Skills for Sustainability

Professor Stephen MartinCentre for Complexity & Change, The Open University & University of Worcester,

Setting the Context…

HEFCE will signal to the university sector that ESD requires development. This will feature in the grant settlement process.

(2003)

Context…

To maintain a more competitive economy…we will need…to make sustainability literacy a core competency for professional graduates.

(2005)

Context…Sustainable development – meeting the needs of present without compromising the ability of future generations to meet their own needs – is a defining challenge of the twenty first century. If the nation is to play its full part in challenging global poverty and combating environmental problems like climate change it is imperative that everyone in this country develops the skills of sustainable living and working. That means placing sustainable development at the heart of skills provision, ensuring that it is a fundamental goal of our economic and social progress.

(Leitch Implementation Plan, 2007)

Sustainability Literate Leaders?

Discuss…

Fit of Porritt pique..

“ I find all this so depressing that I now hate having to comment on it…For five years the Government’s performance has been rubbish, systematic hypocrisy, lecturing everybody else but barely lifting a finger itself just doesn’t make any sense.”

But what is sustainability literacy?

How is it defined?

How can it be developed in the university curriculum?

Sustainability Literacy: Skills, Knowledge & Attributes

Environmental, social & economic context of each discipline Key principles of sustainable development Non-reductionist problem-solving skills Creative & holistic thinking Personal & professional self-reflection Understand & adopt ethical values Initiate & sustain transformative actions Participate in interdisciplinary teams Initiate & manage change

Towards Sustainability LiteracyInterdisciplinary and holistic: embedded in the whole curriculum, not as a separate subject;

      Values-driven: sharing the values and principles underpinning sustainable development;

      Critical thinking and problem solving: leading to confidence in addressing the challenges of sustainable development;

      Multi-method: word, art, drama, debate, experience, … different pedagogies which model the processes;

      Participatory decision-making: learners participate in decisions on how they are to learn;

      Locally relevant: addressing local as well as global issues, and using the language(s) which learners most commonly use.

Sustainability Skills Matrix for Built Environment

www.constructionskills.net/pdf/aboutus/sustainabledevelopment/skillsmatrix.pdf

Skills for Sustainabilityand Employability

Student Skills for Who and for What?

Students in Universities/ College

HEFCELSCDIUS

LeitchEganSSCs

Sustainably responsible students

Sustainably responsibleservices/ products

Students for Society(Lifestyle)

Sustainablelow carboncommunities

GovtDEFRAP and P

Students for Employers(Workstyle)

Some key questionsDo universities/colleges, students, employers and

society have the same interests in sustainability?Same, Different, Converging, Diverging?

What is the role of HE and FE education in terms of sustainability and employability?Follow, Lead, Transform?

What Learning for Sustainability?

Many contexts - Social, intellectual, cultural, technological, manual, managerial, political

Many levels - personal – peer - family – community- corporate – national - global

Competencies – able to know, do, think and believe

With a particular focus eg:Stewardship – Interrelationship - EntrepreneurshipCitizenship – Partnership – Fellowship

Competent Employee?

What skills for Sustainability?

Employability Skills for: Communication Team work Problem-solving Initiative and creativity Self-management Planning and organising Learning Technology

What Values for Sustainability?

Togetherness - unity, teamwork, cooperationOneness – holistic, part of not apart from natureHealthiness – concern for wellbeing of people and nature, balanced

lifestyle, Healthy planet and healthy peopleRespectfulness – respect for the diversity of people and natureFairness – equity, tolerance, satisfaction with enough not moreTruthfulness – honesty, constant search for knowledge, need for

evidence, critical thinking

Carefulness, Goodness, Hopefulness, Happiness, Friendliness, Trustworthiness, Competitiveness etc

Key question

What makes a student “competent” or “literate” about sustainability? Knowledge, Skills, Values, Competencies?

What is the evidence for more responsible students?

There is mounting evidence and media coverage that students want to work for ethical employers who are environmentally and socially responsible.

Considered the social and environmental ethics of an employer before making a career choice.Said that the social and environmental responsibility of the employer was not the main deciding factor, but a differentiating one in their choice of job. Mistrusted the claims of employers about their social and environmental responsibilities. Are concerned about the preparation for their employment provided by universities and believed that sustainable development and corporate social responsibility (CSR) should be taught more at universities.

Who influences graduate employability?

What is the evidence for more employer demand?

The trend to more responsible employers is affecting the graduate job market and the demand for more particular competencies from recent graduate recruits.

Considered the social/environmental ethics, values and experience of university students as part of their graduate recruitment.

Provided specialist induction and training for graduate recruits on their social and environmental responsibilities.

Needed graduate recruits with specific competencies to support their social and environmental responsibilities.

What/who drives employers to be sustainable?

Employable Graduates for Responsible Employers

www.heacademy.ac.uk/ourwork/learning/sustainability

What helps students learn for sustainability and employability?

Management and Learning that values:

Behaviour change and organisational change - PsychologyCultural change driven by social and environmental responsibilityDepartments that collaborate – Interdisciplinary, TeamworkingDialogue and communication – Social learningParticipation by stakeholders – Social learningThinking critically and Thinking of the links – Systems ThinkingSustainable lifestyles, workstyles and work-life balanceLocal links with global awarenessDeveloping and learning with employers and communities

Who can Champion C – Change?

Students in Universities/ CollegesCampus

Curriculum

Community

Students for Employers(Workstyle)Culture

Careers

Competencies

Sustainably responsible students

Sustainably responsibleservices/ products

Student Competencies for Sustainability and Employability

Students for Society(Lifestyle)

Citizens

Consumers

Carers

Sustainablelow carboncommunities

Volunteering Work Experience

EAUC Members can be the Catalytic Converters for the C-Change

Key question for EAUC members

How can EAUC members and campus management most effectively help students learn about sustainability?As Champions, Go-Betweens, Leaders?Through estate staff, students, academics, managers?

eauc PresentationAndrew BrownManaging DirectorChurngold Construction Ltd

My Industry - Construction

Responsible for 8% of GDP Employs 2.25 million people Our buildings are responsible for 20% of

CO2 output Generates the largest proportion of

waste taken to landfill 95% of construction companies employ

less than 5 people Produces some memorable schemes

Pushing for Change

Egan Report called for Integrated teams Young graduates to act as ambassadors IiP to be recognised by 50% of employers

Stern Report argued the need to Spend 1% of GDP now to avoid a 20%

reduction in world output as a result of climate change

Latest being the 2012 Construction Commitments

2012 Construction Commitments Procurement & Integration Commitment to People Client Leadership Sustainability Design Quality Health & Safety

But I have a real fear

Sustainability and CSR are becoming subjects in their own right

At its worst relegated to Tick Boxes and Eco Bling

The argument for undertaking your business in a more sustainable and responsible way is actually a no brainer

Churngold and Sustainability

Thinking Globally but acting locally Local people using local resources locally Or put another way

More time in bed Waiting less for delivers Getting home earlier

However, it needs greater involvement and effort

Leading to greater efficiency and satisfaction

Which leads to improved margin

Churngold and CSR

Introduced Life Assurance and Pensions for all employees

Invested heavily in training and improved Health and Safety

Working alongside local stakeholders However, it needs greater involvement

and effort Leading to greater efficiency and

satisfaction Which leads to improved margin

What am I asking for

Sustainability and CSR taught in primary schools alongside the 3R’s as basic life tools

The correct way of living would be automatic

Schools to continue this integrated thinking and learning

Colleges to develop this integration further and continue to push the boundaries by research

We all live happily ever after, with some of us just a little bit richer than others

eauc PresentationAndrew BrownManaging DirectorChurngold Construction Ltd