Charles University in Prague Environment Center Sustainability in higher education: The Central and Eastern European (CEE) case Bedřich MoldanJana Dlouhá

Communist part of the World Communist (red) and formerly Communist (orange) countries

The Eastern Bloc – former USSR and its satelites

UNECE Strategy for ESD, 2005 Eastern Europe, the Caucasus and Central Asia National Implementation Reports, 2010: – Similar challenges in the field of ESD – Sub-regions EU/West and EECCA follow largely the same pattern in many areas Difference: ‘participation in democratic decision-making’ – Rated the lowest in the EECCA region and among the highest in the EU/West

HE system in CEE before 1989 Hierarchical structure – Supervision by Communist Party (CP) – Teachers – CP members Ideological tool – Marxism = cross-cutting theme, basis for interdisciplinarity in social science & beyond Teacher education: high importance – Separate faculties & system of in-service

Science in CEE before 1989 Central planning & Western system: – Technology – leading force in economy Central planning X Western system: – CEE: linear technical development – Western: innovation CEE science – Separate from HE – institutions, personnel – Fragmented: training, basic X applied research, development…

CEE policy before 1989 – envi & SD Planned economy – Resource intensive, inefficient – Mass production, no envi care Environmental degradation – Air, water, soil, hazardous waste,.. – Correlation with health problems Environment –> civic movement – Bulgaria, Poland, Hungary, Slovakia, … – State response – censorship on envi data Polish Bełchatów – brown coal mine & power plant (Source: Wikipedia)

Energy intensity – CEE compared to other regions According to the United States Department of Energy, the Communist states maintained a much higher level of energy intensity than either the Western nations or the Third World – after Source: EIA, International Energy Outlook 2004 Energy Intensity by Region,

EU membership

HE in CEE: 3 periods of transition First period (1990 ‑ 1993): Liberalisation and decentralisation processes – Academic self-governance – Academic freedoms De-politicisation (X ideological ballast) Building of democratic structures Re-connection with research Autonomy: prerequisite “to restore the university in CEE to its former vitality“

Second period (1994 ‑ 1999) Challenges of systemic transition: Growing numbers of students Lack of financial resources New private higher education providers Quality-issue turn: – demand for accountability, and – well-defined academic performance “Liberal absolutism” replaced with civic and market accountability

Third period (1999 till now) HE – stakeholder in the “knowledge society” Education – driving force for economy … for political & cultural renewal Emerging pragmatism – competitiveness Change in degree structure and quality assurance – to be comparable EU/West CEE still special case education systems X needs of a market economy political turbulence – changing rules of the game

HEIs sustainability transition – general principles Top-down: management, governance Bottom-up: due to autonomy of universities & academics Deep changes (Tilbury, 2011): social learning, participative, active approaches values, systemic thinking visions, tradition vs innovation, … “Third role“ of universities: social involvement

HE ESD indicators (UNECE Strategy) OBJECTIVE 5. PROMOTE RESEARCH ON AND DEVELOPMENT OF ESD Indicators: Research, development, dissemination promoted … research that addresses content and methods for ESD … programmes : (1) on ESD: (a) for Masters level; (b) for Doctorate level (2) addressing ESD: (a) for Masters level; (b) for Doctorate level … support for innovation and capacity building … scientific publications: (a) specifically on ESD; (b) addressing ESD HEIs should provide leadership throughout the system of education, especially important for teacher education

Ratio of gross expenditure: R&D

Gross expenditure: R&D, CR vs EU

Relative expenditures, R&D, CR

RCI, envi science, international

RCI & publications, envi sci, CR

CEE challenges in sustainable HE History: expectations –> changes –> reality –> envi problems solved –> no visions for future Sustainable development: concept misunderstood or replaced by environmental approach contradicts value system in society (restrictions on economy)

Unbalanced institutional policies Competitiveness agenda focused on research and technology transfer CEE wants to “catch up” with the West X Social agenda more regional focus + Funding: per student & R&D results R&D quality criteria applied –> competitiveness prevails

Lack of driving forces Liberalization of HEIs – intensive calcified old structures No consistent policy framework tools to influence HEI: funding, accreditation No deep structural changes disciplinary structure persists pedagogical faculties – not fitting in the system No research for self-reflection

Top-down versus bottom up Top management: no long term visions Bottom up processes: random individual activities little potential for systemic changes Consequence: Unrestrained development of faculties, departments, teacher positions,…

Old science model widely accepted Changing science paradigms: Not reflected by professionals Not discussed by policy makers Mode 1 applied – abstract knowledge Transfer of technology into practice Mode 2 – socially relevant knowledge Innovation potential lacking Intellectual capacities produced by HEIs – wasted HEIs – Ivory Tower model

Structural & value based problems Institutional structure Structure of universities, departments, … Design of study programs Disciplinary structure Humanities versus science Expanding economic disciplines & law Underlying values in academia Accreditation procedures, quality assessment Perception of learning process and outcomes

University outreach & management Cooperation with NGOs Teacher education Dialogue with stakeholders Required by grant schemes – but ??? Management – perceived as: in contradiction to academic exclusiveness not a field for initiative Lack of transparency Gaming the system

Success factors Tradition & leadership Envi discourse –> democratization, public discussion Envi values – valid across regimes Science –> fulfils humanistic visions Disciplinary excellence Former opposition –> professionalization Legislative challenges New disciplines: technology, social sci, economy Value based approaches

Opportunities Continuous reform of the educational system BUT: criteria of academic quality Re-connection of HE and research EU driven frameworks and grant schemes Inclusion of HEIs into international structures BUT: long term visioning, accountability needed HEIs management issues BUT: overall institutional approach is lacking Reflection – research on undergoing processes

Research question Examine social dimension of HEI activities Social capital X intellectual capital -> receive similar attention Social capital – measurable concept 3 dimensions: norms (trust) networks consequences Academic community => com. of practice

Conclusion Education – lagging behind science CEE – double delay & political turbulence ESD – opportunity Vision in transformation processes: East & West CEE: build authentic reform strategies ESD – stabilising factor in education SD – long term perspective, rational basis Shared grounds for cooperation: educational resources exchange of relevant research & expertise

Thank you Jana Dlouhá Bedřich Moldan Charles University Environment Center Wikimedia Commons