The 2016 ProSPER.Net Leadership Programme was held in Labuan Island and Beaufort, Sabah, Malaysia. The Programme included workshops, plenary sessions, and fieldwork around the topics of local sustainable development challenges in the region. The main goals of the Programme were to identify local leadership opportunities for sustainable development and to link local and national sustainable development projects to the Sustainable Development Goals (SDGs), the Paris Climate Treaty, and the Sendai Framework on Disaster Risk Reduction.
A thematic keynote presentation on Leadership in Communicating Geography given at the IGU conference in Moscow, August 2015, involving EyeonEarth, GeoSkills, Geoforall, Smart City Learning, GeoCapabilities project as examples,
ENGAGING YOUTH THROUGH INTERNATIONAL NETWORK FOR EDUCATION, SUSTAINABLE DEVEL...4Ventures Legacy (4VL)
ZUL ILHAM ZULKIFLEE LUBES*, MOHD FADHLI RAHMAT FAKRI** & NIK MERIAM NIK SULAIMAN***
INTERNATIONAL CONFERENCE ON SUSTAINABILITY INITIATIVES (ICSI 2015)
UNIVERSITI TEKNOLOGI MALAYSIA, 24 AUGUST 2015
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
A thematic keynote presentation on Leadership in Communicating Geography given at the IGU conference in Moscow, August 2015, involving EyeonEarth, GeoSkills, Geoforall, Smart City Learning, GeoCapabilities project as examples,
ENGAGING YOUTH THROUGH INTERNATIONAL NETWORK FOR EDUCATION, SUSTAINABLE DEVEL...4Ventures Legacy (4VL)
ZUL ILHAM ZULKIFLEE LUBES*, MOHD FADHLI RAHMAT FAKRI** & NIK MERIAM NIK SULAIMAN***
INTERNATIONAL CONFERENCE ON SUSTAINABILITY INITIATIVES (ICSI 2015)
UNIVERSITI TEKNOLOGI MALAYSIA, 24 AUGUST 2015
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
My Keynote at Alta21, 1 Dec 2021 on Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract.
My presentation 1 December 2021 at ALTA’21 - “Advanced Learning Technologies and Applications. From Distance to Hybrid Learning
Learning Practices on /for timer on
Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
Need of reorienting school curriculum to integrate ESD and Active Citizenship...Dr. Geetika Saluja
A Study - Need of Reorienting School Curriculum to Integrate ESD and Active Citizenship
Rationale of the study
Considerable research shows that while the young people may demonstrate a high degree of environmental awareness, and positive environmental values, but they generally fail to reflect these perceptions and values in their actions, even at a shallow level.
ESD is a learning process based on the ideals and principles
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Synergising sustainability initiatives across a tertiay institution - worksh...Liz Sidiropoulos
This is a one hour workshop presented at the ACTS2011 conference in Adelaide. A variety of models and frameworks are used generate understanding of the barriers and drivers to build momentum for system (organisational) transformation towards sustainability. The workshop begins by encouraging participants to envision a sustainable campus. Current actions for sustainability across the key functional areas of research, teaching and learning, campus operations and community outreach are acknowledged and opportunities to build further momentum are identified. Finally, strategies are offered to synergise across these initiatives to achieve organisational transformation to sustainability. A case study of Harvard University is also provided to demonstrate how such a transformation can be achieved.
My Keynote at Alta21, 1 Dec 2021 on Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract.
My presentation 1 December 2021 at ALTA’21 - “Advanced Learning Technologies and Applications. From Distance to Hybrid Learning
Learning Practices on /for timer on
Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
Need of reorienting school curriculum to integrate ESD and Active Citizenship...Dr. Geetika Saluja
A Study - Need of Reorienting School Curriculum to Integrate ESD and Active Citizenship
Rationale of the study
Considerable research shows that while the young people may demonstrate a high degree of environmental awareness, and positive environmental values, but they generally fail to reflect these perceptions and values in their actions, even at a shallow level.
ESD is a learning process based on the ideals and principles
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Synergising sustainability initiatives across a tertiay institution - worksh...Liz Sidiropoulos
This is a one hour workshop presented at the ACTS2011 conference in Adelaide. A variety of models and frameworks are used generate understanding of the barriers and drivers to build momentum for system (organisational) transformation towards sustainability. The workshop begins by encouraging participants to envision a sustainable campus. Current actions for sustainability across the key functional areas of research, teaching and learning, campus operations and community outreach are acknowledged and opportunities to build further momentum are identified. Finally, strategies are offered to synergise across these initiatives to achieve organisational transformation to sustainability. A case study of Harvard University is also provided to demonstrate how such a transformation can be achieved.
Education For Sustainable Development London4 All of Us
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.
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
FACTORIA 4.7 - Ibero-American Platform On Education For Sustainable Development ESD UNU-IAS
FACTORIA 4.7 - Ibero-American Platform On Education For Sustainable Development
Samuel Fernández Diekert (RCE Basque Country - Navarre)
Europe Regional Meeting 2023
12-14 September 2023
Proyecto Boost - Promoting Environmental Education For Sustainability in the ...ESD UNU-IAS
Proyecto Boost - Promoting Environmental Education For Sustainability in the Basque Country
Mikel Ballesteros Garcia (Basque Department of Economic Development, Sustainability and Environment)
Europe Regional Meeting 2023
12-14 September 2023
The Role of the Human Dimension in Promoting Education for Sustainable Develo...ESD UNU-IAS
The Role of the Human Dimension in Promoting Education for Sustainable Development at the Regional Level
Jana Dlouha (RCE Czechia)
Europe Regional Meeting 2023
12-14 September 2023
How Can We Support Education Professionals in (Re)Designing Education for Sus...ESD UNU-IAS
How Can We Support Education Professionals in (Re)Designing Education for Sustainable Development?
Mr Menno Wierdsma (practor Sustainable Thinking and Acting at Firda)
Europe Regional Meeting 2023
12-14 September 2023
Monitoring and Evaluating Education for Sustainable DevelopmentESD UNU-IAS
Monitoring and Evaluating Education for Sustainable Development
Rehema White & Betsy King (RCE Scotland)
Europe Regional Meeting 2023
12-14 September 2023
Role of Youth in Climate Action: Creating a Multistakeholdership in JapanESD UNU-IAS
Role of Youth in Climate Action: Creating a Multistakeholdership in Japan
Mana Saza (Director, SWiTCH)
RCE Youth Webinar: Igniting Changes for a Sustainable World - Embracing Intersectionality in Sustainability and Local Community Actions
10 August 2023
Intersectional Approach to Uplift the VulnerableESD UNU-IAS
Intersectional Approach to Uplift the Vulnerable
Angel Marie Ysik (Philippines Campaigner, Environmental Justice Foundation)
RCE Youth Webinar: Igniting Changes for a Sustainable World - Embracing Intersectionality in Sustainability and Local Community Actions
10 August 2023
Stakeholder Identification in Net Zero InitiativesESD UNU-IAS
"Stakeholder Identification in Net Zero Initiatives", presented by Dr. Shengru Li and Mr. Jerome Silla (UNU-IAS) at the 2022 ProSPER.Net Leadership Programme, 5 December, 2022.
Zeroing MY Foodprint - Transitioning the Carbon Loop of Food Waste to Net ZeroESD UNU-IAS
Group Presentation - 2022 ProSPER.Net Leadership Programme
16 December, 2022
Zeroing MY Foodprint - Transitioning the Carbon Loop of Food Waste to Net Zero
Presented by:
Ajay Thapa
Truong Thao Sam
Rhadit Kurnia Asyuri
Alokita Jha
Arshia Fathima
Group Presentation - 2022 ProSPER.Net Leadership Programme
16 December, 2022
Towards Jakarta Net Zero by 2050
Presented by:
Arushi Verma
Emmy Rusadi
Janejira Limawiratchaphong
Lê Công Anh
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. Few question to start with…
1. Why SD? (Simon Sinek)
2. Is there a specific content/course/program to develop a leader/leadership for
SD?
3. If yes – is it process or the outcome?
4. What kind of program may produce/create/nurture leaders for SD?
5. Leading vs. managing for SD
6. Are leaders born or made?
Reflection 1
3. The journeys that shaped and moulded…
• A Kampong Boy grown up in poverty settlement area (FELDA) – A Showcase of
Sustainable Village
• Head of School, Secondary Science School, Raub, Pahang
• President of Human Science and Revealed Knowledge Students Society, International
Islamic University
• Deputy President of ASEAN Student Society during graduate studies at IUJ – with 200
students from 40 different countries at Urasa – a remote area in Japan
• Ph.D in Political Economy from Waseda University, Tokyo – thesis - Japanese
Technology Transfer to Malaysia - and lived in Tokyo hi-tech Japan city but indulged in
sakura viewing
Reflection 2
4. • Post-doc at UN University - a year of close interaction with of 10 fellows – physicist,
biologist, economist, geographer, educationist, chemist with regular seminar, conference
and meeting on SD at national and international level
• Regional Centre of Expertise on ESD – 7 pioneering Centres for DESD
• Centre for Global Sustainability Studies – championing USM sustainability agenda
• The MAD conferences in between – Knowledge Dialogue with 5 Noble Laureates
• Centre for Leadership Training, AKEPT, Ministry of Higher Education – pushing and
mainstreaming SD as part of Ministry’s agenda
• Currently at Education Malaysia, London – con”fusion” of the above – pushing towards
nation building while abroad and questioning the Oxbridge Leadership Model?
“The journey of ….learning and unlearning and relearning”
Reflection 2..cont
5. Fundamental answers found
1. The missing link between formal education and real life – “distorted/misleading”
education
2. The continuous detachment between sciences and social sciences (and humanities) -
leading to sustainability science
3. The diverse culture – developed vs developing vs less developing “superficial division”
(created by global organisation adopting “universal values” as standard of
references/benchmark)
4. The choice of BAU (business as usual) vs Transformational Leadership (vs.
Transactional Leadership) – just be MAD
5. The need to contextualise and build from local values
“PASSION, CONVICTION, FULL SUBMISSION TO THE MISSION OF SUSTAINABLE
DEVELOPMENT, SUSTAINABILITY AND SUSTAINABILTY SCIENCE”
Reflection 3
6. If there are fundamental criteria for leadership for SD…
• Shifting KAVS (knowledge, attitude, values and skills) - from niche to default
KAVS
• System thinking (inter, multi and transdisciplinary) * Notes 5 and 6
• Multitasking (Jack of all trade Master of SD)
• T-shaped personality (against hyper specialisation)
• SD as heartware (the SOUL – S-ustainability O-f U-niverse and L-ife)
Reflection 4
7. What should be the approach of nurturing sustainability leaders?
“teaching disciplinary knowledge with interdisciplinary competencies
and transdisciplinary perspective”
10. COLLABORATORS OF RCE PENANG
•Penang Environmental Working Group (PEWOG)
•Friends of the Earth (Penang)
•Don & Mylene Theseira (Individual)
•World Wide Fund For Nature Malaysia (WWF)
•Taiping Peace Initiative (TPI)
•Socio-Economic & Environmental Research
Institute (SERI)
•Water Watch Penang (WWP)
•Malaysian Nature Society, Penang Branch (MNS)
•Association For Science And Mathematics
Education Penang (ASMEP)
•Regional Centre For Education in Science And
Mathematic (SEAMEO RECSAM
11. Primary Schools
Secondary Schools
Penang Heritage Trust, Consumer
Association of Penang, Third World
Networks, Malaysian Nature Society,
Social Economic Research Institute,
Community based NGOs. Media and
Local Business Community
Ministry of Higher Education,
Ministry of Education, Ministry
of Natural Resource and
Environment
USM’s Research Centres,
Fisheries Research, Penang
Botanical Garden, Penang
National Park, Taiping Peace
Initiative, Matang Mangrove
Reserve
Polytechnic Seberang Perai,
Community College Kepala
Batas, Community College
Bayan Lepas, UiTM , Teachers
Training Colleges, RECSAM
Private Colleges, Other
Universities
State Government of Penang and Its
Agencies, Penang Municipal Council,
Seberang Perai Municipal Council,
Penang Development Corporation,
Penang Regional Development Authority
Formal Education Non-formal Education
20. Transition of knowledge development towards
Transdisciplinary knowledge
History Policy sciences
Complexity
researchSociology
Ecology
Action
Grounded
theory
consultancy
Applied
Participatory
MODE 3
Stronger
emphasis on
community as
critical helix
Notes 6
21. • Mode 1 of knowledge production refers primarily to basic university research (basic research performed by the
higher education sector) that is being organized in a disciplinary structure.
• Mode 2 focuses on knowledge application and a knowledge-based problem-solving that involves the following
principles: “knowledge produced in the context of application”; “transdisciplinarity”; “heterogeneity and
organizational diversity”; “social accountability and reflexivity”; and “quality control” (Gibbons et al. 1994 ; see
also Nowotny et al. 2001, 2003, 2006 (triple helix)
• Mode 3 Knowledge Production System architecture focuses on and leverages higher order learning processes and
dynamics that allow for both top-down government, university, and industry policies and practices and bottom-
up civil society and grassroots movements initiatives and priorities to interact and engage with each other toward
a more intelligent, effective, and efficient synthesis. (quadruple helix)
22. “Mode 3 advocates for higher-order learning
processes and dynamics that allow for both “top-
down” government, university, and industry policies
and practices, and “bottom-up” civil society and
grassroots movements initiatives and priorities to
interact and engage with each other toward a more
intelligent, effective, and efficient synthesis.”
“Mode 3 ensures a tighter and more robust coupling
of a vision with reality and helps reify the socio-
economic and socio-political being. (Carayannis and
Campbell, 2011)
Reflection 6…cont
23. Mathematics of Un/Sustainable Development
and Leadership Style
Math formula Types of Interaction
among 3 SD pillar
(environment,
economic, social)
Leadership Style State of SD
1 + 1 + 1 = 3 Silo Business as Usual Status quo =
Unsustainable
1 + 1 + 1 = 2.5 Compromise Transaction Unsustainable
1 + 1 + 1 = less than 3 Defensive Contention Unsustainable
1 + 1 + 1 = -1, -3, -10 Hostility Contention Very unsustainable
1 + 1 + 1 = 3, 10, 100 Synergistic Transformational Sustainable
Reflection 7
24. Mathematics of Un/Sustainable Development
and Stakeholders’ Participation
Math formula Types of Interaction
among Stakeholders
Dominancy of
stakeholder
Outcome on
Development
1 + 1 + 1 + 1 = 4 Silo Industry, Government
Academic, Community
Status quo
1 + 1 + 1 + 1 = 3.5 Compromise - - community
+ + industry
Industrial driven dev
1 + 1 + 1 + 1 = less than 4 Defensive + + academic Unrealistic solution
1 + 1 + 1 + 1 = -1, -4, - 10 Hostility + + government
bureaucracy
Slow development
1 + 1 + 1 = 3, 10, 100 Synergistic Fusion One common interest
Reflection 7…cont
25. The bigger picture challenges:
The antagonism between West and ROW (rest of the world) (POLEMIC)
‘Global’ (west?) knowledge vs. local knowledge and wisdom (POLEMIC)
International pledge and declaration vs. small local practical real saving the planet
action (POLEMIC AND SOLUTION)
University paradox in redefining the knowledge paradigm, teaching and learning,
research and development and community engagement (SOLUTION)
Science vs. Social science vs. sustainability science (approach) (SOLUTION)
Reflection 8
26. Final thoughts
• Institutionalisation of:
• capacity building program
• incentives structure
• Collective approach in addressing the resistance to change
• Conversational approach instead of confrontational
• Appreciating diversities in approach, contents and understanding