TITLE OF YOUR PRESENTATION: Name of Institution: Names of ITP Change Project Participant and Co-Participant: Year of participation in ITP: Country of origin:

Research informing the Reflexive Learning Model of the ITP We have worked with an emergent theory of social change to design the ITP curriculum It involves 1) giving attention to understanding of context and structural conditions; 2) engaging in socio-cultural learning interactions - across contexts and in own context to stimulate processes of ‘learning to change’ and the agency of course participants in their contexts; and 3) reflections on the changes to understand them within spheres of influence (positions and practices)

ITP Learning Programme Design (using Archer’s morphogenetic theory as lens to trace structural conditions (T1) at start; social interactions during the training programme (T2-3) and changes in contexts, programmes, practices and conditions (T2-4): Elaboration of existing context through mobilisation of agency T1…socio-cultural conditioning SOCIO-CULTURAL / SOCIAL ECOLOGICAL CONTEXT Situating learning (Auditing and review of context and practice) using USAT: Basis of the ‘Change Project’ T2-T3…social interaction TRAINING EXPERIENCES International exchange and training programme: Sweden (Africa-Asia); South Africa (Regional) Network engagement T2-T4…elaborations / stasis WORKPLACE CHANGES Self-defined change project work (includes materials development) Institutional workshops (x2) & Reporting Changed practices Reflexivity and professional development Changed practice Changes at institutional level?

EXAMPLE: Uganda- Buisitema University Integrating ESD into curriculum development and teaching practices in Science Education Faculty T1…Phase 1 New University, Multi campus Curriculum review Proactive National ESD strategy framework University Strategic Plan holistic approach to building sustainable future T2-T3…Phase 2&4 (Sweden / SA) Faculty wide audit using USAT, project change into curriculum development infusing community engagement (SL) Cross cutting module on ESD for Bachelor in Science Education Programme T2-T4…Phase 3,4,5 New cross-cutting curriculum module Engaging University Management and gaining full support Other stakeholder workshops included students and community through RCE

Enhancing Systemic Contextual Understanding: The USAT TOOL Background to its development What informed the design USAT Environment -Context -Sustainability declarations Theories -Critical Realism -Systems thinking Other SATs -SAQ -AISHE -GASU Background An outcome of PhD research Developed within the MESA Partnership Supporting MESA implementation Motivation MESA implementation phase 1 observations reliance on individual change agents lack of a systems approach at university level Phase 1 key lessons The need for a systems approach The need for tools to support such an approach Aims and objectives Developing a tool that can support a whole systems approach to sustainability mainstreaming Designing a tool that is relevant to the MESA universities partnership and that supports university-wide approach to sustainability implementation To strengthen the MESA programme toolkit and associated activities

The design of the tool Key design features USAT Parts USAT Indicators Flexibility of use: Unit versus whole teaching departments University operational divisions Inclusive of various university sections Students, management (staffing), policy etc in addition to common functions like teaching, research and CE Indicator- based Benchmarkin g, comparative analysis, progress USAT Part A: Curriculum, Teaching approaches, Research, Community Service, Examinations, Staff Expertise USAT Part B: Operations and Management USAT Part C: Students Involvement USAT Part D: Policy and written statements Whole institution Areas identified as crucial for universities interested in mainstreaming sustainability to get engaged in Indicators should be treated as guidelines Indicators can be modified depending on context More indicators can be identified, and added Indicators found to be inapplicable to a certain context can be omitted in the assessment

Using the USAT Head of department, faculty, unit or programme coordinator, etc. Rating of indicators by completing the score sheets & for Parts B to D; explaining the activity and how it can be improved, etc. Based on the score X -Interviews -Content analysis (documents, websites, etc.) -Observations -Interviews -Content analysis (documents, websites, etc.) -Observations

USAT data use Data usage Significance Providing guidelines and targets for sustainability mainstreaming Benchmarking initiatives Assessing progress Sustainability reporting Strengthening reflexive learning The USAT was a learning tool which enabled participants to get an understanding of the range of practices universities can get involved in The USAT was a decision-making tool which enabled participants to reflect on their practices thereby informing change projects Assessment results provided good quality starting points for change projects Assessment data collected before change project implementation could be used as baseline data enabling on- going assessment of progress. Sharing of USAT analysis results enabled participants to learn from each other

Reflections on the use of the USAT tool in the ITP Mandy – Useful tool that provides the institutions with a visual representation of the status quo. Provides decision makers with a bases to take action. Vanessa – It provides evidence of situated sustainable/unsustainable practices. It provides a clear justification for change and the needed kind of change in the audited Institution/Faculty or Department. It is therefore a gateway to the start-up of urgent institutional need-based ESD mainstreaming. Mucha – The tool has been used in other ways not anticipated during it’s development, e.g. the varied / flexible meaning of “unit” (a degree programme, a department, or a faculty) and the use of indicators as guidelines, not only to improve practices, but to identify / define new sustainability practices which institutions could implement. Heila – Useful for institutionally locating the change process (not just the problem of 1 person); Very useful tool for ongoing monitoring and evaluation of ESD implementation over time

Three phases of PhD research Phase 1 - ITP tracking research (Asia and Africa) Phase 2 – Morphogenetic and position-practice system analysis and ESD mainstreaming (Africa); Phase 3 – Deeper morphogenetic and position-practice system analysis and laminated system explanation of Swaziland, Zambia and Botswana ITP participants and MESA Chairs (Southern Africa). Understanding change processes over time: ITP Tracking Research Phase 1: ITP Tracking and development of ITP database Participants and co-participants names Institutions Countries Institutional context Change project title Change project starting point and process of implementation Outcome of change project implementation Determining the category of change project Further action plan on change project Relevance to the short and long term objectives of the ITP. Phase 1-3: Sources of data and time frame Document review - ITP reports ( ); Computer assisted survey questionnaire (2013 – Africa and Asia participants) Self-administered semi structured questionnaires (31 African participants in SA-2013); Individual interviews (3 participants in 2012 & 19 participants in 2014 – Swaziland, Zambia, Botswana); The internet, University websites, institutional documents and national, regional and global documents. Categories of change project innovation ‒ Category A: New Policies and Strategies ‒ Category B: New Management Practices ‒ Category C: New Tools and Methods ‒ Category D: New Programmes and Courses In addition to Category A-D: ‒ Category E: New structures and networks ‒ Category F: Internationalisation

PHASE ONEITP TRACKING RESEARCH (AFRICA AND ASIA) PHASE TWO MORH. AND POSITION-PRACTICE SYSTEM & ESD MAINSTREAMING (AFRICA) PHASE THREE POSITION-PRACTICE SYSTEM, MORPHOGENETIC ANALYSIS & LAMINATED SYSTEM EXPLANATION (SOUTHERN AFRICA) TOTALASIA AFRI- CA NORTH AFRICA (3) WEST AFRICA (4) CENTRAL AFRICA (1) EAST AFRICA (4) SOUTHERN AFRICA (11) COUNTRIES SUDAN EGYPT MORO- CCO LIBERIA NIGERIA GAMBIA SENEGAL CAMERO- ON KENYA UGANDA ETHIOPI- A RWANDA SWAZILAND, ZAMBIA, BOTSWANA, MALAWI, MADAGASCAR, NAMIBIA, MAURITIUS, TANZANIA, MOZAMBIQUE, SEYCHELLES, SOUTH AFRICA HEIs HEIs: UNISWA; UNZA, CBU, NIPA, KCoE, UB PARTICIPAN TS ITP + 3 MESA CHAIRS CHANGE P change projects Understanding change processes over time: Phases of PhD Research

. SOCIAL STRUCTUREHUMAN AGENCY MEDIATING SYSTEM CALLED POSITION- PRACTICE SYSTEM The position-practice mediating system involves “the positions (places, functions, rules, tasks, duties, rights, etc.) occupied (filled, assumed, enacted etc.) by individuals, and of the practices (activities etc.) in which, in virtue of their occupancy of these positions (and vice versa), they engage” About position-practice system - Phase 2-3 research

POSITIONS IN UNIVERSITIES Chancellor Vice-Chancellor Deputy Vice- Chancellor Registrar Bursar Dean of Students Librarian Deans of Faculty Deputy/Assistant Dean Directors of Directorate, Centre, Institute, and Unit Head of Department (HOD)/ Unit Deputy Head of Department Senior lecturer Junior lecturer Students Representatives Students Casual workers Phase 2-3: Position-Practice System (P&PS) = Sphere of influence Top/Senior/Executive Management (P&PS): Chancellor, Vice-Chancellor, Deputy Vice- Chancellor Other top/senior management (P&PS) Registrar, Bursar, Dean of Students, Dean of Schools or Faculties, Deputy/Assistant Dean, Liberian, Director of Directorate/Institute/Centres Others (P&PS): Head of Department, Head of Unit, Deputy Head of Department, Senior Lecturer, Lecturer Others (P&PS): Junior Lecturer, Senior Instructor, Instructor, Instructor, Employed Researchers, Administrative and support Staff Ordinary Stockholders (P&PS): Casual workers - Lawn movers, Cleaners, Messengers Implication of position-practice system for effective ITP ESD mainstreaming HEIs:  The choice/kind of change project proposed by a participant and the expectation on the participants to implement such should be based on the sphere of influence associated with their position-practice system (Evident in most African cases).  Effective mainstreaming of ESD in HEIs is enabled/constrained by the P&PS of not just the ITP participants but the P&PS of others in/outside their institution e.g. MESA Chairs, VC, Colleagues, Min of Education, Min of Environment etc. (Evident in all 3 countries).

7. The planetary-level (or cosmological) level - Global trends and responses. 6. The mega-level of the analysis of whole traditions and civilizations – Continental issues 5. The macro-level orientated to the understanding of the functioning of whole societies or their regions – Africa 4. The meso-level at which we are concerned with the relations between functional roles –countries 3. The micro-level studied - Institutions 2. The individual level or biophysical level – Material circumstance 1. The sub-individual-level psychological level – Identity, personality Why use the laminated system for understanding and explaining ESD?  A system that refers essentially to several different levels of reality in an open system  Social events are systemic in nature and the reference to any system at one or any level will necessitate the compulsory involvement and reference to the others.  Cognisance of the existing hierarchy of scale of social events – more macroscopic or overlying and less macroscopic and underlying.  Seven-scalar social being - enables the possibility of social explanation at seven distinct levels of agency and collectivity that social life are concerned with or related to. Phase 3: Laminated System Implication of morphogenetic and position-practice system analysis, and laminated system explanation for ESD mainstreaming in HEIs:  The constitution of a laminated system analytically enables the visibility and explanation of the obvious multiplicity and complexity of ESD issues stemming out of each level, context and scale.  The characteristics of individuals at level 1-3, and the characteristics of the society at level 4-5 and planetary issues/risks/responses at level 6-7 all shape the status of ESD – Why leave out an efficacious level?  Investigating, monitoring and analysing individual learning and change process, collective/institutional learning and change process and socio- cultural/Socio-ecological changes – especially after professional capacity development of agents, which are essential to effective ESD, is possible!

Summary … ITP Learning and Change Change in social- ecological relationships and context Institutional Change Personal Professional Change