1. 1 Research Integrating sustainable development principles into professional practice: Initial training requirements for environmental scientists PP4SD November 2006

2. 2 Purpose today To report on the findings of a research project to identify curriculum priorities for the initial training of professionals in the field of environmental sciences that are needed to support the integration of sustainable development principles into their professional work.

3. 3 UK government 2005

4. 4 The Process Electronic questionnaire –Sustainable development aspects –Current and previous post Sample of IES members 46 returns Graduation from 1960s to last year Degrees in many science related subjects

5. 5 Support for SD learning Overwhelming support for the inclusion of SD in undergraduate environmental science related courses “It defeats the purpose if not included” Post graduate studies more specialised and less holistic than undergraduate studies

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7. 7 What competencies/skills? List what you consider are the sustainable development knowledge and competencies/skills needed … Responses fell into categories: –Knowledge related –Skills related –Attitude/personality related

8. 8 Knowledge related Specific - tied to their professional work –waste minimisation, management of flood risk, environmental impact assessment Less specific - professional areas –environmental management, environmental law General –broad knowledge of the components of SD, impact of human activities, knowledge of systems thinking

9. 9 Skills related Specific to a profession –social impact assessments, General skills –good social and communication skills to work with stakeholders, working across disciplines Adapting existing skills to SD context – procurement

10. 10 Values, attitudes, behaviour Not asked for in the research SD a moral issue –equity, participation, future generations Personal characteristics –“Don’t get too hung up on the academic qualifications – three of the most dedicated sustainable development practitioners I know have degrees in textile design, archaeology and media and TV studies. …. It is a matter of 30% training, 30% upbringing/experience and personal history, 30% inspiration and 10% luck/determination and character!”

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12. 12 Summary Strong support for SD skills /competencies from professionals Strong support for including SD in degree programmes Start made in identifying profession specific and generic competencies Degree programmes not providing adequate education and training for SD Perceived need for CPD in SD