EDUCATION FOR SUSTAINABLE DEVELOPMENT

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EDUCATION FOR SUSTAINABLE DEVELOPMENT

• (ESD)
• An interview for
• Professor Brian Chalkley
• University of East London
• Thursday 26th June 2008

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CURRICULUM DIRECTOR FOR EDUCATION FOR SUSTAINABLE
DEVELOPMENT

• To encourage the embedding of ESD within courses
  across the University and in extra-curricular
  activities
• To support the development of relevant learning
  and teaching materials
• To design and deliver an appropriate staff
  development programme
• To act as a champion for ESD throughout the
  institution

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WHAT IS SUSTAINABLE DEVELOPMENT?

• Meeting the needs of the present without
• compromising the ability of future
• generations to meet their own needs
• (WCED, 1987)
• Not cheating on the kids

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WHY SHOULD THE UNIVERSITY TAKE ESD SERIOUSLY?
DOES IT MATTER?

• Engagement with major global/national issues
• Transition to a low carbon economy
• Educate tomorrows leaders, citizens and
  employees
• Marketing and recruitment (student interest)
• Build on existing expertise at East London
• HEFCEs SD Strategy

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HEFCES SUSTAINABLE DEVELOPMENT VISION

• Our vision is that within the next ten
• years the higher education sector will be
• recognised as a major contributor to
• societys efforts to achieve
• sustainability

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HEFCES VISION IS CONTESTED

• It is one of the most pernicious and dangerous
  circulars ever to be issued. It represents the
  final assault on the last freedom of
  universities. It is not the job of
  universities to promote a particular political
  orthodoxy.
• Peter Knight, VC University of Central
• England, February 2005

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IS EDUCATION THE ANSWER?

• The volume of education has increased,
• yet so have the dangers of ecological
• catastrophe. If still more education is to
• save us it will have to be education of a
• very different kind
• (Schumacher)

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WHAT HAS THIS TO DO WITH HISTORY?

• ESD for all social, political, economic,
  scientific, technological dimensions
• History
• role of environment in historical change
• monasteries as sustainable communities
• ask History, Classics Archaeology Subject
  Centre (www.hca.heacademy.ac.uk)

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WHAT EXPERTISE DOES THE POST-HOLDER NEED?

• Understanding of ESD in HE
• Personal track record in teaching and ESD
• Dissemination experience conferences and
  publications
• Readiness to work across disciplines
• So, subject background is irrelevant

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BCS QUALIFICATIONS

• Publications and conferences in ESD
• Contributed to HEFCEs SD Strategy
• Involved in HE Academys ESD programme
• Teaches ESD at Plymouth
• Part of Plymouths ESD CETL
• HEA National Teaching Fellow and
• Senior Fellow
• Im a Londoner
• Hard-working!

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HOW DOES MY DISCIPLINE CONNECT TO ESD?

• Sociology eg consumerism
• Architecture eg low energy design
• Engineering eg sea defences
• Economics eg Stern Report
• Media eg SD in the news
• Tourism eg eco-tourism
• (www.heacademy.ac.uk/sustainability.htm)

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COURSE AND CURRICULUM INITIATIVES

• New programmes
• New modules
• New podules (infusionism)
• Generic modules (electives)
• Interdisciplinary approaches
• Be positive and cheerful!

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SOME LOCAL OPPORTUNITIES

• CSR policy in which the first priority is
  environmental sustainability
• Diverse, multi-cultural community
• Sustainability Research Institute
• Solar power project with Solarcentury
• Green awareness events
• Green league position plenty of room for
  improvement!

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A MESSAGE FROM YOUR VICE CHANCELLOR
Sustainability is a large part of our agenda and
an increasingly important aspect of all
university operations
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WHAT CAN UNIVERSITIES DO?

• THE FOUR Cs
• In addition to SD research
• CURRICULUM knowledge, skills, values
• CAMPUS buildings, energy
• COMMUNITY local leadership
• CULTURE values

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TAKING ESD INITIATIVES

• Conduct where are we now? audit
• Prepare policies and find champions
• Campus, exhibitions and events
• Students Union
• Staff development (capacity building)
• Use the HE Academy Subject Centres
• Use the two ESD CETLs
• Win hearts and minds

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