1. EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) An interview for Professor Brian Chalkley University of Brighton Friday 17 th October 2008

2. CURRICULUM DIRECTOR FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT To encourage the embedding of ESD within courses across the University and in extra-curricular activities To support the development of relevant learning and teaching materials To design and deliver an appropriate staff development programme To act as a champion for ESD throughout the institution

3. WHAT IS SUSTAINABLE DEVELOPMENT? Meeting the needs of the present without compromising the ability of future generations to meet their own needs (WCED, 1987) Not cheating on the kids

8. WHY SHOULD THE UNIVERSITY TAKE ESD SERIOUSLY? DOES IT MATTER? Engagement with major global/national issues Transition to a low carbon economy Educate tomorrow’s leaders, citizens and employees Marketing and recruitment (student interest) Build on existing expertise at Brighton HEFCE’s SD Strategy

9. HEFCE’S SUSTAINABLE DEVELOPMENT VISION “Our vision is that within the next ten years the higher education sector will be recognised as a major contributor to society’s efforts to achieve sustainability”

10. HEFCE’S VISION IS CONTESTED “It is one of the most pernicious and dangerous circulars ever to be issued. It represents the final assault on the last freedom of universities……………. It is not the job of universities to promote a particular political orthodoxy.” Peter Knight, VC University of Central England, February 2005

11. IS EDUCATION THE ANSWER? “The volume of education has increased, yet so have the dangers of ecological catastrophe. If still more education is to save us it will have to be education of a very different kind” (Schumacher)

12. WHAT EXPERTISE DOES THE POST-HOLDER NEED? Understanding of ESD in HE Personal track record in teaching and ESD Dissemination experience: conferences and publications Readiness to work across disciplines So, subject background is irrelevant

13. BC’S QUALIFICATIONS Publications and conferences in ESD Contributed to HEFCE’s SD Strategy Involved in HE Academy’s ESD programme Teaches ESD at Plymouth Part of Plymouth’s ESD CETL HEA National Teaching Fellow and Senior Fellow I’m from the south east Hard-working!

15. HOW DOES MY DISCIPLINE CONNECT TO ESD? Social science eg consumerism Architecture eg low energy design Engineering eg sea defences Business eg CSR policies (www.heacademy.ac.uk/sustainability.htm)

16. ESD IN STILL MORE DISCIPLINES Economics eg Stern Report Languages eg SD in France, China, etc. Hospitality eg Green Tourism Computing eg IT and energy saving English eg ecoliteracy (www.heacademy.ac.uk/sustainability.htm)

17. COURSE AND CURRICULUM INITIATIVES New programmes New modules New “podules” (infusionism) Generic modules (electives) Interdisciplinary approaches Be positive and cheerful!

18. SOME LOCAL ADVANTAGES SD research (eg IF Lab, annual SD Research Forum) CSBE (Centre for Sustainability of the Built Environment) Environmental Action Network ESCALATE & DEEDS projects Local subject specific guidance The “volunteering” module

19. AND WHERE DOES THIS STATEMENT COME FROM? University aims “to respond to the imperative and obligations of sustainable development, financially, environmentally and educationally”

20. BUT THERE ARE LOCAL CHALLENGES Working across disciplines and sites Finding the resources – time & money Developing staff expertise and confidence Linking to related agendas Green League position – OK but room for improvement (35 th )

21. WHAT CAN UNIVERSITIES DO? THE FOUR Cs In addition to SD research: CURRICULUM:knowledge, skills, values CAMPUS:buildings, energy COMMUNITY:local leadership CULTURE:values

22. USE THE FOUR “C”s MODEL Culture

23. TAKING ESD INITIATIVES Conduct “where are we now?” audit Prepare policies and find champions Campus, exhibitions and events Students Union Staff development (capacity building) Use the HE Academy Subject Centres Use the two ESD CETLs Win hearts and minds