“Our biggest challenge in this new century is to take an idea that seems abstract -- sustainable development -- and turn it into a daily reality for all the world’s people.” Kofi Annan, Secretary-General United Nations

Governments Industry NGOs Academics General Public Not Engaged General Population

The Power of SD Remains Dormant Locked in Isolated Issues Clean Air AIDS Prevention Safe Water Climate Change Rainforest Preservation Sustainable Consumption Poverty Eradication Bio-diversity Population Growth Sustainable Development

Global Disjointed Approaches STEM Trade Barriers Tax policies Currency manipulation

Towards Global Sustainability?

Strong Global Warming Observed Hadley Centre for Climate Prediction and Research Based on Folland et al (2000) and Jones and Moberg (2003)

Development at whose expense?

Bonn Declaration – A Call for Action Encourage and enhance scientific excellence, research and new knowledge development for ESD through the involvement of higher education institutions and research networks in ESD. Mobilize the core functions of universities: teaching, research and community engagement to strengthen global and local knowledge of ESD, and utilize the UNESCO ESD Chairs and UNESCO program networks in this process.

Why are HEI Addressing Sustainability? To better take advantage of globalization To help your institution compete To attract funding To create global citizens To make life better for others To infuse relevancy, meaning, etc., to better their ed. To improve the life of all future generations

Northern Problem As Well Hard to serve students suffer Preferred learning style other than reading Poverty related issues Irrelevant curricula Engaging the disenfranchised Home/family related issues Student/school conflict Narrowing the curriculum for testing

Surface areaVolume Percentage Square milesCubic Milesof Total Salt water The oceans 139,500,000317,000, % Inland seas and270,00025, % saline lakes Fresh water Freshwater lakes330,000 30, % All rivers (average level)— % Antarctic Icecap6,000,0006,300, % Arctic Icecap and glaciers900, , % Water in the atmosphere197,000,000 3, % Ground water within half a mile from surface—1,000, % Deep-lying ground water—1,000, % Total (rounded)— 326,000, %

Understanding World’s Water TypeYardsFeetInches Salt Water Fresh Water Antarctic Ground < 1/2 mile deep11.16 Ground > 1/2 mile deep11.16 Arctic Ice Caps 7.56 Lakes.3240 Atmosphere.0360 Rivers.0036

A Perfect Storm … of Opportunities Innovation Productivity Growth Brand Image Competitive Advantage $aving$ Revenue Business Value 10 Market Forces 5 Mega-Issues5 Demanding Stakeholders Climate ChangeGreen Consumers Pollution & HealthActivist Shareholders Globalization Backlash Civil Society / NGOs Energy CrunchGovernment Regulators Erosion of TrustFinancial Sectors

Preparing for the World of Work Linking to TVET ESD for all Right to work Right to change the world of work Forming an international network of exploration First meeting in Thailand in summer of 2007

I.Policy Level 1.Educational System Integration To Integration of TVET into Education System ——Articulation, mobility, career guidance ——Qualification Framework ——Collaboration with relevant industries/stakeholders ——Decent Work – salary ——Selection and hiring process of TVET teachers ——International Cooperation (faculty exchange) ——Vocationalization of the General Education

Economy / Profits Sustainable business Profits Taxes, R&D Jobs Expenditures Training Fair trade Core values The Sustainability “3-Legged Stool” Environment / Planet Eco-Efficiency Manufacturing efficiencies Operations efficiencies Product efficiencies Smart design Cradle-to-cradle, take-back Beyond compliance Restorative to nature Equity / People Ethical business Internal employees  Human rights  Health & Safety  Empowerment  Respect, Caring Local community Rest of the world Sustainable Development (SD) Corporate Social Responsibility (CSR) Sustainability Triple Bottom Line (TBL) 3Es / 3Ps Corporate Responsibility (CR)

Humanities in decline We are in a major crisis of education. Nations change educations for economic purposes, humanities are being cut back. (useful skills for short term profits) Technology and engineering, applied science, emphasized. Abilities crucial to democracy and more humane world not developed. Old development model emphasizes GDP growth. But mere pursuit of growth does not necessarily improve other aspects of quality of life. Critical thinking (philosophy), history, literature & arts is not very important in the education systems oriented towards economic growth. Singapore good example. Martha C. Nussbaum

The Real Bottom Line! “We Need A World We Can Live In” At the global scale, there is only one bottom line: “Maintenance of the earth’s life support system for humans. If critical thresholds are crossed and the earth system shifts to another state much less amenable to human life, then everyday life as we know it –social systems, economics, politics – ceases to have meaning.” Uno Svedin – Swedish Research Council for the Environment, Agriculture Sciences and Spatial Planning

Re-discovering Commerce Social entrepreneurship The arts Service to others?

The Challenge for Education Our greatest experiment-civilization itself-will succeed only if it can live on natures terms, not man’s. To do this we must adopt principles in which the short term is trumped by the long; in which caution prevails over ingenuity; in the which absurd myth of endless growth is replaced by respect for natural limits; in which progress is steered by precautionary wisdom. Ronald Wright-A Short History of Progress

UNU Regional Centre of ESD Expertise Outcomes Improved academic outcomes More knowledgeable/supportive citizenry More sustainably oriented production and consumption Perhaps a shift in behaviour as learning is relevant and in scale etc. Messengers Non FormalFormalInformal Ngo’sTertiaryMedia Zoo/etcSecondaryPeers Gov AgenciesElementarySociety Corp TrainingPreschoolLife Exp. Local Information Sources Regional/National Local Government Private Sector Research (HE, NGO) etc.