Leal, Walter ed.(2017). Implementing Sustainability in the Curriculum of Universities

Transforming Collaborative Practices for Curriculum & Teaching Innovations w/ the Sus. Forum

The authors highlight the learning opportunities they generated by their collective actions resulting in curriculum developments and enchantments.

... uni. need to ensure that curriculum are "fit for purpose," and enhance "graduates' capabilities to contribute to sus. and just societies" ... To the extent that uni have incorporated knowledge and cognitive elements regarding the environment, climate, economic and social change issues into courses, advances have been made. But this response merely delivers ed about sus (Sterling 2014). By contrast, they have struggled to deliver on ed for sus. (Cotto and Winter 2010; Tilbury 2011). ... These are widely recognised to be important to deliver deeper and transformative types of ed and are thus important aspects to support students' longer term dev and employability... This chapter highlights the possibilities and scope for deeper transformative ed opportunities that have been created not by formalised institutional processes, but rather by an informal community of academics coming together to participating our Sus. Forum.

2. Uni. of Bedfordshire's Baseline Scenario in 2013 

3 Academics from a Community of Practice

In so doing they had effectively externalised the theories and practice of multi-disciplinarity, "horizontal learning" (Freire 2005), co-learning and collaboration... critical facilities and modes of awareness that can equip students to respond and adapt to our chain world scenarios and propose ways...

4 Generating CUrriculum Consequences & Demonstrating its Success in Informal Leadership Learning Opportunities

In Table 1 (Changing curriculum scenarios resulting from world of Sus Forum) include details of the key activities and processes that the SF organised and set in motion and the consequences regarding curricular, so and extra-curricular learning opportunities... 

4.1 Defining sus. & its incorporation into the curriculum framework

The initial work of the SF defined the dimensions of ed for sus. .. The SF also clarified the importance of linking the agenda to "employability" mindful of the primary concern of students for social mobility; effectively aligning it to them with strategic curriculum priorities of the uni.

4.2 Univ wide curriculum offerings

The design and planning for these were conducted in a series of more than ten two hour meetings w/ various configurations of the SF, using videoconferencing to link discussions across campuses.

4.2.1 Model UN

4.2.2 Climate Change Collaborations

5 Broader Strategic Benefits Delivered by the SF

... other strategic benefits continue to become apparent. .. the SF has ensured the institution's rank w/i the top 20 for two consecutive years. 

6 Explaining the Sus Forum as an Ongoing Generator of Curriculum Change

1. SF's concern is inclusive to all subject areas, and motivates involvement from across subject areas where individuals have a deep emotional affinity if not political commitment to it... SP provides an informal autonomous space in which like-minded individuals can discuss interesting topics... This compares to process, expectations and functions perceived to prevail amongst the formalised structures and practices of uni management which typically fulfill "top down" directives. .. While there is a definite core of active participants, SF activities are open and able to attract the "peripheral participation" (Lave and Wenger 1991) of the occasional involvement of academics, research-only staff, professional services and those in senior management roles. .. In this sense, the group name of choice instructive - a "forum"; not a "working-group" or "task-force" ...
2. ... departments and face the situation of being a "minority of one" (Kaz 1959). The concept of "academic loneliness" in either small or interdisciplinary institutions has been long recognised although it has attracted little attention...
3. the emergence of pedagogy (rather than discipline-specific res) as the purpose of the group enabled teaching-active staff to find common-ground despite differences in ontology or epistemology - or even differences in their broader understanding of sus as a concept. ... But the type of informal "leadership" of the SF is not incidental. Rather it is held by someone with academic and personal integrity, and a style of consultation, support and steering which is reflective of good HE leadership practices (Bryman 2007).

Enabling Faith-inspired Ed on the SD Goals through e-Learning

E-learning projects from the Global North usually face challenges in Africa. Teaching methods like the flipped classroom (cf. Winther-Neilsen 2014) are designed to suit students from the Global North, which is composed primarily of individualistic societies (cf. Danner 2012). African societies are based on elder systems, in which the elders in a village have a say in all decisions made... The potential of ICT in development projects was acknowledged by UNESCO (2005), which views "knowledge societies" as an accelerator of dev in developing countries. An example is the $100 laptop project, applied to schools in developing countries...  

Sus. Curriculum in UK Uni. Sus. Reports

... the Quality Assurance Agency (QAA) for HE has complemented its quality audits with an ESD component (QAA 2014)... Sus. reports are an emerging trend in HE (Ceulemans et al. 2015b; White 2014) and there is limited guidance on their format and content. Of the existing guidelines, the Sus. Tracking Assessment and Rating System (STARTS) by AASHE is one of the most systematic and complete... While STARTS originated from and mainly provides for the American and Canadian HE sector, the Learning in Future Environment (LiFE) index by the EAUC is a UK self-assessment and reporting system... This routine monitoring can take place through the uni's annual sus report. 

2 Literature Review 

2.1 Sus. curriculum audits

To identify and record sus curriculum provision, certain uni in the UK have organised institutional curriculum reviews. .. Wyness and Sterling attempted to record sus curriculum provision at Plymouth Uni... UNESCO definition of ESD, which covers four areas: socioeconomic justice, cultural diversity, human rights of future generations and restoration of the Earth's eco-systems (Tierney et al. 2015: 508)... tool scores sus course content across three categories: economic, environmental and social. ..

4. Findings and Discussion

... three phases of the analysis and relate them to previous literature.

1. The first phase of the analysis explored how many uni issued an annual sus. report in the period defined.
2. the up-to-date status of the reports was explored. It appears that 44% of the reports were updated to the most recent academic year 2015-2016, while 39% covered the previous year (2014-2015) and 4% dated back to 2013 (Table 3).
3. sus curriculum provision coverage achieved by the reports (Fig. 1).

It might be of interest to note that the majority of reports coming from institutions with a Responsible Futures accreditation appear to cover sus curriculum provision comprehensively... Thus, it is not a surprise to see a reciprocity between the existence of a Responsible Futures accreditation and comprehensive coverage of sus curriculum in the reports... A positive correlation appears to exist between comprehensive sus curriculum coverage and participation in a sus assessment system... Standardisation of information is seen as positively contributing to report quality and credibility (Lock and Seele 2016).

6 Conclusion

... its Student Outcomes and Learning Gain indicator specifies equipping graduates with attributes that allow them to make "a strong contribution to society, economy and the environment" (TEF 2016: 23).

The Teaching-Res.-Practice Nexus as Framework for the Implementation of Sus. in Curricula in HE

... an equal linking of the subjects to achieve sus in applied teaching through a holistic framework, which generally refers to the "res-teaching-practice triangle" according to Kaplan (Account Horiz 1989: 12 9-132). .. Although there are already courses on sus theories at several uni, there is still room for dev in terms of the transfer of experiences from projects on sus dev. outside the academic sector gained over the last few years.

... Since HannB-Carl von Carlowitz, the concept of sus has developed far beyond a purely environmental concept, based on the recognition that the environment, the economy and society are mutually influencing each other... Beyond concrete content, it is designed to convey people's competency. Sus ed goes beyond pure factual knowledge, conveys abilities and values and enables the learning of the forward thinking, interdisciplinary knowledge, acting autonomously as well as the invitation to participate in social decision-making process... An essential didactic feature, which significantly promotes the motivation of students to learn, is that they can understand and also influence practically the meaning of the learning content with regard to their life-world context and their future... Service learning combines cognitive learning with the assumption of responsibility in the learning environment (Seifert and Zentner 2010). 

... priorities for the teaching on SD:

1. developing strategies for ESD
2. devising curricula for ESD
3. promoting sus schools, and
4. educating for sus consumption. 

... the general curricula framework for ESD (Table 1), according to OECD (2008)... can be seen that teaching in HE ... requires the integration of inter- and trans-disciplinary knowledge, including the participatory processes which considers the social aspects as well. 

2 The Teaching-Res-Practice Nexus

At the int'l level, the term "Teaching Res Nexus" (TRN) has become well-known describing a relationship between the two academic activities, which is mutually beneficial and expresses the fact that both aspects need to be equally integrated into the academic ed (Boyd et al. 2010; Magnell et al. 2016). The aim is to equip students on the basis of integrated thinking with skills and the determination for decision-making in order to be able to make practical decisions that are generally acceptable in practice (Locke 2009; Amador et al. 2015). ..While there are attempts to arrange the different concepts and terms, this subject is confronted with the difficulty that the terms "res" and "teaching" and "Nexus" are used differently.

A Critical Evaluation of the Representation of the QAA and HEA Guidance on ESD in Public Web Environments of UK HEIs.

In June 2014 the QAA and HE Academy (HEA) published their ESD guidance for HE... question: to what extent has the UK HE sector adopted and implemented the guidance in its curricula? A systematic web-based analysis has been performed of 139 HEIs' websites to identify the use of the guidance in the public web environments of UK HE...

2 Gwording Recognition for ESD

... Even though  the number of HEIs integrating ESD in the curriculum is increasing, change is occurring at a slow pace w/the mainstream of the institutions greening the estate whilst sticking to the traditional ed system (Yarime and Tanaka 2012: Su and Change 2010; Tilbury 2011)... In addition, there is a decreasing support for ESD from the UK govt and HE sector bodies... The guidance is a tool for supporting educators in embedding or including knowledge, understanding and awareness of SD across the curriculum by identifying graduate learning outcomes and outlining approaches to teaching, learning and assessment (Shephard and Dulgar 2015). 

6 Discussion

• ...  The results of this study show that the majority of the 139 institutional websites that were reviewed - 120 (86%) feature estate sus to some degree. 
• ... More than half of the UK HE sector (82, 62%) presents info. on ESD on their web
• ... An ever smaller group of HEIs referred to the QAA and HEA guidance for ESD (16, 12%)
• When comparing the 16 guidance institutions to the non-guidance institutions it becomes evident that the guidance institutions tend to report to a greater extent on their ESD ambitions and achievements. They also appear to present more info. about ESD delivery, graduate attributes, and pedagogic styles. Remarkably, though, a slight majority of the 16 HEIs score lowest on info. provision on estate sus.

Implementing Sustainability in the Curriculum of Universities: Approaches, Methods and Projects (World Sustainability Series) (English Edition)

Sterling, Maxey, & Luna eds. (2013) The Sustainable University

PART I

Chap 1: The sustainable university: challenge & response

The mainstream of HE may, therefore, largely be educating for a future that "no longer exists." (p.17)

Paul Raskin (2012: 12) suggests 3 possible global scenarios: worlds of 

1. incremental adjustment (Conventional Worlds)
2. catastrophic discontinuity (Barbarization)
3. progressive transformation (Great Transitions)

The last, sus. scenarios depend on "an enlargement of consciousness" which emphasises "global citizenship, humanity's place in the wider community of life, and the well-being of future generations. 

Re-thinking the purpose of HE

... the tension between the traditional academic role of uni and the more instrumental role of preparing young people for the workplace and their place in society, has become more marked... through shifts in govt policy. (p.19)

Education is critical for promoting SD and improving the capacity of the people to address environmental and development issues (UN, 1992:320). 

Box 1.1: The sus uni. (Definition)

The sus. uni is one that through its guiding ethos, outlook and aspirations, governance, res., curriculum, community links, campus management, monitoring and modus operandi seeks explicitly to explore, develop, contribute to, embody and manifest - critically and reflexively - the kinds of values, concepts and ideas, challenges and approaches that are emerging from the growing global sus. discourse. (p.23)

The sus. uni. educates its students to become transformational leaders of a sus. society through its curriculum, its research, its willingness to serve as a testbed for innovation, its outreach and interactions with the greater community and through behaving sus in all of its practices, process, and deliberations. (p.24)

Sus. is essentially a systemic worldview or epistemic perspective that presents considerable intellectual and moral challenges to humankind that far transcend the horizons of the prevailing paradigm of scientific reductionism, technological determinism, and economic rationalism. 

Five key pillars could underpin this approach: sus., employability, internationalisation, culture and lifelong learning... backcasting approach is consistent with what Scharmer (2009: 14) refers to as leading, learning and acting "from the future as it emerges."... educational institutions need to become

• less centres of transmission and delivery, and more centres of transformation and critical inquiry;
• less teaching organisations, more learning organisations critically engaged with real-world issues in their community and region;
• less discipline based, more inter- and transdisciplinary;
• less managerial and more participative
• less self-contained and self-referential, more engaged with a broad range of stakeholders;
• less instrumental and reluctant to engage with normative issues, more holistic in purpose and exploring ethical dilemmas and dimensions. (p.27)

Towards a deep learning response

Box 1.2: Engaging with sus.: drivers and benefits

Res. for HEFCE (Policy Studies Institute et al. 2008: vii) concluded that barriers to curriculum inclusion...essentially amount to: lack of interest in SD, silo or mono-disciplinary thinking and institutional organisation, which militates against the cross-department activity that is essential for SD, and lack of incentives or priority to engage in SD. Similarly, res. for HE Academy (Dawe et al. 2005) suggested several factors that prevent academics from engaging w/SD in the curriculum such as: a crowded curriculum, perceived irrelevance, limited staff awareness/expertise, limited institutional commitment, limited commitment from external stakeholders, and seen as too demanding. (p.29)

This operative at two levels. First, externally, uni operate inevitably within a certain socio-economic climate, which heavily influences their values, purpose and culture.  .. Second, at a deeper level, the cultural brake is paradigmatic. HE still largely reflects the Western intellectual legacy from whence it came, rooted in the memes of the prevalent ed epistemology - reductionism, objectivism, materialism, dualism and determinism underlain by a mechanistic metaphor - refracted from the wider cultural milieu and exerting an influence in purpose, policy and provision, as well as in educational discourse. (p.31)

The implications of deeper personal and organisational change are further illuminated by Bateson's theory of levels (Bateson 1972)...three orders of learning and change,

1. both individual and organisational learning by staff and students can be conformative: 
2. reformative
3. transformative - a shift towards higher-oder learning (pp.33-34)

The second order is reflected in calls for a more holistic, integrative, co-evolutionary, participative, "living systems", ecological worldview. 

A first-order learning response is adaptive and accommodative, a "bolt-on" of sus ideas to the existing system... This is often characterised by "education about sus"...a second-order response is informative, a "build-in" process whereby questioning and reformulating some policies and programmes, and revising some guiding institutional norms in line with sus ideas and principles, leads to quite significant institutional change. The cultural shift here is more towards "education for sustainability" and learning for change. A third-order learning response involves a deep questioning of educational paradigms, and therefore also purposes, policies and programmes, and a transformative redesign process that involves "learning as change" throughout the educational community.(p.35)

同じ著者はその15年前にabout & forを次のように分類してた：Sterling 1996 Chap 13.

"Sus. ed" differs from ESD. ESD discourse is both helpful and unhelpful: ... unhelpful in the sense that boundaries tend to be placed - sometimes by advocates but often by others - around what constitutes and what does not constitute ESD. Sus. ed. implies 4 descriptors: educational thinking, policy and practice that are sustaining, tenable, healthy and durable:

1. Sustaining: it helps sustain people, communities and ecosystems.
2. Tenable: it is ethically defensible, working with integrity, justice, respect and inclusiveness.
3. Healthy: it is itself an adaptive, viable system, embodying and nurturing healthy relationships and emergence at different system levels.
4. Durable: it works well enough in practice to be able to keep doing it. (p.39)

Towards the sus. uni.: a view of Plymouth

... a holistic "4C" approach, seeing Curriculum, learning and teaching (and related res), Campus change, and Community engagement as mutually embedded and enhancing spheres and, as such, powerful contributors to the student learning experience, all encircled and in relation to a fourth C, Culture, as reflected in institutional values, policies and practices (Selby 2009). Fig. 1.3. (p41)

... distinction between "systematic" and "systemic" aspects of the uni.

the policies, strategies, rules, procedures, assessment, evaluation, structures etc. Uni can adopt a catalytic role.

the "glue" of the organisation, the collegiality, social learning and exchange, informal networks, ethos, self-organisation. Uni can adopt an enabler or facilitative role. (p.43)

"Securing a Sustainable Future through HE" 

PART II

Chap 7: Times of change: shifting pedagogy & curricula for future sus.

The intl literature confirms that embedding EfS in the HE curriculum is the most difficult area of sus practice in which to gain traction.  ... They present both risks and opportunities for EfS, which competes for attention in a changeable HE landscape with multiple influences on education. ... the value and place of EfS in changing pedagogy and learning experiences across the formal, hidden and informal curriculum. (p.151)

Changing the formal curriculum: engaging communities of practice

EfS is geared to innovation in pedagogy, targeting not just the "what" but the "how" of education. ... not just to encourage teaching "about sus", but to reframe the purposes and aims of learning across entire programmes of study... The foundations of EfS in constructive epistemology and critical pedagogy means that disciplines grounded in these approaches (for example, in humanities and social sciences) find easier alignment between EfS and their existing pedagogic orientation...EfS in the formal curriculum can be strongly driven by external influences from professional bodies, governmental agencies and sector level organisations (p.152).

Under the radar: the hidden curriculum

... what the campus "says" about sus may leave a lasting impression on students who live and work there for a sustained period, and com about sus. through official channels can be subverted easily through "noise" caused by competing messages in the campus environment (Djordjevic and Cotton, 2011). These aspects of learning form part of the "hidden curriculum" of educational settings, a term first used to describe in schooling, the "unpublished features of school life" (Jackson 1968: 17)... Consideration of the relationship between formal and hidden curricula in HE raises serious Qs for policy-makers and practitioners in EfS: it confirms the need to prepare students to "make sense of and respond to exposure to contradictory info., values, beliefs and practices" and to ensure that they are "cognisant and critical," rather than "over-determined, passive recipients of hidden curriculum messages" (Skelton 1997: 177) (p.157)

Integrating informal learning: broadening the terrain

... practitioners and researchers focused on informal learning have encountered an arena which is eminently suitable for, and already influential in, enhancing EfS opportunities for students. Informal learning offers a potential route which bypasses the disciplinary silos and sometimes negative academic attitudes which can hinder the embedding of EfS in the formal curriculum. The campus, for example, provides a subject-neutral forum through which sus can be experienced, discussed and critiqued regardless of the "limitations of [disciplinary] tunnel vision" (Jucker 2002: 13). In relation to sus, Lipscombe (2008)  defines the informal curriculum as consisting of extra-curricular activities and expressions such as volunteering, internships, membership of clubs and societies and attending sus events. In HE, this may constitute a very important part of the learning in which students engage, since they are often living in a different area, possibly independently for the first time, and with significant social contact outside formal classes.... Kagawa describes the campus as a potential site for learning and EfS through a "sus orientated pedagogy of place" (2007: 320). (p.158)

While informal learning often takes place without much structure, harnessing its full power may involve its integration with formal learning by encouraging reflection on everyday activities or experiences (p.160)

Pedagogic evolution: EfS at the heart of the HE system

... bringing EfS to life is no small task, given the scale and complexity of HE systems, which are influenced by various educational political and financial agendas (Corcoran and Wals 2004a; Wals and Jicking 2002). 参考：Corcoran & Wals 2007

The concept of transformative learning originated in AE and encompasses a range of participatory pedagogies to promote critical self-reflection, leading to transformed "habits of mind" (Mezirow 2000)... However, the appearance of transformative learning in HE is relatively new and its models may need refinement to support effective EfS (p.161)

• Bateson (1972)'s work on third-order learning, truly transformative education involves integration and changes
• first-order change (doing things better)
• second-order change (meta-learning or doing better things) to seeing things differently, where engagement with ethical frameworks, belief systems and interpersonal relationships is deeply implicated.

The benefits of connecting EfS and transformative learning are easy to anticipate, in the pursuit of higher-order learning that entails links with the wider community as well as the ability to deal with complexity and uncertainty (Craton 1996; Sterling 2011). "Learning: the Treasure Within (Delors 1996)"

... there may also be some unanticipated benefits for EfS in the "performance culture" of leagues and rankings, which has also permeated the sus agenda. These schemes can support EfS through informal learning, campus greening and "whole-institution" dev. for sus... Taking this systems view, "sus is not just another issue to be added to an overcrowded curriculum, but a gateway to a different view of curriculum, of pedagogy, of organisational change, of policy and particularly of ethos" (Sterling 2004: 50) (p.162)

Conclusion

1. EfS need to be more effectively positioned in relation to the broader pedagogic de literature and strategic approaches to curriculum change.
2. the need to consider all dimensions of curriculum and pedagogy. Uni are places of inspiration and creativity, and if EfS is to become part of the mainstream, it must engage all parts of the system. 

Connecting informal and formal learning, integrating learning across different parts of HEIs and shifting boundaries between uni and their surrounding communities, using the full range of EfS pedagogies and understanding the change processes involved, are all crucial to this endevour.

Chap 8: Sustainability research: a novel mode of knowledge generation to explore alternative ways for people & planet

The role of res. at sus. uni. is to enhance knowledge generation, mobilisation and implementation for a more equitable, healthier and happier society and to understand and develop environmental integrity... This chapter... exploring in particular the relationship between SD ed and sus res.

Defining sus. res.

SD constitutes a recognition that social justice and environmental integrity are interdependent; a process offering multiple pathways towards alternative futures; a plurality of perspectives that offers a new model of knowledge generation, mobilisation and implementation. (p.169)

While the terms "education for sus" and "ESD" are widely used in theory and in practice, there are critiques that the preposition "for" implies dogma, and a predetermined direction (Jickling 1992; Sterling 2001). 

Many scientists view sus as the main goal, but they perceive it as a largely environmental issue, without fully reconciling the potential contribution of the "development" of humanity... the term "sus res", with the understanding that this is an area valid to all disciplines epistemologies, including natural and physical sciences, social sciences and arts and humanities... Sus res also incorporates a particular approach to res, and an expectation that the researcher and research participants may themselves be affected by the res process.

Academics and uni managers may either believe sus to be very limited, usually in relation to their own area or existing only in relation to the areas of others. Alternatively, people are confused because sus res seems to touch on everything, and we consistently state that sus scholarship is relevant to all disciplines. (p.170)

Sus res process

The second aspect of sus res is the research process... Sus issues ... transcend disciplinary boundaries. .. while we need interdisciplinary teams, we also need individuals working within disciplines to contribute new thinking on sus issues.

Table 8.2 Proposed attributes of sus res.

• Interdisciplinarity: may include holistic synthesis such as systems thinking
• Linking theory & practice
• Local impact w/global relevance
• Participatory approaches
• Linked to learning
• Employs different knowledge forms
• Includes knowledge mobilisation
• Reflective process including self-assessment

In contrast with integrated interdisciplinary approaches, multi-disciplinarity implies a non-integrated engagement between two or more disciplines. Transdisciplinarity has two meanings, in different literatures: i) a form of interdisciplinarity in which theory from one discipline informs another, and ii) a form of interdisciplinarity that involves coordination between theoretical and practical aspects within and across disciplines (Max-Neef 2005). .. Systems thinking offers a holistic framing, recognising that issues need to be studied in context, and in relation to other issues (Meadows 2008; Seddon 2008). Design thinking can be a form of synthesis. (p.173)... Participatory action research (PAR) enables a critical engagement with feminist and post-modern concepts, although insensitive applications may actually exacerbate power imbalances (Kindon et al. 2008)

In sus. res, the interdisciplinarity of much of the res has prompted the emergence in recent years of a suite of new journals aiming to facilitate debate focused on sus rather than discipline. Academi knowledge is divided into disciplines and basic and applicable knowledge, and it distinguished by epistemological belief. 

Indigenous knowledge, or Traditional Ecological Knowledge, offers more than just specific facts regarding conservation in a particular area ... Local knowledge is distinct from indigenous knowledge in that it is not associated with a particular culture and belief system and has not necessarily been passed down over generations. .. Constructive thinking suggests that knowledge and belief are not strictly separable (Coburn 1971)... knowledge production is seen as a process of social negotiation involving multiple actors and complex power relations (Nygren 1999: 267). (p.176)

Reflection is rarely considered a part of the research process, yet reflective learning is increasingly being seen as important in education (Moon 2004). .. in sus. res. the boundaries between knowledge generation and know mobilisation are blurred. (p.177)

Sus res within all disciplines

All disciplines can contribute to sus res, either through contributions from within the discipline or through interdisciplinary collaboration. (p.181)

The role of res. in sus. uni.

Good research facilitates critical reflection and can aid institutional attempts to operationalise sus, raise sus awareness and build uni community. The cross-structural interactions (interdisciplinary, between staff and students) help build social capital. Res-led teaching stimulates critical and contemporary analysis of local and global issues. 

Nurturing sus res

..."ecosystem of expertise" for SD, in which contemporary forms of "experts" connect with outreach experts who connect with non-experts, interdisciplinary experts, meta-experts who broker claims across different kinds of experts, and the civic expert who engage in democratic process across experts and non-experts. 

... Interdisciplinarity requires building of trust and relationships among academics, translation across language and terminology differences.(p.183)

Recommendations for the promotion of sus res

2. Hold sus themes-based WS and half- or one-day seminars to which people from different disciplines are invited to contribute.

5. Offer social and professional networking opportunities for researchers. . 

Chap 9:  The student experience: campus, curriculum, communities & transition at the Uni of Edinburgh

Uni. of Edinburgh as a case study and reflects both the historical commitment and current approaches to management of its estate and procurement, and the particular role of the student body in developing initiatives... This chapter recognises that these circumstances offer particular opportunities to develop within that community of practice, an understanding of and values orientation towards social responsibility and sus., and to demonstrate good practice in those facets of uni life.

... the work of Dewey (1963) and the transformation he wanted to see in American society; and in the work of the Brazilian Paulo Freire (1996) whose educational approach involved a purposeful educational engagement to transform social, economic and political relationships. The transformational nature of these approaches ... may be seen as central to contemporary approaches such as PBL, real-world learning and action learning. (p.192) 

Bone and Agombar (2011) ... For first-year students sus issues were significant in their uni choices. They stated that curricula should be modified accordingly and permeate their courses, and over 80 % of respondents believed skills in SD are significant for employability and for future employers. (p.193) 

Geddes' insight are particularly apposite as he is considered by many to be the founding philosopher of the concept of sus and the notion of "think global, act local"

All these factors provide challenges and opportunities in the practice and promotion of sus and ESD.

Campus (U of Edinburgh)

Such developments have reaped financial benefits. Since 1989, "more than 5% of the uni's utilities spend has been invested each year in energy efficiency projects delivering cumulative savings of 10 mil.(Somervell 2006; U of Edinburgh 2010b, 2011).

Curriculum

Progress towards a more sus uni offers important programme-related and personal learning opportunities for students and staff... As well as growing awareness of the necessity of such an approach, the global trend towards more student choice in course selection, particularly in the early years of degree programmes, has aided such developments.... Students also recognise that such interdisciplinary programmes foster the personal and transferable skills necessary to succeed in their studies and subsequent employability... Similarly, Biomedical Sciences staff launched Our Chaning World in 2009 (U of Edinburgh 2012c) introducing first-year students to a "range of difficult, complex and inter-related issues that impact human wellbeing" (food, energy and water security, the spread of infectious diseases, developments in technology and medicine, and climate change) and relate these to their own subject discipline (p.198)

Communities

Some activities serve various communities directly, such as through student volunteering. Some impact locally and informally, through different lifestyles, attitudes and approaches to everyday things like recycling, sus travel choices, conservation of energy and generally being good neighbours. (p.199)

The uni's social science community has a wide-ranging role in understanding and engaging staff and students and wider communities on sus and social equity as a construct and as a values issue, and is engaged in topics that spread through philosophy, divinity, education, politics economics and business studies.... One of the most important aspects of getting the wider uni community to engage with the sus and social responsibility agenda in an academic environment is finding ways to encourage and support people to develop their own plans. ... Two areas of difficulty and complexity are the balance between enthusiasts and the rest of the community, and the conflicting views of the best way to tackle specific global issues... Orr (1992)'s conclusion that the sus crisis is driven by graduates educated in modernist notions of progress, economic growth and the urge to dominate nature. (p.201)

Future prospects

...if uni are to successfully engage students they must acknowledge their potential as agents of change who have different spheres of influence. Students' opportunities for engagement are spatially diverse (involving uni life but also off-campus life) and determined by individual and collective agency (the capability to take action that will have a social and/or environmental impact). This means uni do not simply lecture about the importance of sus while assuming students are "citizens in waiting." Rather, everyone in uni can engage in transformative approaches to citizenship that begin now and involve capacity building and action (p.205) 

Chap 10: Well-being - What does it mean for the sus uni?

The Brundtland definition of sus ... has been interpreted predominantly in relation to the physical resource base ... However, consideration of the sus uni would be incomplete without due regard being paid to social issues, notably health and well-being... maiinstream agendas of student recruitment, experience and retention and must be embedded within an institution's approach to sus (Dooris and Doherty 2010:6)... health is determined by a range of environmental, social and economic influences and that the health of people, places and the planet are interdependent (Orme and Dooris 2010: 425).

The WB of staff

When considering uni staff WB, differentiation is required between academic staff and those who support the academic functions, and between functional categories within each group (Wine-field et al. 2003; Tytherleigh et al. 2005)....it must first accurately monitor the environment in which it operates to ensure that it is not predisposing its staff to collective stress. Second, it must take steps to promote behaviours that are sus, as these have been found to produce co-benefits in terms of health and WB (UCL Institute of Health Equity 2010)...the incidence of burnout within the academic community was comparable with professions known to be at high risk, namely health care workers and schoolteachers. Burnout has three dimensions (Watts and Roberston 2011) : i) emotional exhaustion, ii) cynicism, and iii) work-related dissatisfaction and a possible loss of efficiency.

 ...greater susceptibility among female academics than male (Doyle and Hind 1998), while the key predictors of burnout were associated with work demands, control and supervisory support (McClenahan et al 2007). 

In summary, the literature confirms that academic staff are at greater risk of suffering stress-related conditions than many other employees. Their role makes them particularly susceptible to burnout, with the attendant negative consequences for the student experience. (p.215)

...three aspects that are of importance for staff WB:

1. staff-student-ratios
2. the changing nature of the student cohort: changes in modes of delivery, engaging students in new ways, can be stimulating for both staff and students, empowering both groups in a more dynamic relationship... Another consideration relating to the student base is that of funding. The introduction and escalation of fees has created a strongly pronounce consumer culture among students.
3. changing technologies

The WB of students

... The NUS (2020:32) predicted that the percentage of eighteen - to twenty-year-olds entering full-time programmes will drop by some 13 % from 2009 to 2019 ... 75% finding it "reasonably" or "very" successful. Over half also experience stress due to financial pressure. (p.220)

New systems of support 

Community involvement through volunteering, such as horticultural and biodiversity engagement projects, have the potential to act as a destressing mechanism (Forest Research 2010; Bell et al. 2008; Guite et al. 2006; Weldon et al 2007)

The learning & working environment: a key contributor to health and WB

A uni is an environment in which students are not only educated, but also develop personally and socially (Dooris 2001). Uni occupy a multiplicity of spaces that change as ideologies, processes and pedagogy change.

Recommendations for the sus. uni

The estate: The new economics foundation's work on WB and sus. ... nef has looked at the evidence about what drivers WB of individuals... The Five Ways to WB are:

1. Connect
2. Be active
3. Take notice
4. Keep learning
5. Give 

Students: The basic generic infrastructures are increasingly in place for the support of students. But we face a choice: do we rely increasingly on electronically-based support, or do we return to greater human contact between academics and students? Both require investment; possibly both are needed. (226)

Staff: ...despite all these mechanisms, two major concerns must be addressed: first, the issue of WB remain difficult to measure and in a world governed by metrics, it is hard to argue for investment in something for which the indicators of success are not well developed. Second, the causes of stress and burnout need addressing.

...widerly recognized that health is determined by a range of environmental, social and economic influences and that the health of people, places and the planet are interdependent (Orme and Dooris 2010: 425). If any uni does not address this holistically, it is not a sus uni.

PART III

Chapt 14: The sustainable university: taking it forward

The focus of this book is not HE. It is HE-in-context, that is, the nature of the relationship between HE and the wider world. Taking a whole system view, we argue that this relationship needs to change for the benefit of both. .. We have the choice: to continue "BAU" based on individualism, high levels of consumerism and competition, and continuing depletion of natural resources, or to take a co-evolutionary pathway based on diversity, a circular economy, collaboration, sufficiency and WB within planetary limits, as outlined in Great Transition scenarios (Rasking et al. 2002). Only or of these pathways is viable in the long term.

Education should play an important role in enabling people to live together ni ways that contribute to SD. However, at present, education often contributes to unsustainable living. This can happen through a lack of opportunity for learners to question their own lifestyles and the systems and structures that promote those lifestyles. It also happens through reproducing unsustainable models and practices. The recasting of development, therefore, calls for the reorientation of education towards SD (UNECE 2012).

Response and commitment

In the somewhat young history of the response of HE to sus, four positions have emerged (Table 14.1) (p.305)

1. BAU
2. advocacy: There is an explicit critique of A, but there tends to be an instrumental emphasis on universal "sus literacy" rather than on deeper implications for change in educational thinking, learning and practice. 丸山の扱うNFE研究と人間開発はここが多い
3. liberal: This holds that sus is best advanced through critical appraisal of all views and alternatives. 丸山が知るESD研究はここが多い
4. transformative: it sees sus as arising from outdated, deep-seated cultural assumptions and norms, and articulates the need for urgent cultural change based on systemic, ecological or relational thinking, which is also self-critical, necessarily exploratory and capable of multiple interpretations within different contexts. It reconises the starting point of many 1, the urgency of the situation 2, the need for quality learning and education and to respect multiple voices 3, and embraces these in its articulation of paradigm change. 丸山のやろうとしている「Deep ESD」

Critique, vision and design

...Vision without action is useless. But action without vision is directionless... Vision is absolutely necessary to guide and motivate. More than that, vision when widely share and firmly kept in sight, doe bring into being new systems. (Meadows et al 2005: 272)

Box 14.3: Elements of developing systemic change

- Avoiding working in silos

... experience of change towards sus uni in USA (p.310)

Box 14.5: A sus uni identification guide 

Sus is about making educational systems and the education that they offer fit for purpose and fit for the future.

The Sustainable University: Progress and prospects (Routledge Studies in Sustainable Development) by Unknown(2014-06-01)

Systems Thinking: SPSF 1st Year Lecture to 3rd Year Seminar

What is Systems Thinking?

Before reading a book about systems thinking, we should draw the elements of reality and lines to connect them. We can find that one element affects a lot of others and some of them affect back the first element. One solution is not always good for everything (e.g. Cats in Borneo dispatched by WHO).

The first chapter of the below book (Stroh 2015) is titled, "Why Good Intentions Are Not Enough." We are first obliged to understand the whole system. Difference between conventional and systems thinking (Loc.420) (underline added):

• Conventional Thinking: The connection between problems and their causes is obvious and easy to trace; Others are to blame for our problems and must be the ones to change; A policy designed to achieve short-term success will also assure long-term success; In order to optimize the whole, we must optimize the parts; and Aggressively tackle many independent initiatives simultaneously.
• Systems Thinking: The relationship is indirect & not obvious; We unwittingly create our own prob & have significant control or influence in solving them through changing our behavior; Most quick fixes have unintended consequences - They make no difference / make matter worse in the long run; In order to optimize the whole, we must improve relationships among the parts; and Only a few key coordinated changes sustained over time will produce large systems change.

Systems Thinking for Social Change: A Practical Guide to Solving Complex Problems, Avoiding Unintended Consequences, and Achieving Lasting Results

The 6 concepts

1. Interconnectedness: Everything relies on something else.
2. Synthesis: the ability to see the interconnectedness
3. Emergence: larger things emerge from smaller parts.
4. Feedback Loops: connections can be shown as loops.
5. Causality: how one thing results in another thing
6. Systems Mapping: 

The 3rd Year Seminar will be something like this:

A Voluntary Workshop 

Prof. Maruyama plans to hold a study circle about systems thinking in March. If you are interested in joining it, please contact him before 22 Feb. 

Online courses must be also interesting for you!

Systems thinking: Understanding sustainability (English Edition)

Chapter 14: Sustainable Development Goals & more

Textbook: The Age of Sustainable Development 

I. SDGs

1972 - UN Conf. on the Human Environment in Stockholm

1992 - the Rio Earth Summit

2012 - Rio+20 Summit 

• the single most urgent task in all of the interconnected challenges of SD is the tasks that the world did take on in the year 2000 with the adoption of the MDGs: the fight against extreme poverty. Extreme poverty is the most urgent priority because it is a matter of life and death for at least 1 billion people. 
• SDSN is the idea that the world needs not only new goals, political motivation, and will, but also a new era of intensive problem-solving in SD challenges that include health, education, agriculture, cities, energy systems, conservation of biological diversity, and more. The SDSN is a network of universities around the world...

unsdsn.org

Wedding Cake Model: Structured SDGs

A New Take on the Sustainable Development Goals - Johan Rockström

 https://www.youtube.com/watch?v=Wu8xvzIPRhM

II. Goal-Based Development

• The evidence from the MDGs is powerful and encouraging. In Sep. 2000, the UNGA adopted the MDGs... Did they make a difference? The answer seems to be yes. There has been a marked acceleration of poverty reduction, disease control, and increased access to schooling and infrastructure in the poorest countries of the world... How did they do this? Why do goals matter? There are many answers to this question:

1. goals are critical for social mobilization: the world needs to be oriented in a direction to fight poverty / to help achieve SD.
2. peer pressure in and out
3. mobilizing epistemic / knowledge communities: with networking for practical pathways.
4. mobilizing stakeholders

• What have been the accomplishments and weaknesses of the MDGs? Probably the biggest accomplishments have been in the area of public health. Three out of the eight MDGs are about health.
• SD agenda is even bigger and harder than MDGs. SDGs have included not only the continuation of the fight against extreme poverty but also the integration of that goal with several others, including social inclusion and environmental sustainability.
• There are two specific tools that will be important for translating SDGs into reality.

1. backcasting: Rather than forecasting or guessing what will happen in 2040, we set the target for a certain date and analyze the problems from the target to the present - backward in time - to chart a course between today and the future. How can we get from here to there?
2. technology road-mapping: It asks deep questions about the pathway from today to the future goal. What are the technological barriers to overcome between now and 2030? (p.493)

The final point that will be absolutely crucial is that the SDGs will be a multistakeholder process. 

III. Financing for SD

• Economists teach us a lot about where the right boundaries are. There are a few crucial reasons why the private sector approach, which would ideally be the universal one if it actually solved problems, does not solve many critical problems in particular and important cases. The first case is when the challenge is fighting extreme poverty. Markets are basically designed to ignore the poor... 
• aid can work and that it is vital in certain circumstances. It is especially vital when people are very poor and facing life-or-death challenges... The desperately poor are not consumers who will create an immediate profit... And so the poor need help through other means.

IV. Principle of Good Governance

• Four major dimensions of SD. There are the traditional three - economic development, social inclusion, and environmental sustainability. But those three requirements in all cases the underpinning of a fourth dimension: good governance. 
• Good governance: accountability, transparency, and participation through public discourse, public deliberations, and hearings on regulations.

V. Is SD Feasible?

• There is an underpinning of ethics in all these ideas. When we talk about moving to global SDGs, were are also talking about the need for and possibility of shared goal ethics. It is heartening that many of the world's religious leaders have come together and declared that the world's religions share a common ethical underpinning that could underpin a shared commitment like SDGs, including the Golden Rule; the commitment to "first, do no harm;" and the standards of good governance, including human rights, accountability, transparency, and participation.  

Discussions (Group)

A. Discuss why the SDGs is more challenging than the MDGs.

B. What is the potential use of technologies for sustainable futures?

A healthy economy should be designed to thrive, not grow | Kate Raworth

www.youtube.com

Japanese entry

sophiamaru.hatenablog.com

Chapter 13: Biodiversity & Ecosystem Services

Textbook: The Age of Sustainable Development 

I. What is Biodiversity?

Ecosystem services affect human well-being:

1. provisioning: providing food, freshwater, wood, and fiber for building structures and clothing, and biomass for fuels
2. regulating services: controlling the basic patterns of climate, disease transmission, and nutrient cyclings such as water, nitrogen, and oxygen
3. supporting services: nutrient cycling and soil formation
4. cultural services: enhancing human values, aesthetics, and religion. The textbook does not contain "preserving services", maybe because 1 to 4 came from the Millennium Ecosystem Assessment (2005).  

The relationship between ecosystem services and human well-being is illustrated in Fig. 13.1 (p.450).  

Language in Danger: Diversity in cultures

www.unesco.org

II. Biodiversity Under Threat

• Humanity is now taking as much as 40-50 percent of all of the photosynthesis on the planet. We are commandeering the world's basic food supply - the output of photosynthesis - not for all species, but only for ourselves. (p.454)

III. Oceans and Fisheries

• aquaculture itself threatens the environment in many ways. The cultivation of fish in the managed fish farms can lead to spread of disease, excessive nutrient flows of many kinds, and threats to wild fish populations when farm fish escape into the wild. In short, aquaculture can be highly desirable if it is operated in a responsible manner, but that is a complex challenge given all the things that can go wrong. (p.461).

IV. Deforestation

• James Lovelock, creator of the Gaia theory of the interconnectedness of the world's ecosystems and the regulatory processes of those ecosystems at planetary scale, emphasized that when we degrade one ecosystem we impede or undermine the functioning of ecosystems in other parts of the planet. Lovelock said about eh deforestation of the tropical rain forests: "No longer do we have to justify the existence of humid, tropical forests on the feeble grounds that they might carry plants with drugs that cure human disease ... Their replacement by cropland could precipitate a disaster that is global in scale (Lovelock 1991: 14)." 

V. International Dynamics

• The three multilateral environmental agreements of the Rio Earth Summit were reviewed twenty years later at the Rio+20 Summit. At that time Nature magazine conducted an in-depth analysis of what had happened under the various treaties and created a report card for each.

www.nature.com

Data Activities & Discussions

1. Deforestation
   i) Go to the global forest change map: https://earthenginepartners.appspot.com/science-2013-global-forest
   ii) Which countries have experienced high deforestation? 
   iii) Which countries have experienced high reforestation?
2. Share your narrative story about biodiversity and the planetary boundaries. Find something common among the stories and differences based on cultures. 

Japanese entry

Japanese entry (FYI. Chap 12: Climate Change)

sophiamaru.hatenablog.com

Chapter 11: Resilient Cities

Textbook: The Age of Sustainable Development 

I. The Patterns of Urbanization Around the World

... factors that are distinctive about cities: 1) cities have high concentrations of the population; 2) industrial and services activities dominate city economies; 3) the average output per person in urban areas is often two or three times higher than in rural areas of the same country; 4) cities are the locus of tremendous amounts of innovative activities; 5) cities are trading centers; 6) major cities are generally coastal or at the estuaries of great rivers; 7) cities are places of rapid population growth; 8) cities are places of glaring inequality; 9) cities enjoy enormous advantages of economies of scope and scale; and finally 10) cities face major challenges of “urban externalities”–pollution of air and water, traffic congestion, the transmission of diseases, and crime and violence to name a few. Tokyo has a so large population that QOL is not always high.

The UN Population Division forecasts that by 2030, urban areas will be an estimated 60 % of the world's population (United Nations, Department of Economic and Social Affairs, Population Division (DESA Population Division). 2012. “World Urbanization Prospects: The 2011 Revision. p.3).

II. The Patterns of Urbanization Around the World

When most of us live in cities, we must make them sustainable. The answer is threefold: sus. cities are economically productive, socially (& politically) inclusive, and environmentally sustainable.

• Urban productivity: Cities must be places where individuals can find decent, productive work, and businesses can produce and trade efficiently. The basis for success is a productive infrastructure. 

• Social inclusion: Cities can be places that create high social mobility, or that widen the divides between the rich and the poor. Schools can unify them as a strong public system.

• Environmental sustainability: Cities are places of high population density and highly vulnerable to environmental ills. i) Mitigation to reduce their own "ecological footprint" and ii) adaptation as preparedness and resilience to changing environments.

V. Planning Sustainable Development

Sustainable cities are green and resilient. They are green in the sense that they have a low ecological impact, low GHG emissions per capita, and a pleasant and healthful environment for people to live and work in, including safe and clean air, accessible parks, and ways for people to remain active and healthy through walking...Sustainable cities are resilient because they recognize and plan ahead for the shocks they may experience in the future (p.387).

Additional Content: Covid-19 and urban life

What is your comment on this content from today's world? 

www.iied.org

Data Activity

The world's fastest-growing cities
Explore the table on the world’s fastest growing cities and urban areas from 2006 to 2020 on the following website: http://www.citymayors.com/statistics/urban_growth1.html
1) At what rate is the fastest city growing?
2) How many of the top 20 fastest growing cities are in high‐income countries?
3) Approximately, what proportion of the 20 fastest growing cities is in Africa? 

Japanese entry

sophiamaru.hatenablog.com

Chapter 10: Food Security

Textbook: The Age of Sustainable Development 

I. Sustainable Food Supply and the End of Hunger

Global food security is one of the greatest challenges of sustainable development due to the continuous increase of the world’s population and environmental changes. The problem of food insecurity is more complicated for four main reasons:

1. A significant share of the world population today is malnourished.
2. The global population continues to grow.
3. Climate change and other environmental changes threaten future food production.
4. The food system itself is a major contributor to climate change the other environmental harms.

II. Farm Systems, Ecology, and Food Security

There is no "one size fits all" when it comes to farming or to methods to increase farm yields (p.327).

III. How Environmental Change Threatens the Food System

• Invasive species are another issue. This is when animal or plant species are deliberately or accidentally relocated from one environment to another environment, which can derange the entire ecology (p.336).

IV. How the Food System Threatens the Environment

• the agricultural systems themselves are a source of the threat to future food production. The arrows of causation run in two directions. On the one side is environmental change that threatens food production. Yet at the same time, agriculture as it is currently practiced gravely threatens the natural environment.
• there will have to be distinctive, localized problem solving in order to make local farm systems compatible with conservation of ecosystem functions, the preservation of biodiversity, and the reduction of human impacts on the climate system and freshwater supplies.

V. Toward a Sustainable Global Food Supply

• BAU will mean an increase in food insecurity in some parts of the world (p.347).
• How do we move to a SD trajectory? Because of the complexity of the food system; the interlinkage of land use, nitrogen use, and chemical pollutants; and the vulnerability of crops to higher temperatures, the kinds of responses that are needed will have to be varied, holistic in nature, and carefully tailored to local contexts. This is among the toughest SD challenges that we face, because the world is in crisis and the problems will tend to get worse. It is not easy to say that one region will bail out the others, because all regions will have stresses. There will be no magic key that will suddenly make it possible to solve this problem. Each region is going to have to identify its own pathways to sustainable agriculture (p.348).
• Finally, we have to take responsibility ourselves for our personal health and for the way we approach the issues of food as individuals. Massive epidemics of obesity show that something is seriously wrong with prevailing diets. .. The conclusion is as we have noted time and again: the pathway to SD involves behavior change, public awareness, political and individual responsibility, and the mobilization of new systems and technologies that can dramatically reduce the pressures on the natural environment and help make our economy and way of life more resilient to eh environmental changes already underway (p.351).

Data Activities & Discussion

Malnutrition
Go to Gapminder World (http://www.gapminder.org/world ).

For the X-axis, do not "search" but find “Malnutrition, weight for age (% of children under 5)” from the items. For the Y, plot log “Income per person.”

i) In 2005, which country appeared to have the highest percentage of malnourished children?
ii) What is China’s percentage of malnutrition in 1990, 2000, and 2010?

Now do not "search" but find "Food supply (kilocalories /person /day)" from the items, while the income per capita remains.
iii) In 2013, which countries appeared to have the lowest food supply?
iv) Check the food supply in China, Japan, the USA, and Zambia; and play from 1961 to 2013. Explain what did you find.

Japanese Entry

sophiamaru.hatenablog.com

Chapter 8: Education for All + ESD & Covid-19

Textbook: The Age of Sustainable Development 

I. Life Cycle Approach to Human Development

• Economic development depends on investment... the most important investment in that countries make is in their own people, especially investment in their children...Economists speak of investments in "human capital," just like investments in the physical capital of roads and bridges.
• The concept of human development includes two related ideas:

1. the important fact that the abilities and health of an individual depend on cumulative process, of good health and access to health care, living in a safe environment, education, building skills, and on-the-job experience (SDSN Thematic Group on Early Childhood Development, Education and Transition to Work 2014). The Future Of Our Children: Lifelong, Multi-Generational Learning For Sustainable Development
2. the individual "life cycle": An individual's capacities, health, and productivity at any stage of the life cycle depend on the choices that are made at earlier stages of that life cycle (National Scientific Council on the Developing Child/National Forum on Early Childhood Policy and Programs [NSCDC/NFECD 2010]). 

II. Early Childhood Development (ECD)

• Research over the past twenty years has shown the startlingly important effect of early childhood, especially during the first three years, when the brain develops in many dynamic and important ways...Inequalities of childhood development start at a very young age. By age six or seven, a child raised in an unsafe environment will already have huge disabilities and liabilities relative to those children fortunate to be raised in a safe and secure environment (pp.256-257).
• This pattern suggests that poverty will repeat itself from one generation to the next... Yet here is where government can play a crucial role. Government programs and financing can help children of impoverished families to get a decent start. Part of the issue is money... Societies that fail to invest in preschool are likely to have lower social mobility and a greater gap in lifetime attainment between children born to high-income and low-income households (p.259).

III. The Rising Returns of Education and the Supply Response

• There are clearly bottlenecks on the supply side...Tuition costs are extremely high and continue to rise. Just when society ought to be helping young people to make an investment in higher education, very high tuition costs are holding back the supply response to a clear demand.

IV. Social Mobility

• Education is a path to a more productive life as a citizen and an income earner, but we've noted that it can also be an amplifier of social inequality...More equal societies, which generally also have a strong role of government in providing ECD and access to quality education at all levels, end up with greater intergenerational mobility. 

V. The Role of Higher Education in Technological Advance

• Higher education plays a key role in the two kinds of growth (endogenous growth and catch-up growth) we discussed in chapters 3 and 4. 
• Universities are also critical for a third basic activity: helping society to identify and solve local problems of SD. Every issue with which were are grappling requires locally tailored solutions, often based on sophisticated management systems. .. America has long promoted its universities for this kind of problem-solving. One of the pioneering steps in the US was the Morrill Act, a major piece of legislation passed in 1862.

Data Activities & Discussion

A. UNESCO & OECD Data (Group)

Go to https://www.education-inequalities.org/

i) Is there any countries in which female students have graduated more than male from primary school?

ii)  Generally speaking, which do male or female students go more to higher education? And why? (Cross check the ii) results with this: https://data.oecd.org/eduatt/enrolment-rate.htm

iii) Choose "Location" disparities and explain what you find in "Higher education attendance."

(iv) If you have extra time, read the NEET graph: https://data.oecd.org/youthinac/youth-not-in-employment-education-or-training-neet.htm

(FYI) Resource 1. GEM UNESCO 

(FYI) Resource 2. SDG 4: 

(FYI) Resource 3. Covid-19 & Ed. Do you think urban life is convenient?

Education for Sustainable Development

UNESCO 2020 ESD a roadmap #ESDfor2030

Learning to know, do, live together, to, and transform oneself & societies.

How SD differs from sus.?

from ESD to Sustainable Ed. or Deep ESD

sophiamaru.hatenablog.com

Japanese Entry

sophiamaru.hatenablog.com

Chapter 7: Social Inclusion

Textbook: The Age of Sustainable Development 

Three dimensions of social inclusion:

1. The first dimension of social inclusion addresses income and wealth inequality.
2. The second addresses discrimination through legal channels: laws in many parts of the world continue to discriminate against some groups.
3. The third involves discrimination through cultural and social norms.

Six ethical approaches to social inclusion: i) Virtue ethics, ii) Monotheistic religions, iii) Deontological ethics/"duty ethics", iv) Utilitarianism, v) Libertarianism, and vi) Human rights. 

• The human rights philosophy holds that every human being on the planet has basic human rights that must be protected by the society. There are five basic categories of such rights: political, civil. economic, social and cultural rights. This approach says that societies must organize themselves, perhaps through taxation and provision of public services, to secure individuals' rights to health, education and means of livelihood. The human rights approach is the dominant framework of the current international system of nations. (cf. UDHR)
• The focus on meeting universal basic needs can be justified through the lens of human rights or through the lens of utilitarianism. We sometimes call basic need "merit good." Merit goods are those goods and services that should be accessible by all individuals in society irrespective of an individual's ability to pay. Health and education are both widely judged to be merit goods.

Divided Societies 

• Social inclusion aims for broad-based prosperity, for eliminating discrimination, for equal protection under the laws, for enabling everybody to meet basic needs, and for high social mobility (p.232).
• Ethnic diversity is sometimes measured along linguistic lines...what is called ethnolinguistic fractionalization, a measure of similarity or difference in the spoken languages in a population. When fractionalization is high, inequality is often high as well, with some groups dominating others politically and economically.
• So too are the political responses, the extent to which power is used to reduce inequalities (e.g., through tax-and-transfer policies) or the extent to which power is used to exacerbate inequalities (e.g., through displacing indigenous populations from traditional lands). Inequality is therefore a legacy of power, history, economy, and individual differences, amplified or diminished through the power of the state (p.238).

Forces of Widening Inequalities

1. One key factor is the rising gap in earnings between high-skilled and low-skilled workers. The returns to education have increased markedly, leaving those with less education behind. The rising earnings premium to education probably reflect the combined forces of globalization and technological changes, both of which have been to the disadvantage of less-educated workers.
2. use of robotics, advanced data management systems, and other information technologies.
3. the political system. In some political systems, government forces resist the widening inequality by providing extra help to lower-skilled workers, such as job training, tax cuts, or added family benefits. These countries may call on the higher-skilled workers to take on some extra societal responsibilities, such as increased tax payments to support the transfers to the lower-earning households. 

Gender Inequalities

• UNDP GII (Gender Inequality Index)

hdr.undp.orgi

• The gender pay gap in OECD countries

data.oecd.org

• The gender gap in education enrollment has been improved due to international campaigns. (continued to Chapter 8) 

Data Activities & Discussion

A. Age at first marriage (Group)

1. Go to https://www.gapminder.org/tools/ and plot the age at first marriage for women against income.
2. What was the average age at first marriage in Sweden, China, and Niger in 2005?
3. Which countries had low age at first marriage among the countries had above $20,000 income in 2005?
4. Did you know any reasons Jamaica's average age was the highest?
5. Approximately, in what year did almost all Western European countries rise above an age at first marriage of 26? What are the results of your analysis?

B. Human Rights (Group)

1. Go to http://indicators.ohchr.org/ to find the status of Brazil, China, Japan, and the USA. 
2. When did these countries sign the Convention on the Elimination of All Forms of Discrimination against Women?
3. When did they ratify the International Covenant on Civil and Political Rights?
4. What are the results of your analysis of the two questions? 

Japanese entry

sophiamaru.hatenablog.com

Chapter 5: Ending Extreme Poverty

Textbook: The Age of Sustainable Development  

• A widely used definition of extreme poverty is the World Bank's poverty line, where extreme poverty lies at or below an income of $1.25 per day. The WB's definition is surely too narrow. It would be better to define the extreme poverty line according to the ability of individuals to meet basic material needs (SDSN 2012b), which are food, clean water, sanitation, shelter, clothing, access to health care, access to basic education, and access to essential services such as transport, energy, and connectivity. These are the minimum needed for survival and human dignity (p.138).

unsdsn.org

• Th poverty rate has steeply come down... in MDGs time(p.140-142).

Africa: electricity & population control

• The absence of electrification has been a huge chronic barrier to Africa's development and another aspect of Africa's poverty trap (SE4All 2012). Without electricity, productivity is very low. Low productivity means very low output per person, which in turn means low income and thus poverty. Poverty means low tax collections by government, and therefore the inability of the government to invest in the electricity needed to lift the region out of poverty.
• The Internet grid and mobile telephony are spreading without the need for public financing due to variable profitability and lower fixed costs than power generation. ICTs have already given a huge boost to Africa's development, and will continue to do so as they facilitate access to health care, education, banking, and other services.
• A final challenge that Africa must surmount is the very high fertility rate.

South Asia: food & women

• The first Green Revolution called for a massive increase in fertilizer use and some of that fertilizer has polluted India's rivers and coastlines. The first Green Revolution did not pay heed to long-term climate change, which was not yet recognized. The second Green Revolution (or Evergreen Revolution) will need to develop crop varieties that are resilient to heat waves, droughts, floods, and other shocks that will rise in the future as part of the consequences of human-induced climate change (p.168).
• One of the noteworthy ways that rural women have been empowered in recent decades has been through microfinance institutions, a new method of small-scale lending that is well adapted to the needs of impoverished rural women...One of the notable features of female empowerment, sometimes in the context of the self-help groups, is that it has given young women that incentive to marry later and reduce their total fertility. A mother in the labor force who earns her own income knows through experience and thorough knowledge from her peers that having fewer children will not only enable her to spend more time at work to earn a higher income but will also enable the household to invest more in each of her children so that he or she will have a chance for a better life (pp.167-169).

Official Development Assistance (ODA)

• The problem with the poverty trap, however, is that a country may be too poor to get on the ladder by itself... Yet they simply lack the cash flow (p.170)
• Two main ways to break a poverty trap (i.e. government's critical investments & ODA from donor countries)
• ODA became a basic pillar of the global community around 1970 (OECD 2010). Only five countries among the donors typically reach the targeted threshold of 0.7 percent of national income: Sweden, Norway, Denmark, Luxembourg, and the Netherlands. cf. Top DAC are: US, UK, Germany, France, and Japan.
• The most effective kinds of development assistance build capital - such as paved roads, an expanded power grid, and more clinics and schools - or capacity, such as training and salaries for teachers and health workers, or social investments such as health care delivery (p.174).

Data Activities & Discuss

A. Official Development Assistance (Group)
Use the World Bank Indicator database (https://data.worldbank.org/indicator/) to answer the following questions.

1. In 2019, what 3 countries received the highest amount of net ODA in constant 2019 US$?
2. What percent of their GNI did that represent for each of these 3 countries in 2018?

 B. What are positive and negative sides of ODA? (Group & Class)

1. Positive - from economic backgrounds
2. Negative - from cultural backgrounds

The Ages of Globalization: Geography, Technology, and Institutions (English Edition)

SPSF Chap 4: Why some countries developed / stayed poor

Textbook 

Checklist of economic diseases:

1. Poverty traps
2. Bad economic policies
3. Financial insolvency
4. Physical geography
5. Poor governance
6. Cultural barriers
7. Geopolitics

There are two main ways to break a poverty trap:

1. The government can borrow, make critical investments and count on future economic growth to repay debts, or
2. Foreign and international actors can provide temporary private or official development assistance (ODA) to finance urgent needs and then scale down assistance as growth occurs.

The Role of Culture - Demography, Education, and Gender

... When a place is poor, it has the reputation of being lazy... This happened with Japan in the late nineteenth century. When Japan was still poor (around 1870), European observers condemned the Japanese for their alleged laziness. When Japan boomed, Europeans and Americans complained that Japanese culture led the Japanese to work too hard (p.121).

A critical step towards breaking this cycle is to help young girls stay in school: they to be more oriented toward the workforce, marry later, and have fewer children.

worldmapper.org

worldmapper.org

Data Activities

A. Suitability for Malaria Transmission (Class)
Go to the Map Room of the International Research Institute for Climate and Society at Columbia University: http://iridl.ldeo.columbia.edu/maproom. Select the "Climate and Health" section, and then the "Climate and Malaria" section.

1. What are the necessary conditions suitable for malaria transmission?
   Coincidence of precipitation accumulation greater than 80 mm, average temperature between 18°C and 32°C, and relative humidity greater than 60%
2. In which countries it is possible to be infected with malaria for all 12 months? (Hint: Look into the seasonal climatic suitability for malaria transmission.)
   Democratic Republic of Congo, Congo, Equ. Guinea, Cameroon, Kenya, Madagascar

B. Discussion (Group)

“Malaria cannot be an impediment to economic development; the United States and Europe had malaria in the past and eliminated it as incomes increased. Therefore, arguing that malaria hinders development is incorrect.” Discuss why you agree or disagree with this statement.

Japanese entry

sophiamaru.hatenablog.com

Chap 3: A Brief History of Economic Dev.

Textbook 

Sachs, J.D. (2015). The Age of Sustainable Development, Columbia Uni Pr  

1. Economists have given a name to this kind of growth: endogenous growth. "Endogenous" means something that arises from within a system, rather than from the outside. Endogenous growth means economic advancement that emerges from the internal workings of the economy.
2. ...the growth of a "lagged" country that for whatever reasons of history, politics, and geography lagged behind as the technological leaders charged ahead... Catch-up growth can be considerably faster than endogenous growth. Technological leaders have tended to grow at around 1-2 percent per capita, while the fastest catching-up countries (e.g. South Korea and China) have enjoyed ... 5-10 percent per annum.
3. The failure to recognize the fundamental differences between endogenous growth and catch-up growth has led to all sorts of confusion in the discussion of economic development... The first is based on innovation; the second on rapid adoption and diffusion of existing (though mostly foreign) technologies (pp.79-81).

Japan was one leader in this process, and it developed a wonderful metaphor: the flying geese model. When geese fly in formation (Fig. 3.5), one goose flies in front, and then in back are others (p.95).

Data Activities

A. Agriculture, Industry and Services (Group)
Go to the World Bank database (http://data.worldbank.org/country ) and look up the following indicators: Agriculture, value added (% of GDP); Industry, value added (% of GDP); Services, etc., value added (% of GDP). Use the graph tool on the website to learn about these indicators for each of the income groups (low, middle, high income).

1. Which income group is highly dependent on agriculture?
2. Which income group is highly dependent on industry?
3. Which income group is highly dependent on services?

Japanese entry

sophiamaru.hatenablog.com

Chap 2: An Unequal World

Textbook 

Sachs, J.D. (2015). The Age of Sustainable Development, Columbia Uni Pr  

GDP per capita is really not a comprehensive measure of economic development, because there are many other important indicators of WB that it does not precisely capture, including the health and education of the population (p.45). 

Urban-Rural Inequality: It is important to start by clarifying the definition of "urban." Interestingly, there is no official international definition of what it means to be an urban area (p.51).

Income Inequality Within Countries: The lowest inequality ... tends to be in western Europe and especially in Scandinavia, with a Gini of around 0.25. In comparison with Scandinavia, the US is shaded green (Fig. 2.5), as the US is quite unequal in income distribution, with a recent Gini of 0.45 (p.56).

Practicing SD means both understanding the nature and sources of inequality and setting the goal of a high degree of social inclusion in economic development (p.59).

Measuring WB: UNDP's Human Development Index.

Subjective WB: e.g. World Happiness Report, Social Capital (the quality of the social environment and community), physical and mental health play a very important role.

Convergence or Divergence?: a narrowing of the gap between a poor country and a richer country? The poorer country is becoming even poorer? ... One of the crucial goals of SD is that all of today's low-income countries... should make that transition successfully through convergence to at least middle-income status (p.67).

Data Activities

A. Levels of Urbanization around the world (Group)
Using the country profiles database from UNDESA, Population Division, World Urbanization Prospects at http://esa.un.org/unpd/wup/Country‐Profiles/, answer the below question.
Question: Before the Industrial Revolution, urban dwellers likely accounted for only 10% of the population. Which of the following countries was closest to this pre‐industrial revolution value of urbanization in 2010: Brazil, Burundi, Cambodia, Japan, Viet Nam, Estonia, and the United States?

B. The OECD Better Life Index  (Group)
The OECD has created its own index of wellbeing. Information is available at
http://www.oecdregionalwellbeing.org/. 

1. Explore the website and explain what the Better Life Index is.
2. What indicators are used to quantify each of the topic involved in the design of the Better Life Index?
3. Choose 3 countries and compare their Better Life Indices; highlight the differences as well as common points.

C. GDP per capita vs HDI (Class)
To complete the exercise below, compare GDP per capita and HDI for countries around the world using the two following data sources:
- HDI ranking in 2018: http://hdr.undp.org/en/data
- GDP per capita ranking in 2018: https://www.cia.gov/

1. Plot the GDP per capita rank against the HDI rank. Set the axis in reverse order such that the countries with the highest rank appear in the upper‐right corner of the graph. Name the axes.
2. Can you identify a pattern?
3. Are there any outliers—countries that do not conform to this pattern?
4. Do you think the use of GDP per capita as an indicator for development is justified? Why or why not?

Japanese entry

sophiamaru.hatenablog.com

Chap 1. Sustainable Develoment

Textbook 

Sachs, J.D. (2015). The Age of Sustainable Development, Columbia Uni Pr https://amzn.to/2Sz5N2Z

The Age of Sustainable Development

• SD tries to make sense of the interactions of three complex systems: the world economy, the global society, and the Earth’s physical environment (p.2).
• The normative side of SD envisions four basic objectives of a good society: economic prosperity; social inclusion and cohesion; environmental sustainability; and good governance by major social actors, including governments and business (p.3).
• The definition of SD, Brundtland Comission (1987: 41)
  development that meets the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland Commission, 1987:41) 

Five kinds of concerns about the distribution of WB:
    1) extreme poverty
    2) inequality
    3) social mobility
    4) discrimination
    5) social cohesion (p.10)

What is BAU for SD?

Data Activities

A. Life Expectancy (Group)
Graph life expectancy (y‐axis) versus income (x‐axis) in Gapminder http://www.gapminder.org/world. Select Japan and Somalia. Beginning at 1800, press “Play,” and trace out the change in life expectancy over the last two centuries. Make sure to select “trails” in order to draw the time series. Compare Japan and Somalia.

1. What is the current life expectancy in Somalia?
2. In what year was Japan's life expectancy last at Somalia's current level?

B. GDP growth and the rule of 70 (Group)
Go to the World Development Indicators (WDI) database (http://data.worldbank.org/indicator), and find the 2019 GDP growth rates for Brazil, China, Estonia, India, Japan, and Zambia. What is the approximate doubling time of each of those economies if the growth rate does not change over that time?

C. Income per capita and Gapminder (Class)
Go tohttp://www.gapminder.org/world. Graph “Total population” on the y‐axis versus “Income per person”(GDP/capita, PPP$ inflation‐adjusted) on the x‐axis.

1. Play from 1800 to the current once. Next, try using a log scale for both axes. What changes? Do you think the graph is more or less readable when using a log scale? Explain why.
2. Describe and comment on the evolution of population and income per capita in the following periods: From 1800 to 1850, from 1850 to 1900, from 1900 to 1960, from 1960 to 2000, and from 2000 to 2013.

Discussions: 

Pick up one for a group discussion

• Providing precise examples, discuss whether there is an obvious relationship between economic growth and sustainable development.
• Why and how is technological change related to sustainable development? Is this good or bad? Provide precise examples.
• Discuss the potential trade‐offs and synergies that might exist in achieving sustainable development. 

Anthropocene

• Welcome to the Anthropocene

• Oxford University Press
  
  

• "The era of the Anthropocene is the most recent period of planetary evolution where the human footprint has become so profound that it begins to change the course of evolution so much that it calls for humankind to learn how to act as stewards of a livable future for all. " (Kuenkel 2019 Loc: 8903)  https://amzn.to/2PnF2u5

  Stewarding Sustainability Transformations: An Emerging Theory and Practice of SDG Implementation (English Edition)

• Books about Anthropocene are increasing Google Ngram Viewer

Planetary Boundaries

• Planetary Boundaries: Let the environment guide our development | Johan Rockstrom
  

• Stockholm Resilience Centre, Stockholm University
  

Japanese entry 

〆切：9/20 オンライン自主ゼミ「開発と教育：グローバル課題と⽀援」

国際開発学会のメーリングリストからの転記です：

《⾃主ゼミ「開発と教育：グローバル課題と⽀援」お知らせ》

6. 申し込み⽅法

　希望者は９⽉２０⽇（⽇）までにフォーム（https://forms.gle/YyMWzZ3TsLxbskcF7 ） にてお申し込みください。応募者多数の場合はご希望に添えない場合もあるかと思 いますがご了承ください。

　1. 目的　

　世界各地で JICA や国際援助機関、NGO などを通して教育・⼈材育成関連の 国際協⼒活動で多くの専⾨家が活躍していますが、通常は互いの経験や知見を交 換する場はあまり多くありません。現在多くの専門家が一度退避中ですが、この機会に教育と開発分野の学識経験者の知⾒に 触れ、互いの経験から学ぶ機会を作りたいと思い、早稲田大学の黒田一雄先生のご協力を得て、以下のようなオンライン形式のゼミを企画しました。
　 このゼミでは世界共通の課題、例えばインクルーシブ教育、教育の平等・公正・ 質、国際化について分析しながら、 グローバルガバナンスの中での教育⽀援につい て考えます。専⾨家にとっては、このゼミを通じてより質が⾼く、汎 ⽤性のある協⼒活動が可能となり、他⽅実践には直接携わらない研究者や関係者に とっても、実践者とこのような協議とネットワークの場を持つことにより、今後の 国際協⼒の実践及び研究発展に役⽴てることが期待できます。

　2. 開催方式　

　 遠隔会議システム（zoomなど）を⽤いるため、海外・遠隔地在住、障がいその他の理由で、普段は⾸都圏で実施されるセミナー等 の参加が困難な方にも参加していただけます。
　 各回１５０分で課題図書・文献（その分野の key reading もしくはゲスト講師の著書など）を参加者が持ち回りで報告し、協議ポイント を議論します（60分）。その後講師からのインプット、課題提起による議論と意⾒交換（75分）を⾏います。
　ファシリテーターは寺野摩弓（JICA専門家・E-JUSTプロジェクト）、アドバイザーは佐藤寛（アジア経済研究所）。
　協⼒：早稲⽥⼤学アジア太平洋研究センター国際教育開発部会

　3. 時期

　２０２０年１０⽉３⽇（⼟）〜２０２１年２⽉ 20 ⽇（予定）。⽉２回ほど（⼟曜⽇１６時〜１８時半）。全９回。

　4. 募集対象

（10〜最大23 名） 参加費は無料（原則として、すべての回に参加できること）
a. 教育や⼈材育成の分野の開発協⼒実践者で、SDGs とインクルーシブ社会の構 築の関連について学術的知⾒や関係者の交流に関⼼を持つ⽅。特に、世界各 地（⽇本国内も含む）で JICA や国際援助機関、NGO などを通して教育・⼈材 育成関連の国際協⼒活動に携わる⽅々を優先します。
b. 表記のトピックに関⼼を持つ研究者、関係者
c. 英語・⽇本語での準備や協議に参加が可能な⽅
d. ゼミ方式での実施に参加が可能な⽅

　5.日程・テーマとゲスト講師

（講師の都合により変更の可能性あり）
10 ⽉ 3 ⽇ （⼟） 国際教育協⼒の再⽣・教育のグローバルガバナンスと開発 （早稲⽥⼤学 ⿊⽥ ⼀雄先⽣）
10 ⽉ 17 ⽇（⼟） SDGs 時代における教育グローバルガバナンスの特徴と課題 （広島⼤学 吉⽥ 和浩先⽣）
11 ⽉ 7 ⽇ （⼟） 持続可能な開発とノンフォーマル教育のグローバルガバナ ンス （上智⼤学 丸⼭ 英樹先⽣）
11 ⽉ 28 ⽇（⼟） SDG4 形成過程の⾔説分析に基づくグローバルガバナンス再 考 （名古屋⼤学 ⼭⽥ 肖⼦先⽣）
12 ⽉ 19 ⽇（⼟） 教育の平等・公正に関するグローバルガバナンスと開発 （国際基督教⼤学 ⻄村 幹⼦先⽣）
1 ⽉ 9 ⽇ （⼟） 幼児教育のグローバルガバナンスと開発 （広島⼤学 三輪 千明先⽣)
1 ⽉ 23 ⽇ （⼟） グローバルガバナンスと「教育の質」 （筑波⼤学 川⼝ 純先⽣）
2 ⽉ 6 ⽇ （⼟） グローバルガバナンスと⾼等教育開発 （東北⼤学 ⽶澤 彰純先⽣）
2 ⽉ 20 ⽇ （⼟） 教育はグローバルガバナンスを統御できるか ―国際教育開発の理論的外部― （⼭梨県⽴⼤学 橋本 憲幸先⽣）
　各回のテーマ・参考資料はゲスト講師の推薦図書を中⼼に決定（⽇本語または英語)。参考資料は書籍、報告書などで DAISY やその 他の⽂書読み上げツール対応など、アクセシビリティ機能があるものをなるべく活⽤。
　主たる参考⽂献：２０１６年特集号国際開発研究 2016 年 25 巻 1-2 号 他
　 https://www.jstage.jst.go.jp/browse/jids/25/1-2/_contents/-char/ja

www.jstage.jst.go.jp

7 問い合わせ先

　 寺野摩⼸（mayumi.terano(at)gmail.com）

日本の国際教育協力: 歴史と展望