EAUC Warwick 010409 [email protected] Improving ESDGC through the Curriculum Dr Jane Claricoates ESDGC team leader Swansea University.

EAUC Warwick 010409 [email protected]

Improving ESDGC through the Curriculum

Dr Jane ClaricoatesDr Jane Claricoates

ESDGC team leaderESDGC team leaderSwansea UniversitySwansea University


Improving ESDGC through the curriculum

Lessons and questions from Lessons and questions from Wales:Wales:

• What What isis Education Education forfor SDGC in SDGC in the curriculum?the curriculum?

• How can we recognise and How can we recognise and

design it?design it?


Improving EDSGC through the curriculum

• HEFCW Circular (W08/07HE) ESDGCHEFCW Circular (W08/07HE) ESDGC• STAUNCH (Sustainable Teaching STAUNCH (Sustainable Teaching

Audit for University Curricula in Audit for University Curricula in Higher Education; Cardiff University Higher Education; Cardiff University BRASS Centre)BRASS Centre)

• HEI Self-assessment of the HEI Self-assessment of the curriculum completed December curriculum completed December 20092009

• HEFCW all-Wales report expected HEFCW all-Wales report expected June 2009June 2009


Improving ESDGC through the curriculum

Self-assessment exercise:Self-assessment exercise:• Module by moduleModule by module• UndergraduateUndergraduate• Selected by studentsSelected by students• 36 ESDGC criteria; 4 dimensions36 ESDGC criteria; 4 dimensions• Scored, input, analysedScored, input, analysed

““What contribution does this What contribution does this make make

to ESDGC?”to ESDGC?”


ESDGC through the curriculum

Module-by-module analysis:Module-by-module analysis:

What is the most appropriate What is the most appropriate unit of analysis for ESDGC?unit of analysis for ESDGC?



Undergraduate modules only:Undergraduate modules only:

What is the most appropriate What is the most appropriate level to focus on?level to focus on?


ESDGC dimensions

ECONOMIC: issues that are related to ECONOMIC: issues that are related to alternative perspectives rather than alternative perspectives rather than simply to conventional mainstream simply to conventional mainstream neo-classical economic aspectsneo-classical economic aspects• GNP/ProductivityGNP/Productivity• Resource use/exhaustion (materials, Resource use/exhaustion (materials,

energy, water)energy, water)• Finances and SDFinances and SD• Production/consumption patternsProduction/consumption patterns• Developmental economicsDevelopmental economics Ref: (STAUNCH, Lozano)Ref: (STAUNCH, Lozano)


ESDGC dimensions

ENVIRONMENTAL: broad categories within ENVIRONMENTAL: broad categories within environmental aspects environmental aspects • Policy/AdministrationPolicy/Administration• Products and services (inc. transport)Products and services (inc. transport)• Pollution/Accumulation of toxic waste/EffluentsPollution/Accumulation of toxic waste/Effluents• BiodiversityBiodiversity• Resource efficiency/eco-efficiencyResource efficiency/eco-efficiency• Global warming/Emissions/Acid rain/Climate Global warming/Emissions/Acid rain/Climate

change/Ozone depletionchange/Ozone depletion• Resources (depletion, conservation) (materials, Resources (depletion, conservation) (materials,

energy, water)energy, water)• Desertification/deforestation/land useDesertification/deforestation/land use• Ozone depletionOzone depletion• Alternatives REF: STAUNCH (Lozano)Alternatives REF: STAUNCH (Lozano)


ESDGC dimensions

SOCIAL: issues related to social aspects SOCIAL: issues related to social aspects • Demography/PopulationDemography/Population• Employment/UnemploymentEmployment/Unemployment• PovertyPoverty• Bribery/corruptionBribery/corruption• Equity/JusticeEquity/Justice• HealthHealth• Social cohesionSocial cohesion• EducationEducation• DiversityDiversity• Cultural diversity (own and others)/Social cohesionCultural diversity (own and others)/Social cohesion• Labour/Human rights Ref: STAUNCH (Lozano)Labour/Human rights Ref: STAUNCH (Lozano)


ESDGC dimensions

CROSS-CUTTING THEMES: issues that touch CROSS-CUTTING THEMES: issues that touch upon or through the previous three groupsupon or through the previous three groups• People as part of nature/Limits to growthPeople as part of nature/Limits to growth• Systems thinking/applicationSystems thinking/application• ResponsibilityResponsibility• GovernanceGovernance• Holistic thinkingHolistic thinking• Long-term thinkingLong-term thinking• Communication/ReportingCommunication/Reporting• SD statementSD statement• DisciplinarityDisciplinarity• Ethics/Philosophy Ref: STAUNCH Ethics/Philosophy Ref: STAUNCH

(Lozano)(Lozano)



What do we aim to achieve?What do we aim to achieve?

What does Education What does Education forfor SD&GC look SD&GC look like?like?

How can we improve it?How can we improve it?

How will we know?How will we know?



What do we aim to achieve?What do we aim to achieve?

What does Education What does Education forfor SD&GC look SD&GC look like?like?

How can we improve it?How can we improve it?

How will we know?How will we know?

EAUC Warwick 010409 [email protected] Improving ESDGC through the Curriculum Dr Jane Claricoates ESDGC team leader Swansea University.

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