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Education is the key to advancing the transition to more sustainable ways of living. THE EARTH CHARTER Centre for Excellence in Teaching & Learning.

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Presentation on theme: "Education is the key to advancing the transition to more sustainable ways of living. THE EARTH CHARTER Centre for Excellence in Teaching & Learning."— Presentation transcript:

1 Education is the key to advancing the transition to more sustainable ways of living. THE EARTH CHARTER Centre for Excellence in Teaching & Learning

2 CETL ESD background 2003 Higher Education Funding Council of England (HEFCE) announced Centres for Excellence in Teaching and Learning (CETL) competition to recognise, reward and spread excellence in Higher Education Institutions (HEIs) 2005 UoP received 4 CETL awards in areas where it demonstrated excellence: –CETL Placement Learning in Health and Social Care –CETL Higher Education Learning Partnerships –CETL Experiential Learning –CETL Education for Sustainable Development

3 HEFCE’s Strategy vision statement ‘Within the next 10 years, the higher education sector in this country will be recognized as a major contributor to society’s efforts to achieve sustainability – through the skills and knowledge that its graduates learn and put into practice, and through its own strategies and operations.’

4 …to transform the University of Plymouth from an institution characterized by significant areas of excellence in Education for Sustainable Development (ESD) to an institution modelling university-wide excellence and, hence, able to make a major contribution to ESD regionally, nationally and internationally. Our vision

5 Development of the CSF CETL ESD Now5 years

6 Centre for Sustainable Futures

7 Core staff  David Selby Professor, Director.  Alan Dyer, Co-Director.  Anka Djordjevic, Administrator.  Stephen Sterling, Schumacher Reader in ESD  Jamie Gray-Donald, Research Fellow  Fumio Kagawa, Research Assistant.  Olya Maiboroda, Research Assistant

8 Initial Fellows  Brian Chalkley, Professor of Geography in Higher Education,  Mhairi Mackie Senior Lecturer in the School of Architecture  Laurence Mee, Professor of Marine and Coastal Policy, SEOES,  Jo Richards, Lecturer, SEOES, Link with Schumacher College  Paul Murray Principal Lecturer in Environmental Building  Rob Parkinson Principal Lecturer in Soil Science in the School of Biological Sciences  Simon Payne, Head of the School of Sociology, Politics and Law  Colin Trier, Senior Lecturer in Environmental Sciences, SEOES,  Martyn Warren, Director of the Rural Futures Unit, School of Geography,  Ian Bailey Lecturer in Human Geography in the Faculty of Social Science and Business  Linda Watson Principal Lecturer in the School of Architecture

9 Sustainability embraces environment, development, human rights, peace, intra- generational and inter-generational social justice. Our understanding of ESD ESD motivates, equips and involves individuals, and social groups in reflecting on how we currently live and work, in making informed decisions and creating ways to work towards a more sustainable world. ESD is about learning for change. IUCN

10 Wider understanding of ESD  [ESD is] a process of learning how to make decisions that consider the long-term future of the economy, ecology and equity of all communities (Unesco, 2003)  students won’t just be told about sustainable development, they will see and work within it: a living learning place in which to explore what a sustainable lifestyle means (Tony Blair, 2004)  sustainability literacy is important for employability, effective professionalism, economic performance, and social well being.

11 Four areas of focus

12 Curriculum AIMS To enhance student and staff experience through embedding sustainability across the curriculum To identify, encourage and reward good practice To engage in curriculum and pedagogic renewal OBJECTIVES

13 Campus AIMS To embed sustainability practice across the University of Plymouth To enrich student involve- ment in sustainability To green the campus To change institutional policies and practices OBJECTIVES

14 Community AIMS To contribute to region through community partnerships, and to national developments through engagements with HEIs To contribute to the SW region through community and organisational partnerships To engage with subject centres, HEA, HEIs, and national players OBJECTIVES

15 Centre for Sustainable Futures AIMS To develop CSF, and to contribute to and disseminate research nationally and internationally OBJECTIVES To develop a leading Centre for practice, research and theory development, and in dissemination at national, regional and international levels

16 Education SEOES Law Geography Architecture and Design Agriculture and Rural Management UoP Colleges (SCAT, Bicton, Cornwall) Rural Resource Management Biological Sciences Humanities Psychology Plymouth Business School Social Science (selected departments) Mathematics and statistics School of Engineering Peninsula Medical School Other University of Plymouth Colleges Computing, Communications & Electronics Health & Social Work Graphic Design Art History Fine Arts Publishing Theatre and Performance Media and Photography English and Creative Writing Core group (First wave) 2nd wave 3rd wave

17 Long-term goal: Sustainability literacy As a result of the CETL, by 2010, to varying levels all our students will: Understand the need for change to a sustainable way of doing things, individually and collectively Have sufficient knowledge and skills to decide and act in a way that favours sustainable development Be able to recognise and reward other people’s decisions and actions that favour sustainable development

18 Commitment …we believe this CETL will become a national (and indeed international) “flagship for ESD. As such, it has the potential to make very important contributions to this rapidly emerging area of academic and public interest. This bid has the University’s unreserved support. Yours sincerely

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