2. Nordic and BUP Seminar on Sustainability 5-6 November, 2013 Turku/Åbo Paula Lindroos, director Baltic University Programme Centre for Sustainable Development Department of Geosciences Uppsala University

3. The Baltic University Programme The Baltic Sea Region as a Learning Region Drivers for higher education Do we sustain Sustainability in Higher Education?

4. The Baltic University Programme Student Summer Sailing and Courses

5. The Baltic University Programme The Baltic Sea Region as a Learning Region Learning regions in the knowledge based society are characterized by: -Interaction through networks of different actors - Innovation systems (institutional backbone) - A common interpretation framework among actors - Uncertainty (creativity, innovativeness)

6. Maritime Spatial Planning – competence development project BUP cooperation with VASAB – HELCOM BUP because: 1.Target group is restricted; international cooperation needed for education 2.Problems to be solved are international; cooperation among countries is needed -Initiated summer 2011, by VASAB-HELCOM wg -Coordination in Karlskrona and Gdansk -Seed Money Project, Swedish Institute -Course for professionals, September-October 2013 -Tempus application for universities, March 2014?

7. The Baltic University Programme EU- strategy for the Baltic Sea Region … ”To make the Baltic Sea Region an accessible and attractive place: -to maintain and reinforce attractiveness of the BSR in particular through education, tourism and health” EUSBSR - Flagship project: Strenghtening cooperation – on a voluntary basis – between the Universities of the Baltic Sea Region Lead: Baltic University Programme in cooperation with Vilnius University

8. The Baltic University Programme Challenges and drivers for higher education in the Baltic Sea Region – and wider The multidimensional change agenda includes: -Lifelong Learning -A diversified student population -Widened access -Partnerships in support of quality, creativity, and innovation -Internationalization

9. The Baltic University Programme Five future challenges for universities: 1. Lifelong learning With external pressures growing, such as unemployment, skills-upgrading needs and broadening participation, lifelong learning is moving higher up on universities’ strategic agendas. Lifelong learning should be a shared commitment with support from governments, universities, social partners and other stakeholders

10. The Baltic University Programme 2. Diversified student groups Multinational student population and mixed age groups. Universities in competition for attracting students and researchers. The role of study guidance becomes more important than before.

11. The Baltic University Programme 3. Access to education. How can universities attract more students in the future? Is the answer attractive study programmes, or is more needed, such as improved physical planning, study guidance, methods of provision: e-learning, flexible learning etc.?

12. The Baltic University Programme 4. Relevance of education – students’ employability becomes more important. For graduates a need of updating knowledge (lifelong learning). The markets needs are often specific: Can universities manage mass education – vz. tailored education?? Education on demand? New study paths include Work Based Learning (WBL) and the recognition of prior learning, accreditation of prior learning (APL). These are possible -as a way to access to higher education -as elements of higher education -as recognition of the equivalence of a full degree.

13. The Baltic University Programme 5. Internationalisation EUA study Trends 2010: University leaders say that most important developments in coming five years are: 1)Internationalization 2)Quality assurance 3)The Bologna process - There is a shift from individual contacts towards strategic institutional partnerships - Internationalisation should be a concern for all: students, researchers, teachers, as well as administration. International partnerships can improve critical mass in research, widen the educational offer and enhance the institutional reputation.

14. Do we sustain Sustainability in Higher Education? Research – the dilemma of multi-disciplinarity Education – teaching and learning for/about SD Greening of universities – can we practice what we preach

15. The UN Decade for Education for Sustainable Development 2005-2014 – and beyond? Phase 1: 2005-2009: Regional and national strategies and action plans for the implementation of education for sustainable development (ESD) Phase 2: 2009-2014: Good practices and capacity development

16. UNESCO – ESD Quality education criteria: 1. Interdisciplinary and holistic approaches, where learning for SD is integrated in the whole curriculum and not only as an independent discipline 2. A common value base for SD 3. Development of critical thinking 4. The use of several teaching and learning methods 5. Integration of local, regional and global aspects in education 6. Participatory decision-making where students participate in decisions regarding their learning

17. The Baltic University Programme

18. OECD - definition of competencies in learning about sustainable development: 1. Subject competencies – knowledge, facts, definitions, concepts, systems 2. Methodological competencies –skills, fact-finding, analysis, problem-solving 3. Social competencies – communicating, working interactively, active citizenship 4. Personal competencies – attitudes, values, ethics www.oecd.org/sustainabledevelopment

19. CoursesConceptsSystemsMeasurementPractices Primary School Single pillars taught broadly in general lessons Economic Environment Social Markets Ecosystems Society Wealth Eco-footprints Voters Fundraising Eco-schools Citizenship Secondary School Integration of two (or more) pillars taught in existing courses (e.g. social studies) -Economic/ Environment -Economic/ Social -Social/ Environment -Carbon trading -Human capital -Transport -Costs of climate inaction -Income distribution -Measures of well- being -Green entrepreneurs -Poverty reduction -Fairtrade Tertiary Level Integration of three pillars taught in stand- alone units (SD studies) -Economic/ environment and social -Intergenera- tional concerns -Participatory processes -SD strategies (NSDS) -Sust. con- sumption & production strategies (SCP) -ESD strategies -Capital-based indicators -Sustainability indices -Sustainability impact assessments -Sustainable production -Sustainable consumption -Corporate responsibility

20. The Baltic University Programme Recommendations from BUP Rectors’ Conference, October 2011: -Increased research cooperation -Competence development for teachers -Campus greening -Stable financial basis Next BUP Rectors’ Conference Oct. 2014 - Visby

21. Challenging(Un)Certainties Uppsala May 23-25.2011 Teachers’ 5 competences for ESD: - competences related to knowledge -competences related to values and ethics -systems thinking -competences related to emotions -competences related to action www. csct-project.org

22. Challenging(Un)Certainties Uppsala May 23-25.2011 Teachers’ competencies also include: - Knowledge about resource management, demand management - The competence to handle conflicting interests and: - Communication of uncertainty and risk - whereas the traditional evolution of knowledge aims at minimizing uncertainty.

23. The Baltic University Programme

24. Summing up... I keep six honest serving men (They taught me all I know); Their names are What and Why and When and How and Where and Who Rudyard Kipling “The Elephants Child” Just So Stories (1902)

25. Summing up... Campus-wide learning outcomes at Portland State University include: Ethics and social responsibility: Students will develop ethical and social responsibility to others, will understand issues from a variety of cultural perspectives, will collaborate with others to address ethical and social issues in a sustainable manner, and will increase self-awareness

26. Summing up... Campus-wide learning outcomes at Portland State University: Sustainability: Students will identify, act on, and evaluate their professional and personal actions with the knowledge and appreciation of interconnections among economic, environmental and social perspectives in order to create a more sustainable future.

27. Summing up.... Workshop I outcomes -Competences... Define the problem...Attractive methods... -SD integrated in the university management systems... Integrate the issue in existing activities.. Use case-methods -New generation of university needed? -Motivation/Values/Knowledge/Skills -Challenges to transform information from knowledge to change in behaviour. Study materials should be in resonance with students motivation and level.

28. Summing up... Recommendations for future cooperation: -Cooperation at local, national, Baltic Sea Regional, EU, etc level. Networking! -Teachers’ competence crucial for implementation of ESD, also when we speak about learner centered education, self- organised education, problem based- or project based education!!