approach to sustainability University College London - Unlocking the Potential Nottingham Trent University - Food for Thought University College Plymouth, St Mark and St John - Sustainability and Identity University of the Arts, London - 'Lightening the Load': sustainability through Fashion Education
  56. 56. Support mechanisms and positive steps •University sustainability strategy •ESD explicit in teaching and learning strategy •Overall ESD curriculum lead •Academic guidance or framework for ESD •ESD curriculum audit •ESD champions in departments and faculties •Student engagement • Inclusion of ESD in faculty policies and plans • Senior management support • Funding and staff rewards • Induction courses for staff and students • Continuing professional development • Resource provision • Cross-university fora and communication • Research change processes
  57. 57. The Future Fit Framework An introductory guide to teaching and learning for sustainability in HE - Higher Education Academy, 2012
  58. 58. Other CSF outputs
  59. 59. 5 What next?
  60. 60. Reorienting policies and programmes Context – do its boundaries of concern embrace the wider context of sustainability and futures? Congruence – is it sufficiently grounded in real world issues and concerns? Culture – is it sufficiently attuned to the culture in which it is located, and to the existing values, understanding and needs of the learners? Criticality – does it examine and weigh assumptions and values in relation to building a more sustainable future? Commitment – does it engage with the ethical dimensions of issues, towards an ethos of critical commitment and care? Contribution – will the learning outcomes and outputs make a positive (or negative) difference to sustainable development?
  61. 61.
  62. 62. Learning to learn for sustainability in higher education: making a difference Professor Daniella Tilbury, University Director (Sustainability), University of Gloucestershire and Chair, UNESCO Expert Group on UN Decade in Education for Sustainable Development
  63. 63. Panel Q&A Ros Wade Jane Davidson Professor Stephen Sterling Professor Daniella Tilbury
  64. 64. Providing an efficient, flexible, healthy and environmentally friendly solution to travel for the future Harry Scrope, Managing Director, Brompton Dock
  65. 65. Refreshments, networking, exhibition and poster gallery Mezzanine floor
  66. 66. Welcome Back Conrad Benefield, Founder, Benefield Consulting
  67. 67. Making a Green Impact through ESD Jo Kemp National Union of Students
  68. 68. • What our students want • Student-led ESD initiatives from across the UK • Supporting our students through an ESD-rich education?
  69. 69. Describe your students in 3 words…
  70. 70. What our students want Attitudes and skills for sustainable development
  71. 71. Why does NUS care about ESD? “It is worth noting that the destruction of the planet is not the work of ignorant people. Rather it is largely the results of work by people with BAs, BScs, LLBs, MBAs, and PhDs…Education can equip people to be more effective vandals of the earth. If one listens carefully, it may even be possible to hear the Creation groan every year in late May when another batch of smart, degree-holding, but ecologically illiterate, Homo sapiens who are eager to succeed are launched into the biosphere” David Orr
  72. 72. The student voice matters…and they’re saying sustainability is important… + =
  73. 73. Employable conformist graduates OR Challenging activist graduates { { Part of the Problem Part of the Solution The student voice matters…and they’re saying sustainability is important…
  74. 74. Background to the research This research has been carried out over three years (2010/11, 2011/12 and 2012/13) against a backdrop of… • Over 1m unemployed young people (November 2011, 16-24 year olds) • Graduate full-time (FT) employment has fallen continuously between 2002 and 2010, from 57% of graduates in 2002 to 51%of graduates in 2010 • Education for Sustainable Development is of increasing policy relevance through climate change and the ‘green economy’ • An increasing focus on the idea of ‘graduate attributes’ upon leaving higher education • Changing funding landscape within higher education including increase in maximum fees to £9000 in 2012
  75. 75. Methodology Methodology Desk review Online survey 2010/11 Existing research on attitudes, skills and relevant policy 5763 1st year students 2011/12 Update since 2010 review 1552 1st year students 1641 2nd year students 2012/13 Update since 2011 review 4099 1st year students 2657 3rd year students
  76. 76. Skills for sustainability Adapt to new situations Analyse using many subjects Plan for the long term as well as the short term Understand people’s relationship to nature Act as a responsible citizen locally & globally Use resources efficiently Consider the ethical issues of your subject Think of the whole system and the links when considering new ideas
  77. 77. ESD is in demand and continues to be seen as a core agenda for universities First years tracker Q.46: To what extent, if at all, would you say that you personally agree with the following statements?
  78. 78. Willingness to sacrifice £1000 from salary for an employer with a strong SD record increases throughout university career 2010 cohort tracker Q.40: We are interested in your prioritisation of social and environmental aspects into the future. For the following pairings, please select which option you think that you would choose in the future.
  79. 79. Existing understanding – definitions of sustainable development are linked to Brundtland definition but with an environmental focus First years 2010 Second years 2011 Third years 2012
  80. 80. Importance of skills for sustainable development • Core skills for sustainability are both relevant to their course and important for graduates in their field. • The skills surrounding nature and ethics are consistently ranked lower than the more ‘generic’ skills throughout the research. • Respondents report practising skills all of the time or most of time in general, however these is room for improvement particularly surrounding the overtly SD skills.
  81. 81. Preference for a reframing of curriculum content rather than additional material 2010 cohort tracker Q.43 Thinking of your course only, if a policy were passed to include social and environmental skills within all university / college courses, what do you think the most relevant way of including social and environmental skills within your own course would be?
  82. 82. Skills around adaptability, planning and problem solving ranked as more important for graduates than explicitly environmental or social skills when looking across the suite of sustainability skills 2010 cohort tracker Q.27: How important do you think the following skills are to your future employers?
  83. 83. Communication and ‘people skills’ seen as most highly valued by employers 2010 cohort tracker – not asked in 2010 Q.28: How important do you think the following skills are to your future employers when compared against each other? Where 1 is most important.
  84. 84. Overarching findings • ESD stakeholders need to work in partnership, and holistically to embed and institutionalise sustainability at all levels within their organisations, and beyond; • Use these partnerships to develop both formal and informal curriculum opportunities for engagement with sustainability; • Take advantage of research opportunities, for example the National Student Survey, to develop further understanding of changes and developments in student needs and desires around sustainability; • Develop and share resources on teaching and learning to inform best practice across the curriculum and disciplines.
  85. 85. Describe your students in 3 words…
  86. 86. And what are the barriers to engaging your students in sustainability? Social pressures? Lack of knowledge? It’s not my problem? Finance? Senior Management? Lack of support? Lack of confidence?
  87. 87. And what are the barriers to engaging your institution in ESD? Research pressures and silo working? Lack of knowledge or skills? It’s not my problem? Finance? Senior Management? Lack of support? Lack of confidence and understanding?
  88. 88. NUS’ practical work on ESD
  89. 89. Three key areas of work Community Institutions Students’ Unions Students leave tertiary education as part of the solution, rather than part of the problem
  90. 90. In each of these areas we aim to include… Curriculum StaffStudents
  91. 91. What is already being done? Learning for Sustainability Scotland Greener Jobs Alliance HEA ESD advisory group Green Impact Students Unions Excellence Course reps training on ESD Student Led Teaching Awards Student Switch Off Live Greener - Wales Student Eats Students’ Green Fund
  92. 92. What does this look like in practice? Enable Exemplify Engage Encourage Change
  93. 93. Engaging through fun and collaboration
  94. 94. Enabling action and instant results
  95. 95. Working within and across institutions and communities…
  96. 96. • It encourages action through positive communications • It enables students to create change through giving them simple and easy to follow actions and roles • It engages through competition and rewards and giving autonomy of actions and plans • It exemplifies what can be achieved through peer to peer support and national networks Green Impact embedding ESD
  97. 97. • Manchester Metropolitan University • Academic Tab • Anglia Ruskin University • Green Impact Enterprise • ESD Business School analysis workbook • Green Impact Excellence • Top-level buy in possibilities Green Impact embedding ESD
  98. 98. New Green Impact Opportunities… • Off Campus work • Student Homes • USA and Australasia • Partnership working across the sector • Mentoring programme • FE and HE partnerships • Transforming Green Impact students into ‘political’ students
  99. 99. The new ESD Kite Mark • Developing a plan based on… • Unfavourable political landscape • ESD is in pockets not widely thriving • A badge of honour for institutions to enable whole organisation buy-in and legitimacy • 50 practical ideas around ESD • From graduate attributes to course reps training • FE and HE - sustainability and mission groups • From behaviours to systematic approaches - to mainstream ESD
  100. 100. The one stakeholder group who can demand work on ESD? Students - the new co-creators of the curriculum
  101. 101. How are you tackling ESD on campus?
  102. 102. Jo Kemp
  103. 103. Making a Green Impact through ESD 105 13 June 2014 Ash Tierney, PhD student, ESD intern/ officer Chris Willmore, University Academic Director of Undergraduate Studies BristolESDGoogle: ESD+at+Bristol
  104. 104. Language 106 13 June 2014 UBU KEY APPROACHES • Student led • Partnership focussed • Utilising existing systems and processes • Open access resources
  105. 105. Anew kind of student learning journey: discovering your voice Bristol Student Green Fund Skills Mapping: What can YOU say? Enablers not prescribers: personal reconciliations • Self efficacy • Adaptive capacity  evidence based thinking  Ability to handle risk, uncertainty • Holistic /integrative thinking • Personal ethical code • Vision, motivation and resourcefulness • Future thinking • Interdisciplinarity • Critical thinking • Social / collaborative thinkers • Making a difference • Creative solutions • Innovation • Empowerment • Self belief • Partnership • Empathy
  106. 106. 108 Holistic Experience Skills for Lived lives
  107. 107. 109 WHY STUDENT LED? Changing students: students being the change Voice and power • Student voice around sustainability getting louder • Creators of demand • Impact of mobilising large numbers Creativity • Don’t know what’s impossible • Get through doors others can’t • New perspectives • Direct action • Don’t suffer our silos and blinkers (yet) Better outcomes • Improves learning • Creates community • Co-creation of learning • Holistic opportunities • Door to new pedagogies
  108. 108. 110 13 June 2014 • Equipping students to make a difference • Allowing students to be creative • Finding the links: between disciplines and between students and community • De-centring us – putting the community and students at the centre: what do they want to change? Changing students: students being the change MY Norms Cultural Norms Habits Practices
  109. 109. Project Overview UBU Get Green Learn •Empowering students to become change makers in their curriculum. Act •Developing positive environmental behaviours for waste, energy, and water. Engage •Giving opportunities for students to volunteer, gain employability skills, and contribute to the community. Create •Supporting students with funding, resources, and staff assistance in making their own green ideas a reality. Twitter: @UBUbristol |
  110. 110. Formal curriculum task: design and deliver a health project Taken up by Student activism Used by students staff and community Embedded in estates provision – at student request Learning outcomes of designing health impacts achieved • Students identified and delivered opportunities for change on the ground • Linked formal, informal and subliminal curriculum to achieve direct community impact. 112 Farmers Market: theory to practice
  111. 111. 113 Driven by user need / demand Rapid reaction to ideas Flexible Culture of experimentation Open – share everything Don’t write - ACT Getting new people to map into the zeitgeist External stakeholder demand for visibility Needs culture change to ensure whole institution not pockets Network leadership  Network Team not Committees  Governance not government  Derived from institutional & city zeitgeist  Organic  Uses countercultural nature of Sustainability  Shared ethos  Light touch reporting direct to leadership Students Estates Networked Community
  112. 112. Formal curriculum: • Created open resources wiki • Baseline Monitoring • Student created materials for staff and students - posters, videos and materials • Consultancy support to schools Curriculum development support • Surveys staff and students • CPD events for staff • Student judged Green Apple Award funding staff and student curriculum projects • Embedded in Quality Assurance Process – with student analysis 114 Informal Curriculum: • Embedded in Bristol Plus Award – student designed materials • Student run Staff Sustainability Network • Project and intern brokerage – Dissertations for Good • UBU Get Green - 800 Students involved • Student activism – Food cycle, Bristol Big Give, Food co-op, allotments, Earth Hour, Upcycling, Volunteering etc etc • BUST – 1/3 of all students • Annual Bristol Futures Forum conference bringing city leaders and experts together • City- wide Green Impact plan So what have students done?
  113. 113. Act • Encouraging positive behaviour change for energy, waste, and water through programmes including: • Student Switch Off • Intensive waste and energy pilot programme • 20 Steps Campaign • Bristol Big Give Twitter: @UBUbristol |
  114. 114. Celebrate Fun 116 13 June 2014 Give Ownership
  115. 115. • Work together • Create joint opportunities • Share resources • Celebrate good practice • Explain win:win • ‘Unteach” ourselves • Walk the talk • Value radical creativity • Create sustainability that will work • Trust students rather than creating silos • ….. Help students see they CAN create the world they want Challenge: We arrive creative – are we more or less creative by the end of year 1? Year 2 social science student How can we create the future? Google ESD+at+Bristol with ideas suggestions or simply to take materials! BristolESD
  116. 116. Education for Sustainable Development in FE Esin Esat AOC Sustainability Portfolio Group Vice Chair Director of Sustainability Bedford College
  117. 117. Presentation Outline  Sustainability in FE  Examples from Bedford College  The future of ESD in FE
  118. 118. Sustainable Development Environment Economy Society
  119. 119. Global Concerns Diminishing fossil fuel supplies Rising fuel costs Environmental impact of fossil fuels Potential impact on economy & society Limited Natural Resources (materials, food, water) Growing Population Inappropriate use of resources (land, materials, water, food crops, human capacity) Food & water shortages Deteriorating soil quality Flooding, rising sea-levels Climate change Wars!
  120. 120. Soil Erosion Food Miles Food Production Biodiversity Pollution Draught Water Supplies Carbon Footprint Water Quality Air Quality Resource Depletion Fuel Poverty Food Supplies Health & Well-being Education Housing Population Growth Mobility Fuel Security Energy CostsSkills Jobs Transport Costs
  121. 121. Framework for Sustainable Development Organisational CapacityLeadership Learning Partnerships Overarching Vision A learning and skills sector which maximises and mainstreams environmental, economic and social sustainability
  122. 122. Media Construction Building Services Engineering Research Estates a Learning Resource
  123. 123. Year 2008/09 2009/10 2010/11 2011/12 Usage (kWh) Usage (kWh) Usage (kWh) Usage (kWh) Aug 137,288 147,613 160,582 146,631 Sep 187,839 211,598 200,252 183,125 Oct 216,738 239,792 225,222 204,979 Nov 232,476 256,569 277,107 241,701 Dec 194,408 248,622 258,035 220,216 Jan 237,568 298,525 259,626 255,282 Feb 218,519 263,016 225,917 248,645 Mar 252,506 289,367 258,283 248,966 Apr 204,347 208,056 168,235 194,222 May 202,661 221,566 204,290 229,149 Jun 201,996 201,732 180,936 180,177 Jul 174,870 185,545 148,376 0 0 0 0 0 Total 2,461,216 2,772,002 2,566,860 2,353,093 Year 2008/09 2009/10 2010/11 2011/12 Cost (£) Cost (£) Cost (£) Cost (£) Aug 15,122 12,974 10,647 10,698 Sep 21,270 18,914 13,427 13,495 Oct 24,486 21,359 17,130 18,820 Nov 26,421 27,124 21,368 22,475 Dec 22,645 21,202 19,720 20,202 Jan 26,353 25,387 19,962 23,575 Feb 24,460 22,247 17,339 22,892 Mar 28,813 24,827 20,228 23,071 Apr 22,717 17,667 12,846 15,794 May 22,886 18,896 15,634 18,712 Jun 22,922 16,901 13,845 13,999 Jul 19,438 12,174 11,309 0 0 0 0 0 Total 277,533 239,671 193,455 203,733 Year 2008/09 2009/10 2010/11 2011/12 Usage (kWh) 2,461,216 2,772,002 2,566,860 2,353,093 Cost (£) 277,533 239,671 193,455 203,733 2,100,000 2,200,000 2,300,000 2,400,000 2,500,000 2,600,000 2,700,000 2,800,000 2008/09 2009/10 2010/11 2011/12 EnergyConsumption (kWh) Shuttleworth College, Main Site & Cauldwell House 0 50,000 100,000 150,000 200,000 250,000 300,000 2008/09 2009/10 2010/11 2011/12 EnergyCosts (£) Shuttleworth College, Main Site & Cauldwell House Maths Computing Business Studies Accountancy Estates a Learning Resource
  124. 124. Community a Learning Resource Working on a large cedar damaged by heavy snow in the grounds of Flitwick Manor (Arboriculture) Restoration of a local historic building (Bricklaying) Creating a play area/sensory garden for Peter Pan Children’s Centre (L2 & L3 Horticulture) Designing and building a children’s garden for Edward Peake Middle School (L2 & L3 Horticulture) Low Carbon Retro-fit of social housing stock (FdSc Building Services & Construction) Research into the quality of Bedford’s environment (L3 Business Finance) Making a difference (Level 3 Holistic Therapy) Conservation of the Rainforest (L2 Carpentry and Joinery) Reducing our carbon footprint (Business & Administration)
  125. 125. Work Experience with the Sustainability Team
  126. 126. Annual Sustainability Days
  127. 127. Annual Sustainability Days
  128. 128. The future of ESD in FE  Staff & student engagement  Sustainability in the curriculum  External collaboration  Industry - Curriculum - Community links driving sustainable developments  Innovative curricula, e.g.  Eco-innovation awards  Circular economy enterprises
  129. 129. Eco-Innovation Awards
  130. 130. Bedford College Eco Innovation Awards Theme: Circular Economy GLH Presentation to Curriculum Managers May 2014 Planning with curriculum teams (Curriculum mapping) June 2014 Project & competition briefings for student groups October 2014 0.5 On-line sustainability primer 1.5 Projects in progress (planning, research, material sourcing, development, construction, testing) Oct ‘14-Jan ‘15 20 Ongoing dialogue with, and support for, curriculum teams Entries submitted to the Sustainability Team 31-Jan-15 Demonstrations, shortlisting, judging 28-Feb-15 2 Showcasing of entries. Awards ceremony Sustainability Day 04-Mar-15 6 TOTAL GLH 30
  131. 131.
  132. 132. SEMLEP Circular Economy Project Skills Developments Rural Economy Developments SME Developments
  133. 133. Any questions? Esin Esat 07891 640 097 01234 291 384
  134. 134. Panel Q&A Ann Finlayson Jo Kemp Aisling Tierney Chris Wilmore Esin Esat
  135. 135. United Nations Global Compact and Principles for Responsible Management Education, PRME What it is, why it’s valuable, how to register, and how to stay registered.
  136. 136. A public commitment Signing up to the UN Global Compact and/or PRME is the clearest way to demonstrate support for sustainable behaviour, responsible leadership and good business practice. That is increasingly expected by customers, students, regulators and staff, and is increasingly a part of reporting, audit and disclosure. GSE Research and Greenleaf Publishing and the online Sustainable Organization Library and Greenleaf Online Library collections are the world’s leading specialist resource in sustainability and CSR. GSE/Greenleaf work closely with the UN Global Compact, PRME and related bodies.
  137. 137. UNGC and PRME The UNGC was proposed by UN Secretary-General Kofi Annan at the World Economic Forum in Davos in 1999. With more than 12,000 corporate participants and other stakeholders globally, it is the world’s largest voluntary corporate responsibility initiative. PRME was developed in 2007 by an international task force of deans and university presidents of leading business schools and academic institutions, following from a recommendation by academic stakeholders of the UN Global Compact. PRME currently has more than 540 signatories worldwide, including most of the world’s top-rated business schools.
  138. 138. UNGC – 10 principles in 4 areas • human rights (not be complicit in human rights abuses, support and respect human rights) • labour (not be complicit in forced labour or child labour, don’t discriminate at work, uphold the right to collective bargaining) • environment (promote environmental responsibility, encourage environmentally-friendly technologies, take precautions against environmental damage) • anti-corruption (don’t support corruption, extortion or bribery)
  139. 139. PRME – 6 principles • Purpose: to develop the capabilities of students to be future generators of sustainable value for business and society at large • Values: to incorporate into academic activities the values of global social responsibility • Method: to create educational frameworks that enable effective learning experiences for responsible leadership. • Research: to engage in research about the role, dynamics, and impact of corporations in the creation of sustainable social value. • Partnership: to work with business corporations to explore jointly effective approaches to meeting social and environmental challenges. • Dialogue: to facilitate debate among educators, students, business, government, and other stakeholders on issues related to social responsibility and sustainability.
  140. 140. How to sign up Signed letter from the company CEO/highest b-school executive (or equivalent), pledging to: • Integrate the principles into strategy; decision/policy-making; operations, curriculum and research • Communicate publically on how the principles have been addressed and implemented; the Communication on Progress, (COP; UNGC); the Sharing Information on Progress (SIP; PRME) • Advance the case for responsible business to peers, partners, suppliers, customers and other stakeholders Pay a (relatively small) annual subscription fee – UNGC $250 a year up to $50m turnover; $15,000 a year more than $5bn turnover. PRME $380 a year for an organization with less than $10m operating budget, to $1500 a year for one with more than $25m.
  141. 141. Benefits of being a signatory • enhanced brand value – people like to deal with responsible organizations • improved stakeholder relations • competitive differentiation; particularly not being ‘left behind’ • ease of supplier relationships with other UNGC/PRME organizations – like ISO 9000, it removes the need to audit and verify supply chains • a recognized and globally agreed policy framework to implement CSR • sharing and learning from best and emergent practice • access to networks and resources, national and global • connection with local and international NGOs, pressure groups and civil society members • staff motivation, and positioning for talent recruitment and retention
  142. 142. How to stay registered At the basic level, submit an annual COP or SIP report, consisting of: • Statement by the CEO/senior executive expressing continuing support • Description of practical actions taken or intended • Measures of outcome; how performance targets were set and met, qualitative or quantitative • The COP/SIP should be shared with stakeholders, via website, annual report, etc. • The COP/SIP, and an organization’s CSR position more generally, can be used for marketing and positioning.
  143. 143. You can get de-listed! • About 3000 UNGC members have been placed on ‘warning’ or had registration withdrawn, for not participating (not submitting a COP on time) • PRME members are red-flagged if they are ‘non- communicating’ • In 2012, global investors from 12 countries managing over $3tn of assets, asked 29 large UNGC members to start producing progress reports • CSR reporting and compliance is increasingly expected by national reporting regulations • Take it seriously, and don’t do greenwash/bluewash! • De-listing clearly negates all the business and reputational benefits above.
  144. 144. Not nice to do – must-do • With further regulatory and compliance pressure on sustainability reporting, this is not an issue which is going to go away. • Both EFMD EQUIS and AACSB accreditation demand a commitment to sustainability and responsibility • The GSE/Greenleaf Sustainable Organization Library (SOL) and Greenleaf Online Library (GOL) collections are designed to support UNGC and PRME registration and maintenance • We are proud to be members of the UNGC, and to work in partnership with PRME and UNGC: – Inspirational Guide to the Implementation of PRME I, II and UK/Ireland (Forthcoming) – Raising the Bar and Learning to Talk were the first dedicated books on the aims of the UNGC
  145. 145. Some of our customers
  146. 146. Contacts Sales and enquiries email: SOL Landing page: UNGC: PRME: GSE homepage: Greenleaf homepage: John Peters