The document summarizes the results of Work Package 2 which identified good practices related to education for sustainable development from questionnaire responses and national reports. It presents 42 good practices analyzed from 17 countries and groups them into four areas: teaching, institutional activities, policies, and practical activities. For each area, it provides examples of emerging good practices and evaluates the practices based on their relevance and potential for spreading. The most highly evaluated practices focused on integrating sustainability across disciplines, developing study programs incorporating sustainable development, and hands-on student activities.

1. I.S.L.E Erasmus Network Exploitation Seminar
23th – 28th April 2012,
Harper Adams Unversity College, UK
WP 3 - IDENTIFYING SUSTAINABLE AND USER-
FRIENDLY GOOD PRACTICES
GOOD PRACTICES EVALUATION
AND GOOD PRACTICES COMPENDIUM
Emilio Chiodo
University of Teramo

2. Contents of the Compendium
• CHAPTER 1 - INTRODUCTION
• CHAPTER 2 - WP2 RESULTS
– 2.1 WP2 OBJECTIVES AND RESULTS PRESENTATION
– 2.2 SWOT ANALYSIS OF THE WP2 ANSWERS
– 2.3 GOOD PRACTICES AND PRACTICAL ACTIVITIES EMERGING FROM THE
QUESTIONNAIRES ANSWERS
– 2.4 COMMENTS ON GOOD PRACTICES EMERGING FROM THE NATIONAL REPORTS
• CHAPTER 3 - METHODOLOGY
– 3.1 THE METHODOLOGICAL APPROACH
– 3.4 THE PROCESS OF SELECTION OF GOOD PRACTICES
• CHAPTER 4 - PRESENTATION OF THE CASE STUDIES
– 4.1 POLICIES
– 4.2 INSTITUTIONAL ACTIVITIES
– 4.3 TEACHING
– 4.4 PRACTICAL ACTIVITIES
• CHAPTER 5 - CASE STUDIES FORMS
• CHAPTER 6 - COMMENTS AND CONCLUSIONS
• REFERENCES
• ANNEX 1 – LIST OF GOOD PRACTICES (BRIEF SUMMARY)

3. The collected good practices
SYNTHESIS PER COUNTRY
Analysed Proposed Selection
Netherland 6 4
France 5 4
Portugal 5 4
Italy 4 4
Germany 3 2
Sweden 3 2
UK 2 2+1
Greece 2 1
Slovakia 2 1
Bulgaria 2 1
Malta 1 1
Hungary 1 1
Estonia 1 1
Czech Republic 1 1
Poland 1 1
Austria 1 1
Norway 1 1
Romania 1 0
TOTAL 42 33 (+1)

4. The collected good practices
SYNTHESIS PER AREA
Analysed Proposed %
Selection
Teaching 20 13 62
Institutional 15 10 66
Policies 5 4 80
Practical activities 12 6 50

5. Areas of interest: teaching
• Integration of SD in disciplinary lessons
• It concerns about sustainability should be integrated with knowledge that
any teacher gives his students in the discipline is concerned
• Module about SD definition and concepts
• Specific instruction on the definition and concepts of sustainable
development
• Holistic teaching in relation to sustainable development activities
• It deals with lessons to acquire working methods and skills clearly related
to the professionalization of students
• Promotion of a SD mindset
• activities or networks to develop a mindset and a way of cooperation
compatible with sustainable development
• Framework for teaching SD - institutional and international level
• It deals with structures for achieving sustainable development training
• Framework for teaching SD - study program level
• It deals with initiatives to design study programs at Bc, MSc, PhD.. levels,
for achieving SD training and awarding degrees with clear link to SD

6. Areas of interest: practical activities
• “non-formal” (planned activities that are not explicitly designated as
formal learning, but which contain an important learning element)
• “in-formal” or experiential learning (learning about SD as a result of daily
life activities) that involves HE students or is promoted by HE
institutions.
• To show the ability of applying theoretical knowledge gained at the
university into practice – i.e. student involvement in protected areas or
urban gardens management, rural and traditional villages management,
and sustainable agriculture.
• Although some of the case studies refer to practical training of students
as a compulsory element of their formal education, the aims are
targeted at a diverse scope of daily life activities.
• The published examples of good practices have been selected
according to their compliance with the aims set and their larger scale
applicability.

7. Areas of interest: policies
• Good Practices that are concerned with the creation of the institutional
framework for HESD at National or Regional Authorities level with the
objective of facilitating and strengthening education for SD
• Building an institutional framework is very important to overcome a
phase constituted by ESD experiences at the level of single institutions,
to build an education system in his majority oriented to SD.
• Different approaches can be described either as:
• a compulsory approach (i.e. evaluation system of the HE
institutions, conditioning accreditation or funding of these
institutions)
• a non-prescriptive and enabling approach (supply services to HE
institutions, to communicate and encourage widespread adoption of
good practices, to assign awards and special funding to integrate
SD in the education system.
• Bottom-up or a top-down approaches

8. Areas of interest: institutional activities
• Good Practices that concern the management and other non teaching
activities of the Higher Education institutions directed to SD; in this area
we included initiatives like Sustainable Campus, Sustainable Food
Procurement, SD education activities for the administrative staff,
Environmental and CSR certifications.
• The cases presented after these comments are some innovative ways
how certain higher education institutions are addressing the issue of
sustainability.
• These cases can serve as useful tools to institutions involved in
education and environmental issues to re-orient their activities to
respond to the environmental and development challenges.

9. The evaluation process
• Creation of 4 groups for the evaluation, one for
each area of interest (referees)
• Each group of referees based his evaluation on a 4
level scale:
– A: highly relevant and interesting practice, absolutely
worthy of spreading,
– B: highly relevant and interesting practice, worthy of
spreading following some improve,
– C: quite relevant and interesting, still worthy of spreading
– to be inserted if possible,
– D: less relevant or interesting, or a local version of an
international network without any particular added value.

10. The evaluation results: teaching
Title Country (Main) Category Evaluation Comments
ACRU Slovakia Promotion of SD mindset A Explains concretely (and completely) how to
create synergies and a framework for teaching
SD in a University network
Agroecology Basics Sweden Integration of SD in C,B The topic is well chosen but the text could be
disciplinary lessons less general
B and M Ecological Germany Framework for teaching B,A Description of a complete system of training
Agriculture SD - Study program level directly dealing with SD
Green Pedagogy Austria Framework for teaching A, A An original example of pedagogy
SD – Institutional level
CULS Prague Czech Republic Framework for teaching B, B The topic is well chosen. After the global
SD – institutional level description of the importance of SD in the
activities of the university, the text could make
a focus on specific subject relative to to SD.
ELAN III Germany Module about SD A,A A classic (but very good) example of good
definition and concepts practice relative to longdistance learning and to
individualized training and also to SD
definition and concepts.
Faculty of Ecology and Bulgaria Framework for teaching B, C The topic is well chosen but the text could
Landscape Architecture SD - institutional level make a focus more precisely on examples
showing how SD topics are teached by the
teachers of the faculty.
GIZ Initiative Germany Framework for teaching B,B A good example. But may be it could be
SD – institutional and described in an other chapter of the
international level compendium.
International module The Netherlands Integration of SD in B, B The international approach is interesting but the
disciplinary lessons topic is very specific to the environmental
pillar.

11. The evaluation results: teaching
Title Country (Main) Category Evalua Comments
tion
Management of pests, Sweden Integration of SD in B,B The social role of the University is well described but
diseases and weeds disciplinary lessons the link with SD teaching is not very detailed
Msc in Agriculture, AE and Poland Framework for teaching A, B Good example of the conception of a whole diploma
Renewable Energy SD – study program level based upon a holistic approach
Master Culture of Italy Framework for teaching B, B May be 2 different subjects : Alma mater foundation
Innovation and SD SD –study program level and the description of the Master (in innovation).
Both are interesting but may be it is important to
choose what is the main subject of the paper.
Master Program SUD Sweden Framework for teaching A, B Specific diploma on an interesting topic. But il could
SD – study program level be more detailed.
Master Program Eenv. Prot. Romania Framework for teaching C, B It could be more detailed
In Agr. SD – study program level
Oportunities to recover En. Portugal Holistic teaching in A, A Classic but good example of project pedagogy
From Org. Materials relation to SD activities
Pangea Cult. And Env. Hungary Promotion of a SD B, A Interesting approach about students activities (but it
Assoc. mindset could be more detailed).
Talveakadeemia Estonia Promotion of a SD A,A Original and interesting approach about students
mindset activities
Teaching in SD at the Norv. Norway Framework for teaching B, B The text could be more detailed
Univ. of Life Sc. SD – institutional level
Tropical Value Chain The Netherlands Holistic teaching in A,A Very interesting multidisciplinary (including
Management relation to SD activities Economics) and vocational aproach .
The place of the tutored France Holistic teaching in A
project in ..//.. treatment relation to SD activities

12. The evaluation results: institutional act.
Title Country Evaluation Comments
The accreditation document in France : a tool for measuring the France A Selected also in Policies
efficiency and the quality of studies in higher education system
The Association of the Carpathian Region Universities (ACRU) is an Slovakia C Selected also in Teaching
integrated network of higher education institutions.
B and M Ecological Agriculture University of Kassel, faculty of Germany B Analysed but not selected in Teaching
organic agricultural sciences. The main focus of the study is to impart
extensive expert knowledge, which is an
essential pre-requisite of sustainable
agriculture with regard to different agro-
ecological and economical conditions.
Botanical Gardens, Special Places to Involve Special People Portugal B
CIRPS (Interuniversity Research Centre on Sustainable Italy A
Development)
Czech University of Life Sciences Prague (CULS) Czech Republic C Selected also in Teaching
Organization for sustainable Higher Education in The Netherlands Netherlands A Selected also in Policies
(DHO)/ AISHE tool
Skills training of teaching staff in dealing with ethical sustainability Netherlands B
dilemma’s
Implementation of Institutional Sustainable Development Policy to UK A
Develop a “Sustainable campus”.
Production of Institutional Policy on Sustainable Development UK A Selected also in policies
Warsaw University of Life Sciences-SGGW (WULS-SGGW) Poland B Selected also in Teaching
Faculty of Agriculture and Biology
OPERA - European Observatory on PEsticide and Risk Analysis Italy A
Sustainability Memorandum and Implementation process for Netherlands B+
Wageningen University and Research Centre (WUR)
Città Studi – Campus Sostenibile Italy B+
Specific Universities Policies on Sustainable Development France A

13. The evaluation results: policies
Title Country Evaluati Comments
on
France B Describe the whole system of University
The accreditation document in France : a
accreditation in France. Very interesting,
tool for measuring the efficiency and the
but is not clear how much is the
quality of studies in higher education
importance of SD in the criteria
system
France B Describe the whole system of policies for
SD in France ; very interesting but not
SD Institution and Policies strictly related to education
France A Describe the whole system of policies for
integrate SD in the HE system in France
SD Policies in Higher Education
Organization for sustainable Higher A Very interesting and innovative, but it
Education in The Netherlands (DHO)/ could be more detailed.
AISHE tool Netherlands
A Describe the activity of the HEFCE (Higher
Education Funding Council for England)
and the SD Strategy of Harper Adams
College : may be the two parts can be
divided : the first one – that
can be better detailed – in policies and
Production of Institutional Policy on United the second one in Institutional Activities
Sustainable Development Kingdom

14. The evaluation results: practical act.
Country Good practice Grade Comments
(A-D)
Bulgaria “Sunny Garden” organic farm A A well written case description of a very useful initiation that is possible to
Agricultural University – Plovdiv adopt in other countries as well. Absolutely worthy of selection.
Greece Arcturos environmental centre C A 20-year-old initiation aimed at certain aspects of nature conservation,
environmental education and community cohesion. Locally important, might
be selected, but I feel the next one (HWH/EKPAZ) stronger in its type.
Greece Hellenic Wildlife Hospital (EKPAZ) A A large wildlife rehabilitation center going back to almost 30 years of
operation. Important targets both in terms of professional achievements
(wildlife protection) and public activities (volunteering, environmental
education). Not really a unique case, but its strengths make it worthy of
selection.
Hungary Pangea Cultural and Environmental A This example shows how an NGO with a strong university background can
Association offer a wide range of environmental and cultural activities performed in a
very challenging way involving students and teachers of courses related to
environmental sciences and other people of various age groups. Its
complexity is shown by the diversity of the organised courses and camps with
aims from nature restoration works to teachers’ trainings, public education
and scientific research. Proposed for selection, possibly after some
improvement of the case description.
Malta Nature Trust (Malta) Wied Ghollieqa B A good example of complex restoration in a degraded valley system
Nature Reserve involving various activities (Waste management, reforestation, soil
protection, water retention, environmental education). After providing some
more details, this case can be suitable to demonstrate how to facilitate
successfully the conversion of disturbed areas into natural habitats.
Portugal AlumnISA, Associação de Estudantes do A This is an excellent and well outlined example of creating a sustainable
Instituto Superior de Agronomia cultural event with a considerable public involvement.
(AEISA), Although the implementation of the project has not yet been finished, its
Instituto Superior de Agronomia (ISA), achievements should be monitored.
Creation of a sustainable village – The However, the case description itself definitely needs some improvement –
"Tapadastock". e.g. points of the Thematic Focus has been merely copied from the headers.

15. The evaluation results: practical act.
Country Good practice Grade Comments
(A-D)
Portugal Instituto Superior de Agronomia (ISA). C It is an interesting initiation, with a strong networking background. However,
Opportunities to recover energy from from the case description it does not appear (for me at least) how unique,
Organic Materials (BioenergISA) innovative or widely applicable it is.
Portugal Charity project (SolidarISA) A A very good initiation with relevant aims – both from technical (agricultural)
and societal aspects – and properly organized background. Therefore I
strongly propose this case to be selected for publication.
Slovak Friends of the Earth D The local group of a global environmental federation. Focuses on energy and
Republic climate issues being therefore relevant to SD, but giving little added value in
terms of specificity
The AOC Van Hall Zonneboot Participation C This project focuses on cooperation of students from different education
Netherlands Dutch Solar Boat Challenge levels in preparation for a solar boat race and during this media event. By
using solar energy, it is linked to the idea of sustainability, but not so closely
or in such a complex way as some the other projects. However, it is a unique
case that will make the compendium more colourful in case it becomes
selected.
In this case the points of Thematic Focus should be elaborated somewhat
The Tropical Value chain management ? This case appears to be an interesting initiation, but in my opinion it has
more.
Netherlands much more relevance in the teaching Area of Interest.

16. How to complete the work…
• Final selection of the Good Practices
• Complete the forms following the indications of the
referees (each author)
• Complete the missing paragraphs of the Good
Practices Compendium
• A process of review of the Compendium before the
publication

17. The proposed selection: teaching
Teaching in SD at the Norv. Univ. of Life Sc. Norway B, B
Green Pedagogy Austria A, A
CULS Prague Czech Republic B, B
Master Culture of Innovation and SD Italy B, B
Msc in Agriculture, AE and Renewable Energy Poland A, B
Master Program SUD Sweden A, B
Talveakadeemia Estonia A, A
ACRU Slovakia A
Opportunities to recover En. From Org. Materials Portugal A, A
The place of the tutored project in ..//.. treatment France A
Management of pests, diseases and weeds Sweden B,B
International module - Integrated Biodiversity Management Netherlands B, B
E – learning Academic Network – ELAN III – Introduction into Germany A, A
Sustainability

18. The proposed selection: institutional act.
B and M Ecological Agriculture University of Kassel, Germany B
faculty of organic agricultural sciences.
Botanical Gardens, Special Places to Involve Special People Portugal B
CIRPS (Interuniversity Research Centre on Sustainable Italy A
Development)
Skills training of teaching staff in dealing with ethical Netherlands B
sustainability dilemma’s
Implementation of Institutional Sustainable Development UK A
Policy to Develop a “Sustainable campus”.
Production of Institutional Policy on Sustainable UK A
Development*
OPERA - European Observatory on PEsticide and Risk Italy A
Analysis
Sustainability Memorandum and Implementation process Netherlands B+
for Wageningen University and Research Centre (WUR)
Città Studi – Campus Sostenibile Italy B+
Specific Universities Policies on Sustainable Development France A

19. The proposed selection: policies
The accreditation document in France : a France B
tool for measuring the efficiency and the
quality of studies in higher education
system
SD Policies in Higher Education France A
Organization for sustainable Higher A
Education in The Netherlands (DHO)/
AISHE tool Netherlands
Production of Institutional Policy on United A
Sustainable Development* Kingdom

20. The proposed selection: practical act.

21. Thank you!
Emilio Chiodo www.unite.it
Faculty of Agriculture
Department of Food Science
University of Teramo www.agriregionieuropa.it
Via Carlo R. Lerici, 1
64023 MOSCIANO S.ANGELO (TE)
www.groupedebruges.eu
ITALIA
Tel. +39 0861.266898
Fax +39 0861.266915
E.mail: echiodo@unite.it