1. The framework of Sustainable Development (SD) and Education for Sustainable Development in Higher Eduvcation Prof. Michael Scoullos University of Athens Chairman, MIO-ECSDE, GWP-med, Coordinator, MEdIES Chairman, Greek National Commission of ΜΑΒ UNESCO

2. Philosophical background of the relationship between man & the world ENVIRONMENT nature man ENVIRONMENT natural man technological manmade Cultural manmade spiritual

3. Background of Environmental Education (EE) ENVIRONMENT natural spiritual ma n Cultural manmade Technological manmade EE was understood from the very beginning for all educational levels.

4. Environmental Education (EE) Earth “Spaceship” (limits to growth) Environment understood as ‘nature’ Human overstructure: society, economy, institutions, etc. Interest in HE is mostly in Science Dpts

5. 1960s & 1970s: Introduction of EE An alternative approach to the environment but also to education  Its explicit aims were often concerned with stimulating a sense of individual responsibility for both the natural and manmade aesthetic/cultural environment, based on general ecological principles and knowledge of the scientific bio-geo- chemical cycles and observation of a series of impacts of human activities on them.  Higher Education approach -> mostly on Natural Environment

6.  Limits to Growth Report - Stockholm Conference on the Human Environment (1972)  Belgrade (1975) & Tbilisi (1977) documents on EE emphasized the need to build knowledge, acquire comprehension & decision making skills and adopt values & attitudes which could protect the environment.  HE not deeply involved; basically only in few departments: (1) Biology/ Ecology (2) Chemistry (3) Engineering “pollution abatement” (4) Physical Planning First steps of EE

7. Principle Methodologies  “about” (knowledge),  “in” (in direct contact with reality),  “for” (commitment in favour of) the environment.  Combination of knowledge with action.  The learners in the centre.  Multidisciplinary approach.  HE: only very few disciplines had the ‘in’ dimension e.g. by their nature, multidisciplinary subject e.g. oceanography.

8. During the 80’s & 90’s  “Unbalanced” evolution of EE in the various countries, mostly in Primary/Secondary Education.  Ideological and other constrains in implementation.  Moscow Congress on EE & Training (1987): more emphasis on the gender issue, health, poverty & peace.  Endeavours to effectively tackle the environmental problems based on reliable scientific research.  The precautionary principle was developed in HE as a combination of Law + Science Departments.  Introduction of a series of “targeted” forms of education i.e. Education for Development, Global Education, Education for Peace and Human Rights, Education for Women, Education for Citizenship.  Establishment of the first national and international Networks on EE supported by UNESCO and other international organisations, mostly in Primary & Secondary Education.

9. Environment Ecology Economy Society Sustainable Development The Rio UN Conference on Environment and Development 1992 Chapter 36, Agenda 21  The model was developed mostly by NGOs on political approaches.  Many individual academics were involved with very little input by organised HEIs.

10. EE to where?? The Thessaloniki International Conference (1997): EE only to support environmental protection or having a broader role? Environment Ecology Economy Society Sustainable Development Many academics but not HEIs.

11. Environment Ecology EconomySociety Sustainable Development Expansion of EE => Education Education for Environment & Sustainability (EfES) The Thessaloniki International Conference result in: Here EfES was clearly for all levels.

12. ECONOMYSOCIETY ENVIRONMENT An attempt was made by the EU to define SD as the common place of the three components. This scheme asks that all three are satisfied in the same degree simultaneously! Sustainable Development and Education for Sustainable Development Sustainable Development and Education for Sustainable Development A few academics involved in the SD discussion mostly independently from both Natural and Social Sciences.

13. after Thessaloniki  The ERA-21 campaign by MIO-ECSDE signed also by many university teachers and other initiatives.  Bali 2002 Preparation meeting of WSSD.  WSSD Johannesburg 2002, establishment of MEDIES as a Type-2 initiative. ESD and the Decade for ESD (UNESCO as the lead agency)

14. ESD is LIFELONG process…  … from early PRESCHOOL childhood to HIGHER Education and even to ADULT Education going beyond FORMAL Education (informal and non-formal).  The role of UNIVERSITIES and Higher Education Institutes (HEI) for all the above (in developing and disseminating ESD concepts) is extremely important.

15. Sustainable Development is a pyramid and its basis is Education Education Environment Society Economy Our vision through the evolution since Thessaloniki

16. Governance Environment Society Economy However, with Education alone we cannot transform all development into a sustainable one. Education is only one component of the overall “Governance”. The basis here is Governance.

17. Environment Governance Society Economy In fact, this scheme where environment is the natural basis and all other three are human overstructures is very close, but still different representation of the original starting point of EE.

18. Analysis of Governance for the Implementation of SD Governance Institutions Science & Technology Education

19. Combining the previous figures we have Sustainable Development as a double pyramid. One of its facets is Education. Economy Institutions Environment Society Education Science / Technology Governance

20. To obtain Sustainable Development we need: Responsible Economy Effective Institutions Environmental Protection Social Cohesion & Welfare Education for Sustainable Development Appropriate Science & Technology Governance

21. Economy Medicine Society Journalism Law Institutions Science & technology Chemistry core Engineering Culture Environment For whatever discipline we need (1) development of the basic competences (2) the balanced “integrated approach” to respond to the “prism”

22. Areas that need “change” or reconsideration in order to achieve SD Economy Institutions Environment Society Culture Science/Technology ESD

23. The United Nations Decade of Education for Sustainable Development” (UN DESD, 2005-2014)  December 2002, UN General Assembly resolution 57/254 on DESD, having as overall goal to integrate the principles, values, and practices of SD into all aspects of education and learning.  2 major Initiatives: a) UNESCO’s International Implementation Scheme (UNESCO as lead agency of the Decade). b) UNECE’s Strategy on ESD

24. Objectives of the Decade - Facilitate networking, linkages, exchange and interaction among stakeholders in ESD; - Foster an increased quality of teaching and learning in ESD; - Foster countries towards the MDGs through ESD efforts; - Give countries new opportunities to incorporate ESD into education reform. - Improve access to quality basic education - Reorient existing education programmes - Develop public understanding and awareness - Provide training Tasks for countries & UNESCO

25. The United Nations Decade of Education for Sustainable Development” (UN DESD, 2005-2014) All tasks are closely related to the new “roles” of HEIs.

26. UNESCO’s ‘International Implementation Scheme’ identified the following 7 components of strategy to be incorporated in any ESD implementation plan: * Vision-building - Advocacy * Consultation and ownership - Partnership and networks * Capacity-building and training * Research and innovation * Use of Information & Communication Technologies (ICTs) * Monitoring and evaluation * Particularly important for HEIs.

27. UNECE’s Initiative on ESD  Green light for the development of a UNECE regional Strategy on ESD during the 5 th Ministerial “Environment for Europe” Conference, (Kiev, 2003).  Drafting was a challenging exercise for everybody: Environment and Education ministries, UNESCO, NGOs and other stakeholders (many which universities) through a participatory process.  Result: “Strategy on ESD” Adopted in high level meeting (Vilnius, 2005).

28. UNECE Strategy on ESD GOAL: to encourage the 55 developing and developed countries of the vast UNECE region and beyond to develop and incorporate ESD into their formal education systems, in all relevant subjects, as well as in non-formal and informal education and to serve as a flexible framework in order to be adapted to each country’s priorities, specific needs and circumstances. KEY THEMES of SD to be incorporated in all education systems: poverty alleviation, peace, ethics, democracy, justice, security, human rights, health, social equity, cultural diversity, economy, environmental protection, natural resource management.

29. ESD is LIFELONG process…  Still very little mobilisation on ESD in HEIs.  … from early PRESCHOOL childhood to HIGHER Education and even to ADULT Education going beyond FORMAL Education (informal and non-formal).  The role of UNIVERSITIES and Higher Education Institutes (HEI) for all the above (in developing and disseminating ESD concepts) is extremely important.

30. The anxiety of “change” “ This world will never change “ Change “Everything is changing” Where to place HEIs in this equation?

31. The spectrum of areas that need reconsideration, change, for putting ESD into practice Conservation Stabilisation of “roots” Complementation Adaptation Total reconstruction reconsideration

32. Everything is changing rapidly: No reference  Computers, Internet, the rapidly growing impacts on the planet by pollution, on one hand, and globalisation of the economy on the other, resulted in the shrinking of our planet and require reorientation of the focus of our Education  NEED FOR STABILITY, CONTINUITY AND REFERENCE.  Within this framework EE evolves in ESD/ HEIs need to take position

33. Nothing is changing  Wars, greed, inequity  ”Rule of power” based on money and violence.  Victims among the innocence, frequently among women and children.  The ideas guide us but their implementation is lagging behind. NEED FOR CHANGE Within this framework EE evolves in ESD/ HEIs need to take position

34. Appropriate environment = the prerequisite to maintain the tree DEVELOPMENT EE: Attention to the ENVIRONMENT! EΕ: Caring for the ENVIRONMENT in order to maintain the tree FROM

35. ΕSD Attention to the use and distribution of the fruit (SOCIETY ) DEVELOPEMNT ESD: Attention to the Environment ! ΕSD Attention is given to the fruit: pruning,etc. (ECONOMY) ΕSD: Caring for the tree in order to have the tree & sustainable production of fruits Attention to the Environment, Society & Economy TO

36. ESD Characteristics & Principles - By nature, an evolving and dynamic concept seeking to balance human and economic welfare for the present and future generations with cultural values and respect for the environment and the earth’s natural resources. - Aims to empower all people of all ages to develop the appropriate knowledge and skills; to adopt attitudes and VALUES and shape behaviours towards sustainable development in order to assume responsibilities for creating a sustainable future.

37. VALUES How we’ll not change old ones before installing new ethical values: A shift from theory to practice (implementation) Lifestyles vs./or in compliance with principles Informed citizenship vs. “rights” Local Actions linked with “abstract” “Empowerment ” The role of HEIs is very crucial in analyzing, guiding (?), monitoring and cooperating in this process of transformations.

38. - A cross-cutting field, embracing Environmental Education, Education for Development, Global Education, Education for Peace and Human Rights, etc. - Key Themes : poverty, citizenship, peace, democracy, security, human rights, social and economic development, health, gender equity, cultural diversity, functioning and protection of the environment and natural resources, sustainable production and consumption patterns. ESD Characteristics & Principles

39. From: Disciplines Multidisciplinarity(EE) Intradisciplinarity Intradisciplinarity Transdisciplinarity Transdisciplinarity (central for ESD) (central for ESD)

40. The key question for HEIs is…  How the graduate of whatever Faculty will contribute to achieve sustainable development, not as SD “specialist” but as a doctor, lawyer, teacher, journalist, chemist, etc.  What to teach about economics or law or health to a doctor chemist and lawyer respectively?  Working with students and their unions.  How educational programmes will impact the society of the 2050?/ Consequences of the wrong short sighted approaches and decision of yesterday and today.  What is the appropriate role of e.g. the trade unions in retraining and in-service education/ relationships with HEIs.

41. A Disciplinarity Defensive Self isolation Compartmentalization Old fashioned approaches leading to outdated unprepared specialists and diplomas with low value in the work market and restricted self fulfillment B Opportunistic “crossing of boarders” ill digested concepts superficial coverage of issues with diplomas of low value in the work market and restricted opportunity for employment in areas related to the studies Balanced approach “structured” opening to multi-and-intradisciplinarity with “core” and “periphery” matters and “integrated” approaches responding to the demands of modern societies and therefore with opportunities for employment and also self-fulfillment though not too prescriptive approaches to ESD. pendulum

42. COMPETENCES [see both in EfA ESD] For ALL learners:  Learning to learn  Learning to live with others  Learning to act  Learning to be All these are also competences for university graduates.

43. On ‘learning to learn’: we need a map of learning models  Current research in the UoA: For instance, “the floating raft” model  The “fixed platform” model  The combination  The crystals of knowledge “crystalisation”  The nodular model  The diatoms structures model(s)

44. Networks for ESD  MEDIES :The Mediterranean Initiative for Environment and Sustainability  Network of Mediterranean Universities for SD with emphasis on ESD (www.medies.net)www.medies.net  UN University: centers of expertise on ESD (www.ias.unu.edu)www.ias.unu.edu  SD Projects awards /Germany (www.dekade.org/sites/projecte1.htm)www.dekade.org/sites/projecte1.htm  Schools for SD/Sweden (www.skolverket.se/sb/d/2275/a/12732)www.skolverket.se/sb/d/2275/a/12732  Ecoschools, Greenschools, Globe, etc,etc

45. End remark…  ESD implementation aims at changing the world from “inside” by influencing the production and consumption patterns and by changing the symbols of success and our cultural values, in general.  The new university education needs to take this seriously into account.  Both the end product and the process are important in ESD for all involved.