Education for Sustainable Development

in European Higher Education

Jos H.A.N. Rikers (OUNL)Geert R. de Snoo (Leiden University)Rietje C.E. van Dam-Mieras(UNESCO Chair on ESD OUNL & Leiden University)

European Seminar on Sustainable DevelopmentMinsk, 16-19 March, 2011

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EfSD in European Higher Education

Presentation:•Regional context: 27 member states in EU•Main trends: European Higher Education Area

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H.E. & SD in Europe - 1

• Regional context– Premise: need for paradigm shift– European policies and strategies

• Lisbon• Bologna

– Shortlist of ESD practices in EHEA

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H.E. & SD in Europe - 2

• Main trends: Approaches in the European context– On Curricula and the learning process:

• From EoSD to EfSD– Research– On the institutional level

• Integrating SD in E: Learning for Sustainable Development• Copernicus Alliance

– Social and community engagement• Regional Centers of Expertise• OPEDUCA project

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Regional context - 1

Premise:

One of the biggest challenges Human kind ever faced is to get Human behavior in line with the wish of continuous presence on Planet Earth.

Since the Club of Rome report we have 40 years of experience that solutions within the existing framework do not exist.

It is now time for a paradigm shift

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Paradigm shift??

Globalization exceeds the traditional frames of reference societies have. Hence finding solutions needs new frameworks based on the diversity so significantly present in different cultures & economies around the globe.

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Regional context - 2

European policies and strategies

Lisbon Strategy (March 2000 - 2010)To ensure the current EU wealth and to ensure growth through a competitive knowledge economy

? How to redefine wealth? How to redefine growth? Is a knowledge economy sustainable

Midterm Review: 2004European Union and its Members States have clearly themselves contributed to slow progress by failing to act on much of the Lisbon strategy with sufficient urgency. This disappointing delivery is due to an overloaded agenda, poor coordination and conflicting priorities. Still, a key issue has been the lack of determined political action

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Regional context - 3

European policies and strategies

Bologna Process (Declaration June 1999)Harmonization of the European Higher Education policies and create an European Higher Education Area(EHEA) by 2010

So far the discussion was on instruments and not so much on paradigm shift and the role of universities as change agents (Anne Corbett, 2008, GUNI Report Higher Education in the World 4)

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Regional context - 4

European policies and strategies: the role of universities

How can universities become change agents? A search for practices might indicate the direction?!

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Regional context - 5

Studies on innovative practices show:EEAC, 2005• Governance is of strategic importance to make the

shift.• Agenda 21 approach of capacity building, ownership

& civil society engagement on all levels is not taken up in EU countries.

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Regional context - 6

Inventory of innovative practices in ESD:EC, DG Education & Culture, 2008• Different geographical levels• Different scales of implementation• Innovation in content• Innovation in delivery method• Innovation in forging new partnerships & networks• Innovation at the institutional level

Let’s have a closer look at the trends….

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Main trends

1. Curricula and the learning process2. Research3. Mainstreaming SD in Higher Education4. Social & community engagement

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Main trends - 1

On Curricula and the learning process

From EoSD to EfSD

United Nations Economic Commission for Europe (2005):

EfSD: An instrument for capacity building for individuals, groups,communities, organisations and countries to make judgements and choices in favour of Sustainable Development

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From Education on SD to for SD

Learning on SD • Discipline based• Fragmented

Learning for SD• Disciplinary• Multi-disciplinary• Trans disciplinary

• Local• Regional• Global

Formal / Informal & Non-formal learning

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Main trends - 2

Research

From RoSD to RfSD

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From Research on SD to for SD

Research on SD • Discipline based• Fragmented• Symptoms oriented

Research for SD• Disciplinary• Multi-disciplinary• Trans disciplinary

• Local• Regional• Global

Knowledge generation Discipline basedUniversities

ComplexitySocietal context

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From Research on SD to for SD

Research for SD is:• Comprehensive• Root level oriented• Systems approach• Future oriented

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Main trends - 3

Integrating SD in EducationGovernance at institutional level

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Integrating SD in Education - 1

Learning for sustainable development needs to be integrated in the whole H.E. system

• on course level• curriculum level• institutional level • Institution – society interaction

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Integrating SD in Education - 2

To assure SD integration include assessment criteria in:• Accreditation• QA cycle. Example: The AISHE instrument

International exchange and collaboration to support this:• The Copernicus Alliance

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The AISHE instrument - 1

AISHEAssessment Instrument for Sustainability in Higher

Education (Dr. Niko Roorda c.s.)

“The instrument covers all relevant issues related to the complexity faced in integrating sustainability in higher education”

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The AISHE instrument - 2

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The AISHE instrument - 3

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Main trends - 4

Social and community engagement• Regional Centers of Expertise• OPEDUCA project

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Social & community engagement – 1Regional Centers of Expertise on Education for Sustainable Development

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Social & community engagement - 2

Regional Centers of Expertise• Four principles

– Governance and management of the RCE– Transformative education– Research & development– Collaboration

In Europe 26Global 85www.ias.unu.edu/research

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Social & community engagement - 3

OPEDUCA project• The OPEDUCA concept is developed by a

group of teachers, schools, universities, companies and experts

• Combines formal and informal learning• Uses the “real world” as a learning

environment

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Conclusions

• A firm basis in EU policies• A firm basis in HE engagement• Very diverse policies on national level• Sustainable Development is present in words,

but no paradigm shift has taken place so far

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Recommendations

• European QA in HE mechanisms should be updated with SD criteria (e.g. AISHE model)

• European universities should engage in a SD Annual report

• H.E. institutions to engage in sustainable regional development (e.g. RCEs)

• EU subsidy programs should stimulate EfSD initiatives

• EU subsidy programs should stimulate European wide collaboration and networking (e.g. Copernicus Alliance)

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Thank you for your attention

Contact:jos.rikers@ou.nl

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