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European Seminar on Sustainable Development Minsk, 16-19 March , 2011. 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). - PowerPoint PPT Presentation
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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
Jos H.A.N. Rikers Minsk March 201122
EfSD in European Higher Education
Presentation:•Regional context: 27 member states in EU•Main trends: European Higher Education Area
Jos H.A.N. Rikers Minsk March 201133
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
Jos H.A.N. Rikers Minsk March 201144
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
Jos H.A.N. Rikers Minsk March 201155
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
Jos H.A.N. Rikers Minsk March 201166
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.
Jos H.A.N. Rikers Minsk March 201177
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
Jos H.A.N. Rikers Minsk March 201188
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)
Jos H.A.N. Rikers Minsk March 201199
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?!
Jos H.A.N. Rikers Minsk March 20111010
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.
Jos H.A.N. Rikers Minsk March 20111111
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….
Jos H.A.N. Rikers Minsk March 20111212
Jos H.A.N. Rikers Minsk March 20111313
Main trends
1. Curricula and the learning process
2. Research
3. Mainstreaming SD in Higher Education
4. Social & community engagement
Jos H.A.N. Rikers Minsk March 20111414
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
Jos H.A.N. Rikers Minsk March 20111515
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
Jos H.A.N. Rikers Minsk March 20111616
Main trends - 2
Research
From RoSD to RfSD
Jos H.A.N. Rikers Minsk March 20111717
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 generationDiscipline basedUniversities
ComplexitySocietal context
Jos H.A.N. Rikers Minsk March 20111818
From Research on SD to for SD
Research for SD is:• Comprehensive• Root level oriented• Systems approach• Future oriented
Jos H.A.N. Rikers Minsk March 20111919
Main trends - 3
Integrating SD in Education
Governance at institutional level
Jos H.A.N. Rikers Minsk March 20112020
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
Jos H.A.N. Rikers Minsk March 20112121
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
Jos H.A.N. Rikers Minsk March 20112222
The AISHE instrument - 1
AISHE
Assessment 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”
Jos H.A.N. Rikers Minsk March 20112323
The AISHE instrument - 2
Jos H.A.N. Rikers Minsk March 20112424
The AISHE instrument - 3
Jos H.A.N. Rikers Minsk March 20112525
Main trends - 4
Social and community engagement• Regional Centers of Expertise• OPEDUCA project
Jos H.A.N. Rikers Minsk March 20112626
Social & community engagement – 1Regional Centers of Expertise on Education for Sustainable Development
Jos H.A.N. Rikers Minsk March 20112727
Social & community engagement - 2
Regional Centers of Expertise• Four principles
– Governance and management of the RCE
– Transformative education
– Research & development
– Collaboration
In Europe 26
Global 85
www.ias.unu.edu/research
Jos H.A.N. Rikers Minsk March 20112828
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
Jos H.A.N. Rikers Minsk March 20112929
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
Jos H.A.N. Rikers Minsk March 20113030
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)
Jos H.A.N. Rikers Minsk March 20113232