Perspectives on higher education for sustainabledevelopment: transformation for sustainabilityZinaida Fadeeva, United Nations University Institute of Advanced StudiesRapid changes at all levels and pressing local andglobal sustainability issues require rethinking of howknowledge is generated, transmitted and utilized andhow future decision makers and professionals are trained toaddress the compound challenges of sustainable development.As intellectual leaders and major contributors to thecapacity development required for global transition to sustainability,institutions of higher education are expected to respondstrongly and holistically to societal challenges. In order to do so,they must embark on the daunting task of transforming themselvesand bringing about desired changes to society at large.The United Nations University (UNU) has responded to the UNDecade of Education for Sustainable Development (DESD) bylaunching international networks designed to strengthen therole of institutions of higher education in sustainable developmentand education for sustainable development (ESD), as wellas developing postgraduate programmes in these subjects andother related fields.Creating higher education for sustainable development(HESD) networksThe ESD Programme of the UNU Institute of Advanced Studies(UNU-IAS) fosters the involvement of academia globally in appliedresearch, education and continued learning to resolve the pressingglobal problems that are the concern of the UnitedNations and its Member States.This work is carried out by:• The network for Promotion of Sustainability inPostgraduate Education and Research (ProSPER.Net) 1• The Regional Centres of Expertise on Education forSustainable Development (RCEs). 2ProSPER.Net is an academic consortium for ESD thatwas launched in 2008 to reorient postgraduate educationand research in the universities of Asia-Pacific towardsmore sustainable development. Currently 21 membersstrong and growing, the network brings together leadinguniversities from the Asia-Pacific region that have significanteducation and research programmes in sustainabledevelopment and related fields.Working closely with a number of important partners– the Ministry of the Environment of Japan, UNEPRegional Resource Centre for Asia and the Pacific,UNESCO Bangkok (Asia-Pacific Regional Office) andthe Institute for Global Environment Strategies (IGES)– ProSPER.Net serves as a platform for collaborationamong its members and other ESD actors, regionallyand globally.Image: UNU-IASLaunching Ceremony of ProSPER.Net under the auspices of UNU-IAS, Hokkaido University, Japan, 21 June 2008[ 133 ]
Over the last two years, member universities have carried outseveral projects critical for the transformation of higher educationpractices in the region, including:• Reorientation of business school curricula towards sustainability• Development of faculty training modules on sustainability• Design and delivery of an e-learning programme on sustainabledevelopment practice in public policy• Innovative pedagogies applied in regional poverty reductionprogrammes• Alternative university appraisal for assessment of universities,based on their sustainability practices in research, teaching,outreach activities and campus operations.The RCEs are networks of existing local institutions and stakeholdersfor ESD, mobilized to promote all types and levels of learningfor a sustainable future. Institutions of higher education are encouragedto take the lead in developing RCEs as providers of guidanceand leadership in education. As of August <strong>2010</strong>, 77 local networksare officially acknowledged by UNU as RCEs in Asia, Africa, theAmericas and Europe, and the global network of RCEs is expanding.In addition to working with a broad portfolio of ESD projects intheir own regions, RCEs collaborate on operational and substantiveissues across continents.There is also a role for RCEs in the enhancement of inter-agency cooperationfor HESD. Many UNESCO chairs in ESD play important roles inRCEs. For example, Okayama University of RCE Okayama is UNESCOChair in Education and Research for Sustainable Development; theUNESCO Chair in ICT for ESD at the University of Crete took the leadin developing RCE Crete; and the UNESCO Chair in Higher Educationfor Sustainable Development, housed in the Institute for Environmentaland Sustainability Communication at the Leuphana University ofLüneburg, is an active partner of RCE Hamburg.Transforming organizational practices towards sustainabilityReorienting the education of future leaders and professionalsHigher education transformation requires changes in curriculumand teaching (educational content and pedagogy), research andadministrative practices, and this can happen only inclose collaboration with teaching and research faculties.Selected ProSPER.Net members have embarked on aseries of projects for the reorientation of business schoolsthrough strategies such as development of case studieson social business and social entrepreneurship, surveysof ESD practices in business schools in the Asia-Pacificregion, and developing courses and launching new graduateprogrammes, focusing on more sustainable businessoperations. A ProSPER.Net joint business school projectfacilitated by the Asian Institute of Technology led to theidea of reorienting engineering and architectural education– a project that is currently under development.Faculty training on ESD and sustainable developmentTransformation of universities requires changes to theways in which faculty members teach, conduct researchand interact with the broader society. Universiti SainsMalaysia coordinates a ProSPER.Net joint project ondevelopment of faculty training modules and resourcematerials for sustainability. The project aims at enhancinguniversity faculty members’ understanding of theconcept and practice of sustainability by providingexamples of how it can be integrated into educationaland research practices in higher education settings.Engaging young researchers and studentsIn addition to the responsibility of the faculty, ProSPER.Net partners also recognize the important role studentscan play in transforming higher education with theirenergy, concern for the future and commitment to amore just society and a cleaner environment. Withthe leadership of RMIT University, ProSPER.Net partnersdeveloped the Young Researchers’ School – aprogramme that will enable graduate students andyoung post-doctoral researchers to engage with avariety of complex societal challenges in specific loca-Image: © RCE Graz-StyriaYouth Workshop, RCE Graz-Styria[ 134 ]
- Page 1 and 2:
TOMORROW TODAYUnited NationsEducati
- Page 9:
THE HONOURABLE DIANE MCGIFFORD, CHA
- Page 15 and 16:
ANNA TIBAIJUKA, EXECUTIVE DIRECTOR,
- Page 17:
KONRAD OSTERWALDER, RECTOR, UNITED
- Page 25 and 26:
Image: Lyle BenkoMid-Decade Assembl
- Page 28 and 29:
levels, and is an efficient mechani
- Page 32:
levels of education, taking part in
- Page 35 and 36:
Sustainable school feedingNancy Wal
- Page 37 and 38:
Image: WFP/Rein SkullerudImage: WFP
- Page 39 and 40:
How the Education for Rural People
- Page 41 and 42:
Image: FAOThe Education for Rural P
- Page 43 and 44:
Education for sustainable citiesTra
- Page 45 and 46:
Image: UN-HABITATChild washing hand
- Page 47:
sustainable land management practic
- Page 52:
Image: Inpyoung Elementary SchoolIm
- Page 55 and 56:
Reaching young people with sexual a
- Page 58 and 59:
Image: © BBC World Service Trust 2
- Page 62 and 63:
Image: Nat. Comm. UNESCO ChinaThe S
- Page 64 and 65:
Image: Japanese Nat. Comm. for UNES
- Page 66:
in July 2005, the RCE network has c
- Page 69 and 70:
Image: SEAMEO RIHEDThe third meetin
- Page 71 and 72:
Image: CEEImage: CEEYoung graduates
- Page 73 and 74:
Developing informed fishingcommunit
- Page 75 and 76:
Image: S Jayaraj, BOBP-IGOImage: S
- Page 77 and 78:
Let’s take care of the planet:edu
- Page 79 and 80:
Image: Ministry of Education, Brazi
- Page 82 and 83:
ten provinces and three territories
- Page 84 and 85: provide tools and materials to supp
- Page 86 and 87: • Projects for senior citizens, w
- Page 88 and 89: From activists to the inclusion of
- Page 90 and 91: Sweden’s pioneering role ineducat
- Page 92 and 93: • Exposure to Swedish and interna
- Page 94 and 95: To strengthen ESD work in the Nordi
- Page 96 and 97: From personally relevant experience
- Page 98 and 99: Image: © Peter PurgBBCC members at
- Page 100 and 101: Beyond boundaries: implementing edu
- Page 102 and 103: Hurricane Gustav over the Caribbean
- Page 104 and 105: the first thirty years of the life
- Page 106: Image: NIE, SingaporeThe purpose-bu
- Page 109 and 110: Image: USM(ii) Alternative universi
- Page 111 and 112: Citizenship Project brings sustaina
- Page 113: During the workshop, the undergradu
- Page 117 and 118: GLE research campImage: GLOBE Thail
- Page 119 and 120: Minister. This is a step towards en
- Page 121 and 122: Caring for people through education
- Page 124 and 125: Politics and civil society in the U
- Page 126 and 127: National Committee in three ways. F
- Page 128 and 129: critically highly skilled human res
- Page 130 and 131: Child rights and equity throughclim
- Page 132 and 133: Image: © UNICEF/NYHQ2007-1390/Giac
- Page 136 and 137: Image: © RCE Graz-StyriaSignboard
- Page 138 and 139: African higher education networking
- Page 140: Collaborative links within an RCESo
- Page 143 and 144: Image: © RCE ZombaImage: UNU-IASSt
- Page 145 and 146: esearchers from developing countrie
- Page 147 and 148: Change for a better world:assessing
- Page 149 and 150: Learning for change: the key to a s
- Page 151 and 152: Curriculum and Instruction: Interna
- Page 153 and 154: identified. 8 These agents of chang
- Page 155 and 156: Turning today’s youth into tomorr
- Page 157 and 158: and implementation is based on an i
- Page 159 and 160: Image: Paulo Freire InstituteSeeds
- Page 161 and 162: Helping people take control of thei
- Page 163 and 164: Sihuan, China - Bio-digestors addre
- Page 165 and 166: of ‘sustainability’ that is mos
- Page 167 and 168: Entrepreneurship as thefishing rod
- Page 169 and 170: Image: GET’10 in East AfricaImage
- Page 171 and 172: WikiQuESD authoring and learning pl
- Page 173 and 174: Transforming childhood: from reinfo
- Page 175 and 176: Young students plant a vegetable ga
- Page 177: Image: © UNESCO/Katy AnisEducation
- Page 180 and 181: Democratizing education:the quantit
- Page 182 and 183: Image: FLAMEThe quality of college
- Page 184 and 185:
The foundations of ESDin early chil
- Page 186:
Free-range ecological hens, indoors
- Page 189 and 190:
Waste in and around schoolscommunit
- Page 191 and 192:
Promoting education for sustainable
- Page 193 and 194:
of Education for Sustainable Develo