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Education For Sustainable Development London
Supporting Employability, Society And The Environment: A Curriculum
For Sustainability
Welcome to London South Bank University
Professor David Phoenix, OBE, Vice-Chancellor, London South Bank University
Introduction to the day
Professor Ros Wade, Chair, RCE London and Director of the Masters programme at London South Bank University
‘London RCE ConferenceSupporting Employability, Society and the
Environment: a curriculum for sustainability’
ESD Conference - Southbank University10th June 2014
Jane Davidson, APVC Engagement and Sustainability and Director of INSPIRE (Institute for Sustainable Practice, Innovation and Resource Effectiveness)
Think global, act local
1999 – a new paradigmGovernment of Wales Act 1998 section 121
The Government has a duty to have a scheme setting out how it will promote sustainable development in the exercise of its functions. The duty also requires Welsh Ministers to:
• publish an annual report of how the proposals set out in the Sustainable Development Scheme have been implemented in that financial year; and
• following an election to the National Assembly, publish a report containing an assessment of how effective the proposals set out in the scheme have been in promoting sustainable development.
“ Within the lifetime of a generation we want to see Wales using only its fair share of the earth’s resources” One Wales One
Planet, 2009
SD: the definition• Welsh Government uses the Brundtland definition of
'Sustainable Development' from 'Our Common Futures' 1987 World Commission on the Environment and Development
• "..development that meets the needs of the present without compromising the ability of future generations to meet their own needs”
• - the concept of needs, in particular the essential needs of the world's poor, to which overriding priority should be given; and
• - the idea of limitations imposed by the state of technology and social organization on the environment's ability to meet present and future needs."
ESDGC Action Plan themes 2006
• Links between society, economy, environment and between our lives and those of people throughout the world;
• Needs and rights of both present and future generations;
• Relationship between power, resources & human rights;
• Local and global implications of everything we do; and
• The actions that individuals and organisations can take in responding to local and global issues.
Outcome of SD: economic, social & environmental wellbeing
Ecological FootprintMeasure it at http://www.bestfootforward.com/resources/ecological-footprint/or http://footprint.wwf.org.uk/Your living habits make up your footprint In Wales we currently use about 3 planets instead of 1• Housing inc energy 25%• Food 20%• Transport 18%• Stuff 37%
A systemic approach:
INSPIRE drivers…• Government policy• Demand for sustainability skills• Students’ expectations• Resource efficiencies• Staff expectations• Professional/accrediting bodies’
expectations• Research funding
INSPIRE – the opportunity….. To influence the development of a university during
the process of major change. For sustainable development to be a core value with
which to frame the development of the institution. To be an exemplar of sustainability in practice. To benefit the local region through partnerships
focused on sustainable outcomes. To create commercial opportunities through expertise
INSPIRE – the challenges….
Staff buy-inManagement buy-inGovernors buy-inStudent buy-inThe campus……
A new university vision – ‘transforming education,
transforming lives’, • Collaboration
• Inclusivity, • Sustainable development, • Employability and creativity, • Wales and its distinctiveness, • The concept of global citizenship, • Research and its impact on policy. • nd creativity, Wales and its
An ‘inspired’ education• Sustainability and sustainable
development concern ideas, understanding, values and skills that are highly relevant to today’s society, economy and our environment – and to our individual and collective futures..
• An educational vision that ‘seeks to balance human and economic wellbeing with cultural traditions and respect for the earth’s natural resources’ (UNESCO)
Embedding sustainability as a core principle across all aspects of the University
Improve our classification in the People and Planet Green League.
Embed Faculty sustainability plans throughout the academic and support structuresComplete curriculum audits and develop the curriculum with due regard to the emerging sustainability agenda
Maximise research, project and consultancy income related to sustainability (to be quantified in line with ongoing curriculum/research review)
UWTSD graduate attributes • Active Citizenship: able to appreciate the importance of
environmental, social and political contexts to their studies;
• Creative Problem Solving: able to think creatively, holistically, and systemically and make critical judgements on issues;
• Teamwork: able to work collaboratively and work in interdisciplinary teams;
• Learning and Personal Development: able to develop a high level of self-reflection at a personal and professional level;
• Communication: able to understand, critically evaluate, adopt thoughtfully and communicate sustainability values;
Mazlo’s Hierarchy of Need
Future Generations’ Bill (expected in July 2014)
The Bill will • legislate to make sustainable
development the central organising principle of the Welsh Government and public bodies in Wales.
• Create an independent sustainable development body for Wales (a Commissioner for Sustainable Futures)
Future Generations’ Bill Goals• Wales is prosperous and innovative • Wales is a more equal nation • Wales uses a fair share of natural resources • People in Wales are healthier • Communities across Wales are safer,
cohesive and resilient • People in Wales participate in our shared
culture, with a thriving Welsh language
Make the Change!
• If you always do what you've always done, you'll always get what you've always had” Mark Twain
• It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change” Charles Darwin
Learning to learn for sustainability in higher education: making a difference
Prof Stephen SterlingCentre for Sustainable FuturesPlymouth University
‘Supporting employability, society and the environment: a curriculum for sustainability’Annual Conference, June 10th 2014
CSF – overall aim at Plymouth University
‘To lead and support transformative learning for sustainability across Plymouth University and beyond, working towards the sustainable university with staff, students and partners.’ - Centre for Sustainable Futures (CSF), Plymouth University
Sustainability at Plymouth
• Sustainability one of four corporate strategic aims ‘Plymouth 2020’• New Sustainability Strategy 2014• Sustainability Executive; and Sustainability Advisory Group• Sustainability Research Institute (ISSR) links over 300 academics• Finance and Sustainability coordinates key policies• Pedagogic Research Institute (PedRIO) has ESD specialism • Sustainability education(ESD) in Teaching and Learning Strategy• ISO 140001 and Fair Trade Status• Commitment to Carbon Neutrality 2030• Campus Information Control System (CICS) (RGF project) – a sector first• New Green Travel Plan and Sustainable Food Policy• Green Gowns Award winner in 2011 for whole institutional change• Second in Green League 2011 and 2012 ; overall sector leader since 2007• Ranked fifth place for overall sustainability performance by international Green Metric World
University Ranking• First university worldwide to win a Social Enterprise Mark. • 49% of courses have an embedded or major sustainability element• 50% of research funding is sustainability related and 25% of all publications• Pool of committed and enthusiastic staff across academics, professionals, administrators and
service providers in relation to sustainability• Centre for Sustainable Futures (CSF) supporting the sustainability curriculum across all
faculties• UPSU wins Green Impact Gold Award in 2012 and 2013
What makes it ‘green’!?
1. The challenge 2. Sustainability education 3. Whole institutional change and Plymouth's experience4. Embedding sustainability – approaches and examples5. What next?
1 The challenge
Will universities offer the intellectual leadership needed to shift our civilisation off its self-destructive course and on track for a sustainable future? Obviously they can, if they so choose.
• Sara Parkin, OBE (2013, xviii)
Facing the future
A different kind of education?‘That which is known is no longer stable. The shelf‐life of knowledge can be very short. In many disciplines what is taught and how it is taught are both stalked by the threat of obsolescence.
In a changing world, Europe’s graduates need the kind of education that enables them to engage articulately as committed, active, thinking, global citizens as well as economic actors in the ethical, sustainable development of our societies.’
- European Commission (June 2013) Modernisation of Higher Education Improving the quality of Teaching and Learning in Europe’s Higher Education Institutes. http://tinyurl.com/nr8dltv
Tensions: add-on or transformation?
• Defined issue relating mainly to estates and resource use
• Principally an environmental issue
• Requires add-on, or reformative approach
• Involves a few key disciplines
• Is an additional agenda, easily accommodated
• Has clear goals, measurable
• Broad relevance to all aspects of HE operation and provision
• Also encompasses social relations, justice, ethics, economic viability etc
• Requires holistic and transformative approach
• Implications for most disciplinary areas and requires interdisciplinarity
• Is an overarching agenda and challenges existing policy and practice, involving organisational change
• Emerging and contested arearea
Education for unsustainabledevelopment?
‘at present most of our universities arestill leading the way in advancing the kind of thinking, teaching and research that…accelerates un-sustainability’ (Arjen Wals 2008, 31).
Wals, A (2008) (ed.) From cosmetic reform to meaningful integration: implementing education for sustainable development in higher education institutes - the state of affairs in six European countries, DHO, Amsterdam.
Educational culture: levels of manifestation
Practice
Provision
Policy
Purpose
Paradigm
Double learning challenge
• Structured learning:
- intentioned learning amongst students in formal education which arises from educational policies and practices
• Organisational learning: - the social learning response to
sustainability in organisations, institutions andtheir actors
Drivers and opportunitiesWider context
o Socio-economic and ecolgical conditions characterised by fluidity, complexity and unsustainability
o Rising public interest/concernEconomic and employment context
o Low carbon economyo Students want to work for ethical employers
Policy and mandateo Professional requirementso National mandate from HE funding councils
Institutional advantage o Student demando Corporate social responsibility and + SD links o Financial savingso Marketing and recruitment advantage
Education and qualityo Rising interest in quality education and sustainability
•
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2010(n=5654)
2011(n=1514)
2012(n=4009)
2013(n=3019)
2010(n=5622)
2011(n=1518)
2012(n=3991)
2013(n=2998)
2010(n=5620)
2011(n=1516)
2012(n=3963)
2013(n=2987)
Sustainable development is somethingwhich universities should actively
incorporate and promote
Sustainable development is somethingwhich university courses should actively
incorporate and promote
Sustainable development is somethingwhich I would like to learn more about
Agree
Stronglyagree
NUS HEA surveys: A latent student interest in sustainability
2 Sustainability education
20% DISCOUNT: Type EARTHCAST into the voucher code box when ordering at www.earthscan.co.uk
..about developing the kinds of education, teaching and learning that appear to berequired IF…
…we are concerned about ensuring social, economic and ecological wellbeing, now and into the future.
It is relevant to four domains: the personal; the professional; the organisational (HEI); and the social or community levelvel
Sustainability Education is…
Sustainability education is not…
• a separate subject or discipline (ideally)
• only relevant to a few subject areas
• separate from and unrelated to other HE agendas such as employability, enterprise and internationalisation
• just about ‘the environment’
• a passing fad
ESD can ‘colour’ all areas....
• Curriculum• Hidden curriculum and
learning environments• Most (all) disciplines• Interdisciplinarity• Pedagogy• Research-teaching
linkages
• Student engagement• Campus operation and
management• Procurement• Community links• Institutional governance• Corporate policy and
plans
Benefits to students and Faculty
• Student interest and motivation• Student recruitment• Relevance• Community links• Quality agenda• Sustainability performance• Employability• Employers’ views
http://www.usinfogroup.org/EDUCATION01.jpg
A different way of looking at education? Possible characteristics
• Importance of context• Holistic approaches to knowledge• Interdisciplinarity across most subjects• Critical thinking and systemic thinking valued• Value explicitness and ethical concerns• Real world issues• Futures oriented• Participatory learning approaches • Place based learning and experiential learning• Reflexive learning• Action research• Local and global citizenship• Collective (social) learning as well as individual• Transformative learning valued
Shifts with regard to curriculum and pedagogy
FROM:• Curriculum as top-down
‘product’• Fixed knowledge• Disciplinarity• Abstract knowledge• Teaching/instruction• Few learning styles• Passive learning
TOWARDS:• Curriculum as
experience/situated learning• Provisional knowledge• Inter- and transdisciplinarity• Real world knowledge• Participative learning• Multiple learning styles• Reflective/active learning
• Role plays and simulations• Group discussions• Stimulus activities• Debates• Learning journals• Critical incidents• Case Studies• Reflexive accounts• Personal Development Planning (PDP)• Critical reading and writing • Problem based learning• Fieldwork • Futures visioning• Worldview and values research• Action research and cooperative inquiry
)
Sustainability and pedagogy
3 Whole institutional change and Plymouth's experience
Towards holistic change - the 4C model
Plymouth University Strategy 2012-2020 ‘We aim to:
- differentiate our academic offer by ensuring issues and principles of sustainability permeate and inform our teaching and learning programmes, enabling students to engage positively with sustainability issues affecting their personal and professional lives in a rapidly changing world.’
- Ambition 4: Achieving Resilience, Sustainability and Effectiveness
Towards sustainable institutions
FROM: TOWARDS:
Incoherence and fragmentation
Large scaleLittle connectivity (silos)Closed communityTeaching organisation
Microcosm of unsustainable society
Human scaleHigh connectivityOpen communityLearning organisationSystemic coherence
and synergy
Microcosm of sustainable society?
CSF’s nine project areas supporting change
• Curriculum innovation, support and advice• Student engagement • Learning spaces and campus • Resource development • Communication and marketing • Research • Networking and facilitation• Whole institutional change (including monitoring and
evaluation) • External impact, profile and observation
Possible curriculum responses
• Minor modifications• ESD in PDP• New “podules” • New modules• New programmes• Generic or common modules • Cross-disciplinary and
extra-curricular events• Dissertations, projects and
work place learning placements• SD infusion in assessment
4 Embedding sustainability – approaches and examples
Plymouth Business School aims
• To ensure students are given every opportunity to explore issues of sustainability throughout the curricula in the PBS.
• To support and drive the visible presence of the PBS as a centre of excellence in study and research for sustainability in the business world.
• To become an authoritative voice on the impact of sustainable strategies on the business community in the UK and through contacts with other universities on a wider international stage.
• To consider the need for a flagship programme relating to sustainability in business.
• To work closely with other partners throughout the university to enhance the position of the university as a sustainable organisation
Universities 2013-14
Anglia Ruskin University - Connecting up experiences of sustainability
University of Chichester - Embedding Sustainability in the Curriculum
De Montfort University - Green citizens for the real world
University of East Anglia - Greening Tomorrow’s Leaders across disciplines
University of South Wales - Embedding Sustainable Development
University of Kent - ‘4C’ing the Future: an inclusive approach to sustainability
University College London - Unlocking the Potential
Nottingham Trent University - Food for Thought
University College Plymouth, St Mark and St John - Sustainability and Identity
University of the Arts, London - 'Lightening the Load': sustainability through Fashion Education
Support mechanisms and positive steps
•University sustainability strategy•ESD explicit in teaching and learning strategy•Overall ESD curriculum lead•Academic guidance or framework for ESD•ESD curriculum audit•ESD champions in departments and faculties•Student engagement
• Inclusion of ESD in faculty policies and plans
• Senior management support• Funding and staff rewards• Induction courses for staff and
students• Continuing professional
development• Resource provision• Cross-university fora and
communication • Research change processes
The Future Fit Framework
An introductory guide to teaching and learning for sustainability in HE
- Higher Education Academy, 2012
Other CSF outputs
5 What next?
Reorienting policies and programmes Context – do its boundaries of concern embrace the wider context of sustainability and futures?
Congruence – is it sufficiently grounded in real world issues and concerns?
Culture – is it sufficiently attuned to the culture in which it is located, and to the existing values, understanding and needs of the learners?
Criticality – does it examine and weigh assumptions and values in relation to building a more sustainable future?
Commitment – does it engage with the ethical dimensions of issues, towards an ethos of critical commitment and care?
Contribution – will the learning outcomes and outputs make a positive (or negative) difference to sustainable development?
Learning to learn for sustainability in higher education: making a difference
Professor Daniella Tilbury, University Director (Sustainability), University of Gloucestershire and Chair, UNESCO Expert Group on UN Decade in Education for Sustainable Development
Panel Q&A
Ros WadeJane DavidsonProfessor Stephen SterlingProfessor Daniella Tilbury
Providing an efficient, flexible, healthy and environmentally friendly solution to travel for the future
Harry Scrope, Managing Director, Brompton Dock
Refreshments, networking, exhibition and poster gallery
Mezzanine floor
Welcome Back
Conrad Benefield, Founder, Benefield Consulting
Making a Green Impact through ESD Jo KempNational Union of Students
• What our students want
• Student-led ESD initiatives from across the UK
• Supporting our students through an ESD-rich education?
Describe your students in 3 words…
What our students want Attitudes and skills for sustainable development
Why does NUS care about ESD?
“It is worth noting that the destruction of the planet is not the work of ignorant people. Rather it is largely the results of work by people with BAs, BScs, LLBs, MBAs, and PhDs…Education can equip people to be more effective vandals of the earth. If one listens carefully, it may even be possible to hear the Creation groan every year in late May when another batch of smart, degree-holding, but ecologically illiterate, Homo sapiens who are eager to succeed are launched into the biosphere”
David Orr
The student voice matters…and they’re saying sustainability is important…
+ =
Employable conformist graduates
OR Challenging activist graduates
{ {Part of the Problem Part of the Solution
The student voice matters…and they’re saying sustainability is important…
Background to the research
This research has been carried out over three years (2010/11, 2011/12 and 2012/13) against a backdrop of…• Over 1m unemployed young people (November 2011, 16-24 year
olds)• Graduate full-time (FT) employment has fallen continuously
between 2002 and 2010, from 57% of graduates in 2002 to 51%of graduates in 2010
• Education for Sustainable Development is of increasing policy relevance through climate change and the ‘green economy’
• An increasing focus on the idea of ‘graduate attributes’ upon leaving higher education
• Changing funding landscape within higher education including increase in maximum fees to £9000 in 2012
Methodology
Methodology Desk review Online survey
2010/11Existing research on attitudes, skills and
relevant policy5763 1st year students
2011/12 Update since 2010 review
1552 1st year students
1641 2nd year students
2012/13 Update since 2011 review
4099 1st year students
2657 3rd year students
Skills for sustainability
Adapt to new situations
Analyse using many subjects
Plan for the long term as well as the short term
Understand people’s
relationship to nature
Act as a responsible
citizen locally & globally
Use resources efficiently
Consider the ethical issues of
your subjectThink of the whole
system and the links when considering
new ideas
ESD is in demand and continues to be seen as a core agenda for universities
First years trackerQ.46: To what extent, if at all, would you say that you personally agree with the following statements?
Willingness to sacrifice £1000 from salary for an employer with a strong SD record increases throughout university career
2010 cohort trackerQ.40: We are interested in your prioritisation of social and environmental aspects into the future. For the following pairings, please select which option you think that you would choose in the future.
Existing understanding – definitions of sustainable development are linked to Brundtland definition but with an environmental focus
First years 2010
Second years 2011
Third years 2012
Importance of skills for sustainable development• Core skills for sustainability are both relevant to their
course and important for graduates in their field.
• The skills surrounding nature and ethics are consistently ranked lower than the more ‘generic’ skills throughout the research.
• Respondents report practising skills all of the time or most of time in general, however these is room for improvement particularly surrounding the overtly SD skills.
Preference for a reframing of curriculum content rather than additional material
2010 cohort tracker
Q.43 Thinking of your course only, if a policy were passed to include social and environmental skills within all university / college courses, what do you think the most relevant way of including social and environmental skills within your own course would be?
Skills around adaptability, planning and problem solving ranked as more important for graduates than explicitly environmental or social skills when looking across the suite of sustainability skills
2010 cohort trackerQ.27: How important do you think the following skills are to your future employers?
Communication and ‘people skills’ seen as most highly valued by employers
2010 cohort tracker – not asked in 2010Q.28: How important do you think the following skills are to your future employers when compared against each other? Where 1 is most important.
Overarching findings
• ESD stakeholders need to work in partnership, and holistically to embed and institutionalise sustainability at all levels within their organisations, and beyond;
• Use these partnerships to develop both formal and informal curriculum opportunities for engagement with sustainability;
• Take advantage of research opportunities, for example the
National Student Survey, to develop further understanding of changes and developments in student needs and desires around sustainability;
• Develop and share resources on teaching and learning to inform best practice across the curriculum and disciplines.
Describe your students in 3 words…
And what are the barriers to engaging your students in sustainability?
Social pressures?
Lack of knowledge?
It’s not my problem?
Finance?
Senior Management?
Lack of support?
Lack of confidence?
And what are the barriers to engaging your institution in ESD?
Research pressures and silo working?
Lack of knowledge or skills?
It’s not my problem?
Finance?
Senior Management?
Lack of support?
Lack of confidence and understanding?
NUS’ practical work on ESD
Three key areas of work
Community
InstitutionsStudents’Unions
Students leave tertiary education as part of the solution, rather than part of the problem
In each of these areas we aim to include…
Curriculum
StaffStudents
What is already being done?
Learning for Sustainability Scotland
Greener Jobs Alliance
HEA ESD advisory group
Green Impact Students Unions Excellence
Course reps training on ESD
Student Led Teaching Awards
Student Switch Off
Live Greener - Wales
Student Eats
Students’ Green Fund
What does this look like in practice?
Enable
Exemplify
Engage
Encourage
Change
Engaging through fun and collaboration
Enabling action and instant results
Working within and across institutions and communities…
• It encourages action through positive communications
• It enables students to create change through giving them simple and easy to follow actions and roles
• It engages through competition and rewards and giving autonomy of actions and plans
• It exemplifies what can be achieved through peer to peer support and national networks
Green Impact embedding ESD
• Manchester Metropolitan University • Academic Tab
• Anglia Ruskin University• Green Impact Enterprise• ESD Business School analysis workbook
• Green Impact Excellence
• Top-level buy in possibilities
Green Impact embedding ESD
New Green Impact Opportunities…
• Off Campus work• Student Homes• USA and Australasia
• Partnership working across the sector• Mentoring programme• FE and HE partnerships
• Transforming Green Impact students into ‘political’ students
The new ESD Kite Mark
• Developing a plan based on…
• Unfavourable political landscape• ESD is in pockets not widely thriving
• A badge of honour for institutions to enable whole organisation buy-in and legitimacy
• 50 practical ideas around ESD • From graduate attributes to course reps training• FE and HE - sustainability and mission groups • From behaviours to systematic approaches - to
mainstream ESD
The one stakeholder group who can demand work on ESD?
Students - the new co-creators of the curriculum
How are you tackling ESD on campus?
Making a Green Impact through ESD
105
3 May 2023
Ash Tierney, PhD student, ESD intern/ officerChris Willmore, University Academic Director of Undergraduate Studies
BristolESDGoogle: ESD+at+Bristol
Language
106
3 May 2023
UBU KEY APPROACHES• Student led• Partnership focussed• Utilising existing
systems and processes• Open access resources
Anew kind of student learning journey: discovering your voiceBristol Student Green Fund Skills Mapping:
What can YOU say?
Enablers not prescribers: personal reconciliations
• Self efficacy• Adaptive capacity
evidence based thinking Ability to handle risk, uncertainty
• Holistic /integrative thinking• Personal ethical code• Vision, motivation and resourcefulness
• Future thinking• Interdisciplinarity • Critical thinking• Social / collaborative thinkers• Making a difference• Creative solutions• Innovation• Empowerment • Self belief• Partnership• Empathy
108
Holistic Experience
Skills for Lived lives
109
WHY STUDENT LED?
Changing students:
students being the change
Voice and power• Student voice around
sustainability getting louder• Creators of demand• Impact of mobilising large
numbers
Creativity• Don’t know what’s impossible• Get through doors others can’t• New perspectives• Direct action• Don’t suffer our silos and
blinkers (yet)
Better outcomes• Improves learning• Creates community• Co-creation of learning• Holistic opportunities• Door to new
pedagogies
110
3 May 2023
• Equipping students to make a difference
• Allowing students to be creative• Finding the links: between
disciplines and between students and community
• De-centring us – putting the community and students at the centre: what do they want to change?
Changing students: students being the change
MY Norms
Cultural Norms
Habits
Practices
Project OverviewUBU Get Green
Learn
• Empowering students to become change makers in their curriculum.
Act
• Developing positive environmental behaviours for waste, energy, and water.
Engage
• Giving opportunities for students to volunteer, gain employability skills, and contribute to the community.
Twitter: @UBUbristol | www.ubu.org.uk
Formal curriculum task: design and deliver a health
project
Taken up by Student activism
Used by students staff
and community
Embedded in estates provision – at student request
Learning outcomes of designing health impacts achieved
• Students identified and delivered opportunities for change on the
ground• Linked formal, informal and subliminal curriculum to achieve
direct community impact.
112
Farmers Market: theory to practice
113
Driven by user need /
demand
Rapid reaction to ideas
Flexible
Culture of
experimentation
Open – share
everything
Don’t write - ACT
Getting new
people to map into
the zeitgeist
External stakehold
er demand
for visibility
Needs culture change
to ensure whole
institution not
pockets
Network leadership
Network Team not Committees
Governance not government
Derived from institutional & city zeitgeist
Organic Uses countercultural
nature of Sustainability Shared ethos Light touch reporting
direct to leadership
Students
Cabot
Research
Professional
ServicesEstates
Stakeh
olders
AcademicsNetworked Community
Formal curriculum: • Created open resources wiki • Baseline Monitoring • Student created materials for
staff and students - posters, videos and materials
• Consultancy support to schools Curriculum development support
• Surveys staff and students• CPD events for staff• Student judged Green Apple
Award funding staff and student curriculum projects
• Embedded in Quality Assurance Process – with student analysis
114
Informal Curriculum: • Embedded in Bristol Plus Award –
student designed materials • Student run Staff Sustainability Network• Project and intern brokerage –
Dissertations for Good• UBU Get Green - 800 Students involved• Student activism – Food cycle, Bristol Big
Give, Food co-op, allotments, Earth Hour, Upcycling, Volunteering etc etc
• BUST – 1/3 of all students • Annual Bristol Futures Forum conference
bringing city leaders and experts together • City- wide Green Impact plan
So what have students done?
Act• Encouraging positive behaviour change for energy, waste, and
water through programmes including:• Student Switch Off• Intensive waste and energy pilot programme• 20 Steps Campaign• Bristol Big Give
Twitter: @UBUbristol | www.ubu.org.uk
Celebrate
Fun
116
3 May 2023
Give Ownership
• Work together• Create joint opportunities• Share resources• Celebrate good practice• Explain win:win • ‘Unteach” ourselves • Walk the talk • Value radical creativity• Create sustainability that will work• Trust students rather than creating silos
• ….. Help students see they CAN create the world they want
Challenge:
We arrive creative – are we more or less creative by the end of
year 1?Year 2 social science student
How can we create the future?
Google ESD+at+Bristol with ideas suggestions or simply to take materials!
BristolESD
Education for Sustainable
Development in FE
Esin Esat
AOC Sustainability Portfolio Group Vice Chair
Director of Sustainability Bedford College
Presentation Outline
Sustainability in FE Examples from Bedford College The future of ESD in FE
Sustainable Development
Environment
Economy
Society
Global Concerns
Diminishing fossil fuel supplies
Rising fuel costs
Environmental impact of fossil fuels
Potential impact oneconomy & society
Limited Natural Resources(materials, food, water)
Growing Population
Inappropriate use of resources(land, materials, water, food
crops, human capacity)
Food & water shortages
Deteriorating soil quality
Flooding, rising sea-levels
Climate change
Wars!
SoilErosion
FoodMiles
FoodProduction
Biodiversity
Pollution
DraughtWater
Supplies
CarbonFootprint
WaterQuality
AirQuality
ResourceDepletion
FuelPoverty
FoodSupplies
Health &Well-being
Education
Housing
PopulationGrowth
Mobility
FuelSecurity
EnergyCostsSkills Jobs
TransportCosts
Framework for Sustainable Development
Organisational CapacityLeadership Learning Partnerships
Overarching VisionA learning and skills sector which maximises and
mainstreams environmental, economic and social sustainability
Media
Construction
Building Services
Engineering
Research
Estates a Learning Resource
Year2008/09 2009/10 2010/11 2011/12Usage (kWh)
Usage (kWh)
Usage (kWh)
Usage (kWh)
Aug 137,288 147,613 160,582 146,631Sep 187,839 211,598 200,252 183,125Oct 216,738 239,792 225,222 204,979Nov 232,476 256,569 277,107 241,701Dec 194,408 248,622 258,035 220,216Jan 237,568 298,525 259,626 255,282Feb 218,519 263,016 225,917 248,645Mar 252,506 289,367 258,283 248,966Apr 204,347 208,056 168,235 194,222May 202,661 221,566 204,290 229,149Jun 201,996 201,732 180,936 180,177Jul 174,870 185,545 148,376 0
0 0 0 0Total
2,461,216
2,772,002
2,566,860
2,353,093
Year2008/09 2009/10 2010/11 2011/12Cost (£) Cost (£) Cost (£) Cost (£)
Aug 15,122 12,974 10,647 10,698Sep 21,270 18,914 13,427 13,495Oct 24,486 21,359 17,130 18,820Nov 26,421 27,124 21,368 22,475Dec 22,645 21,202 19,720 20,202Jan 26,353 25,387 19,962 23,575Feb 24,460 22,247 17,339 22,892Mar 28,813 24,827 20,228 23,071Apr 22,717 17,667 12,846 15,794May 22,886 18,896 15,634 18,712Jun 22,922 16,901 13,845 13,999Jul 19,438 12,174 11,309 0
0 0 0 0Total 277,533 239,671 193,455 203,733
Year 2008/09 2009/10 2010/11 2011/12Usage (kWh)
2,461,216
2,772,002
2,566,860
2,353,093
Cost (£) 277,533 239,671 193,455 203,733
2,100,000
2,200,000
2,300,000
2,400,000
2,500,000
2,600,000
2,700,000
2,800,000
2008/09 2009/10 2010/11 2011/12
Energy Consumption (kWh)Shuttleworth College, Main Site & Cauldwell House
0
50,000
100,000
150,000
200,000
250,000
300,000
2008/09 2009/10 2010/11 2011/12
Energy Costs (£) Shuttleworth College, Main Site & Cauldwell House
Maths
Computing
Business Studies
Accountancy
Estates a Learning Resource
Community a Learning Resource
Working on a large cedar damaged by heavy snow in the
grounds ofFlitwick Manor (Arboriculture)
Restoration of a local historic building (Bricklaying) Creating a play area/sensory garden for
Peter Pan Children’s Centre(L2 & L3 Horticulture)
Designing and building a children’s garden for Edward Peake Middle School
(L2 & L3 Horticulture)
Low Carbon Retro-fit of social housing stock
(FdSc Building Services & Construction)
Research into the quality of Bedford’s environment
(L3 Business Finance)
Making a difference(Level 3 Holistic Therapy)
Conservation of the Rainforest(L2 Carpentry and Joinery)
Reducing our carbon footprint(Business & Administration)
Work Experience with the Sustainability Team
Annual Sustainability Days
Annual Sustainability Days
The future of ESD in FE Staff & student engagement Sustainability in the curriculum External collaboration Industry - Curriculum - Community
links driving sustainable developments
Innovative curricula, e.g. Eco-innovation awards Circular economy enterprises
Eco-Innovation Awards
Bedford College Eco Innovation AwardsTheme: Circular Economy
GLH
Presentation to Curriculum Managers May 2014
Planning with curriculum teams (Curriculum mapping) June 2014
Project & competition briefings for student groups October 2014 0.5
On-line sustainability primer 1.5Projects in progress (planning, research, material sourcing, development, construction, testing)
Oct ‘14-Jan ‘15 20
Ongoing dialogue with, and support for, curriculum teams
Entries submitted to the Sustainability Team 31-Jan-15
Demonstrations, shortlisting, judging 28-Feb-15 2
Showcasing of entries. Awards ceremonySustainability Day04-Mar-15
6
TOTAL GLH 30
http://www.ellenmacarthurfoundation.org/circular-economy/
http://www.wrap.org.uk/
SEMLEP Circular Economy Project
Skills Developments
Rural Economy
Developments
SME Developments
Panel Q&A
Ann FinlaysonJo KempAisling TierneyChris WilmoreEsin Esat
United Nations Global Compact and Principles for Responsible Management Education, PRME
What it is, why it’s valuable, how to register, and how to stay
registered.
www.gseresearch.com
www.gseresearch.com
A public commitmentSigning up to the UN Global Compact and/or PRME is the clearest
way to demonstrate support for sustainable behaviour, responsible leadership and good business practice.
That is increasingly expected by customers, students, regulators and staff, and is increasingly a part of reporting, audit and
disclosure.
GSE Research and Greenleaf Publishing and the online Sustainable Organization Library and Greenleaf Online Library collections are the
world’s leading specialist resource in sustainability and CSR. GSE/Greenleaf work closely with the UN Global Compact, PRME and
related bodies.
www.gseresearch.com
UNGC and PRMEThe UNGC was proposed by UN Secretary-General Kofi Annan at
the World Economic Forum in Davos in 1999. With more than 12,000 corporate participants and other stakeholders globally, it
is the world’s largest voluntary corporate responsibility initiative.
PRME was developed in 2007 by an international task force of deans and university presidents of leading business schools and
academic institutions, following from a recommendation by academic stakeholders of the UN Global Compact. PRME
currently has more than 540 signatories worldwide, including most of the world’s top-rated business schools.
www.gseresearch.com
UNGC – 10 principles in 4 areas• human rights (not be complicit in human rights
abuses, support and respect human rights)• labour (not be complicit in forced labour or child
labour, don’t discriminate at work, uphold the right to collective bargaining)
• environment (promote environmental responsibility, encourage environmentally-friendly technologies, take
precautions against environmental damage)• anti-corruption (don’t support corruption, extortion
or bribery)
www.gseresearch.com
PRME – 6 principles• Purpose: to develop the capabilities of students to be future
generators of sustainable value for business and society at large • Values: to incorporate into academic activities the values of global
social responsibility• Method: to create educational frameworks that enable effective
learning experiences for responsible leadership.• Research: to engage in research about the role, dynamics, and impact
of corporations in the creation of sustainable social value. • Partnership: to work with business corporations to explore jointly
effective approaches to meeting social and environmental challenges.• Dialogue: to facilitate debate among educators, students, business,
government, and other stakeholders on issues related to social responsibility and sustainability.
www.gseresearch.com
How to sign up Signed letter from the company CEO/highest b-school executive (or equivalent),
pledging to:• Integrate the principles into strategy; decision/policy-making; operations,
curriculum and research • Communicate publically on how the principles have been addressed and
implemented; the Communication on Progress, (COP; UNGC); the Sharing Information on Progress (SIP; PRME)
• Advance the case for responsible business to peers, partners, suppliers, customers and other stakeholders
Pay a (relatively small) annual subscription fee – UNGC $250 a year up to $50m turnover; $15,000 a year more than $5bn turnover.
PRME $380 a year for an organization with less than $10m operating budget, to $1500 a year for one with more than $25m.
www.gseresearch.com
Benefits of being a signatory• enhanced brand value – people like to deal with responsible
organizations• improved stakeholder relations
• competitive differentiation; particularly not being ‘left behind’• ease of supplier relationships with other UNGC/PRME organizations –
like ISO 9000, it removes the need to audit and verify supply chains• a recognized and globally agreed policy framework to implement CSR
• sharing and learning from best and emergent practice• access to networks and resources, national and global
• connection with local and international NGOs, pressure groups and civil society members
• staff motivation, and positioning for talent recruitment and retention
www.gseresearch.com
How to stay registeredAt the basic level, submit an annual COP or SIP report,
consisting of:• Statement by the CEO/senior executive expressing
continuing support • Description of practical actions taken or intended
• Measures of outcome; how performance targets were set and met, qualitative or quantitative
• The COP/SIP should be shared with stakeholders, via website, annual report, etc.
• The COP/SIP, and an organization’s CSR position more generally, can be used for marketing and positioning.
You can get de-listed!• About 3000 UNGC members have been placed on ‘warning’ or
had registration withdrawn, for not participating (not submitting a COP on time)
• PRME members are red-flagged if they are ‘non-communicating’• In 2012, global investors from 12 countries managing over $3tn
of assets, asked 29 large UNGC members to start producing progress reports
• CSR reporting and compliance is increasingly expected by national reporting regulations
• Take it seriously, and don’t do greenwash/bluewash!• De-listing clearly negates all the business and reputational
benefits above.
www.gseresearch.com
Not nice to do – must-do• With further regulatory and compliance pressure on sustainability
reporting, this is not an issue which is going to go away. • Both EFMD EQUIS and AACSB accreditation demand a
commitment to sustainability and responsibility• The GSE/Greenleaf Sustainable Organization Library (SOL)
and Greenleaf Online Library (GOL) collections are designed to support UNGC and PRME registration and maintenance
• We are proud to be members of the UNGC, and to work in partnership with PRME and UNGC:
– Inspirational Guide to the Implementation of PRME I, II and UK/Ireland (Forthcoming)
– Raising the Bar and Learning to Talk were the first dedicated books on the aims of the UNGC
www.gseresearch.com
Some of our customers
www.gseresearch.com
Contacts
Sales and enquiries email: [email protected] SOL Landing page: www.gseresearch.com/sol
UNGC: [email protected] PRME: [email protected]
GSE homepage: www.gseresearch.com Greenleaf homepage: www.greenleaf-publishing.com
John Peters [email protected]
www.gseresearch.com
