Wp3 I.S.L.E. 6th project meeting

WP 3 - IDENTIFYING SUSTAINABLE AND USER-FRIENDLY GOOD PRACTICES

GOOD PRACTICES COMPENDIUM

Emilio ChiodoUniversity of Teramo

I.S.L.E Erasmus Network Innovation Practice Workshop11th – 15th March 2013, Unversity of Maribor

• 1 - INTRODUCTION

• 2 - STATE OF THE ART– 2.1 STATE OF THE ART: OBJECTIVES AND RESULTS PRESENTATION– 2.2 COMMENTS ON GOOD PRACTICES EMERGING FROM THE COUNTRY REPORTS– 2.3 SWOT ANALYSIS OF THE QUESTIONNAIRES’ ANSWERS

• 3 - METHODOLOGICAL APPROACH– 3.1 AREAS OF INTEREST OF THE CASE STUDIES– 3.2 THE COLLECTION OF GOOD PRACTICES– 3.3 DESCRIPTION OF THE CASE FORM

– 3.4 THE PROCESS OF SELECTION OF GOOD PRACTICES

• 4 - PRESENTATION OF THE CASE STUDIES– 4.1 POLICIES

– 4.2 INSTITUTIONAL ACTIVITIES– 4.3 TEACHING– 4.4 PRACTICAL ACTIVITIES

• 5 - CASE STUDIES FORMS• 6 - COMMENTS AND CONCLUSIONS• 7 - REFERENCES• ANNEX 1 – BRIEF SUMMARY OF OTHER ANALYZED GOOD PRACTICES

Contents of the Compendium

References (the state of the debate)

Copernicus Campus, Copernicus Guidelines for Sustainable Development in the European Higher Education Area (United Nations Economic Commission for Europe). http://www.unece.org/fileadmin/DAM/env/esd/information/COPERNICUS%20Guidelines.pdf

GHK, Danish Technology Institute, Technopolis (2008), Inventory of innovative practices in education for sustainable development. DG Education and Culture. http://ec.europa.eu/education/more-information/doc/sustdev_en.pdf

HEFCE – Higher Education Funding Council for England (2009), Sustainable development in higher education. February 2009/03 http://www.hefce.ac.uk/media/hefce1/pubs/hefce/2009/0903/09_03.pdf

UNESCO Associated Schools (2009), Education for Sustainable Development, Second Collection of Good Practices. http://unesdoc.unesco.org/images/0018/001812/181270e.pdf

UNESCO (2011), Education for Sustainable Development. An expert review of processes and learning. http://unesdoc.unesco.org/images/0019/001914/191442e.pdf

The Education for SD goals

In the next years the higher education sector “will be recognised as a major contributor to society’s efforts to achieve sustainability:

through the skills and knowledge that its graduates learn and put into practice,

its research and exchange of knowledge through business, community and public policy engagement,

through its own strategies and operations. For this reason Sustainable Development education has to become a

central issue for Higher Education Institutions (HEIs) (HEFCE, 2008)

How to introduce and reinforce the SD dimension throughout the curricula, in the training of teachers, in extra-curricular activities and in non-formal education. (UNESCO Associated Schools, 2011)

Good Practice Compendium: objective to contribute to these goals

An overview of the Good Practices

The topic of HESD was considered in a broader sense and the presented case studies moved from the construction of the political and institutional framework to the presentation of specific formal and informal learning experiences in HEIs.

The cases studies were chosen with the aim of giving to readers the prospect of the complexity of the topic but also of the variety of approaches and solutions that can be proposed.

Very different initiatives:

typology of the involved institutions (ministries, national agencies, consortia, single universities, NGOs),

level of implementation (from local, to regional, to national, to international),

geographical spread (all over Europe, but in some cases involving also – through international cooperation – extra-European countries).

The collected good practices

Analysed Proposed SelectionNetherland 6 5

France 5 4Portugal 4 4Italy 5 4Germany 4 3Sweden 3 2UK 3 3Greece 2 1Slovakia 2 1Bulgaria 2 1Malta 1 1Hungary 1 1Estonia 1 1Czech Republic 1 1Poland 1 1Austria 1 1Norway 1 1Romania 1 0TOTAL 44 35

SYNTHESIS PER COUNTRY

Areas of interest

•Policies: Good Practices that concern the creation of the institutional framework for HESD at National or Regional Authorities level with the objective of facilitating and strengthening education for SD;

•Institutional activities: Good Practices that concern the management and other non teaching activities of the Higher Education institutions directed to SD;

•Teaching: Good Practices concerning formal learning at different levels: integration of SD in disciplinary lessons; modules about SD definition and concepts; holistic teaching in relation to sustainable development activities; promotion of a SD mindset; improving the framework for teaching SD;

•Practical experiences: Good Practices concerning in-formal learning, extracurricular activities and practices that involves HE students or is promoted by HE institutions, often in relation with civil society.

The collected good practices

SYNTHESIS PER AREA

Presented in the compendium

Teaching 13

Institutional 10Policies 5Practical activities 7

The list of good practices: policies

The accreditation document in France : a tool for measuring the efficiency and the quality of studies in higher education system

France

SD Policies in Higher Education FranceOrganization for sustainable Higher Education in The Netherlands (DHO)/ AISHE tool NetherlandsGerman policy on Education for Sustainable Development (ESD) within the United Nations World Decade 2005 – 2014

Germany

Production of Institutional Policy on Sustainable Development*

United Kingdom

The list of good practices: institutional act.

B and M Ecological Agriculture University of Kassel, faculty of organic agricultural sciences.

Germany

Botanical Gardens, Special Places to Involve Special People Portugal

CIRPS (Interuniversity Research Centre on Sustainable Development)

Italy

Skills training of teaching staff in dealing with ethical sustainability dilemma’s

Netherlands

Implementation of Institutional Sustainable Development Policy to Develop a “Sustainable campus”.

UK

Production of Institutional Policy on Sustainable Development*

UK

OPERA - European Observatory on PEsticide and Risk Analysis

Italy

Sustainability Memorandum and Implementation process for Wageningen University and Research Centre (WUR)

Netherlands

Città Studi – Campus Sostenibile ItalySpecific Universities Policies on Sustainable Development France

The list of good practices: teaching

Teaching in SD at the Norv. Univ. of Life Sc. Norway

Green Pedagogy Austria

CULS Prague Czech Republic

Master GESLOPAN Italy

Msc in Agriculture, AE and Renewable Energy Poland

Master Program SUD Sweden

Talveakadeemia Estonia

ACRU Slovakia

Opportunities to recover En. From Org. Materials Portugal

The place of the tutored project in ..//.. treatment France

Management of pests, diseases and weeds Sweden

International module - Integrated Biodiversity Management Netherlands

E – learning Academic Network – ELAN III – Introduction into Sustainability

Germany

The list of good practices: practical act.

“Sunny Garden” organic farm Agricultural University – Plovdiv

Bulgaria

Hellenic Wildlife Hospital (EKPAZ) GreecePangea Cultural and Environmental Association HungaryNature Trust (Malta) Wied Ghollieqa Nature Reserve MaltaTropical Value Chain Management Netherlands

Charity project (SolidarISA) Portugal"De Sol a Sol” - a sustainable day Portugal

An overview of the Good Practices

Some common and characterizing aspects

attention to transferability (possibility to be replicated in other contexts or to constitute ideas and starting points for new initiatives),

holistic and interdisciplinary approaches to ESD,

attention to achieving tangible results (change in values of society and behaviors of people),

involvement of local communities and the bottom-up approach,

importance of partnerships and networking,

capacity building

innovation

An overview of the Good Practices

Many experiences concerning SD teaching provide evidence that interdisciplinary and trans-disciplinary (holistic) approaches are the most suitable in educating for sustainability.

Put attention on capacity building and on the learning process, developing not only technical competences but also communication and problem-solving skills.

The students become protagonist of the learning process and of the interaction between the HEIs and the civil society.

New methodologies like project working characterize the learning activities, besides a strong attention to the possibilities offered by the Information and Communication Technologies.

Another focal point, maybe not enough stressed, is the training of teachers and trainers on ESD.

An overview of the Good Practices

Centrality of higher education institutions and their role in the society:

not only for their fundamental tasks of research and education

but also for the activities of local peoples involvement,

dissemination, diffusion of new approaches to social and environmental issues, and social innovation.

Examples of Good Practices:

relations that can be realized between HEIs and civil society, with particular regard to local communities.

role of a sustainable campus in improving the quality of life of a neighborhood,

importance of informal learning activities carried out by students in the management of urban parks and natural areas,

the engagement of HEIs in sustainable farming and in social agriculture.

An overview of the Good Practices

Education is a key instrument for bringing about changes in values and attitudes, skills, behaviors and lifestyles consistent with sustainable development (UNESCO Associated Schools, 2011).

The conditions for success of the presented initiatives is: not only linked to the capacity of providing students with new knowledge, practical skills and competencies, but above all it is linked to the widespread adoption of new values, attitudes and behaviors aimed at contributing to sustainable development of current and future generations.

• Publication of the Compendium (AgroSup):– Handbook

• ISLE website update– Handbook available on the website

– Good Practices (in separate Forms)

– Good Practices not inserted in the Compendium

– New Good Practices to collect

• Other dissemination activities:– Contribution to other WP– Networking of Good Practices leading persons (ISLE 2)?– (…)

WP3 Dissemination

Emilio Chiodo

Faculty of Agriculture

Department of Food Science

University of Teramo

Via Carlo R. Lerici, 1

64023 MOSCIANO S.ANGELO (TE)

ITALIA

Tel. +39 0861.266898

Fax +39 0861.266915

E.mail: [email protected]

www.unite.it

www.agriregionieuropa.it

www.groupedebruges.eu

Thank you!