Georgina Gough Senior Lecturer in Education for Sustainable

Georgina Gough Senior Lecturer in Education for Sustainable Development Meeting the requirement for consideration of ESD (education for sustainable development) in UWE’s QMEF (quality management and enhancement framework) 21 June 2016 processes

What is Education for Sustainable Development? “Education for sustainable development means enabling students to develop the knowledge and understanding, skills and attributes needed to work and live in a way that safeguards environmental, social and economic wellbeing, both in the present and for future generations. ” (QAA-HEA, 2014)

What is ESD? The QAA- HEA Guidance encourages students to: • consider what the concepts of global citizenship and environmental stewardship mean in the context of their own discipline • think about issues of social justice and equity, and how these relate to ecological and economic factors • develop a future-facing outlook, learning to think about consequences of actions, and how systems and societies can be adapted to ensure sustainable futures

What is Sustainable Development?

ESD learning environments • divergent views shared and explored in a safe environment • opportunities for deep and critical reflection on students' own perspectives and what has influenced their thinking and practices • democratic and participatory learning approaches are modelled • interdisciplinary approaches, systems thinking and holistic thinking are encouraged • teaching, learning and assessment activities are linked to real- life concerns

Teaching approaches Likely to be particularly effective are one, some or all of the following: • case studies • stimulus activities • simulation • experiential project work • problem-based learning

UWE’s ESD Commitment • The University will enable all students to explore sustainable development in the context of their discipline • All Departments… will ensure ESD is embedded at the programme level • University will ensure that its staff are trained and developed in their understanding of the underpinning concepts • Recognises that all disciplines must engage but that the extent of engagement can differ

ESD?

What are the QMEF requirements? 1. Module report: Should consider the contribution of the module to meeting the ESD aims of the university, the expectations of the QAA –HEA guidance and Chapter B 3 of the Quality Code. 2. Programme report: Should carefully consider the nature and extent of ESD in the delivery of the programme (formal and informal curricula) and present recommendations for enhancement in the following year 3. Department report: Report should consider the extent to which the provision of the Department is supporting the university’s ESD ambition 4. Programme approval (and review): The place of ESD in the curriculum of the proposed/revised programme should be considered and made explicit in the documentation and in the provision

Where to make ESD explicit: Module report • Curriculum and assessment design and content: Relevant content, teaching and learning activities, assessment • Faculty priorities: ESD, Sustainability Plan, Graduate Attributes • Best practice (summary)? !

Where to make ESD explicit: Programme report • Employability • Curriculum and assessment design and content • PSRB involvement • Sustainable Development: Core modules

Where to make ESD explicit: Departmental report Sustainable development Please reflect on opportunities for students to engage with sustainable development across the departmental portfolio particularly identifying any areas you consider to be good practice and enhancement opportunities.

Curriculum approval and review: Example statements • ‘Currently learning outcomes of the programme which reflect issues within the Sustainable Development Goals agenda include…’ • ‘ESD is covered in depth in Macroeconomics (30 crs L 1 ) and Economic Theory and Policy (30 crs L 3) with elements in 2 further 15 credit compulsory modules and 2 options. The programme has specific learning outcomes in global citizenship, social and economic consequences of economic growth, social justice and wellbeing and intergenerational implications. ’ (continued over)

‘Reference to the following additional resources has also ensured that the programme complies with strategic priorities and relevant policies, as well as shaping and confirming its currency and attractiveness: … • UWE Strategy 2020 • UWE QMEF requirements • UWE Access and Widening Participation strategy • UNESCO, QAA and UWE guidance on Education for Sustainable Development • Advice and feedback from industry/employer, external subject specialist, SRSF meetings, current undergraduates, alumni, staff in cognate fields within the faculty, Disability Service, Careers Service and Library Services ‘

Programme specification: Educational aims Sustainability: ‘The programme explores the complex historical and contemporary interrelations of culture, society, economics and politics in and across local, national, regional and global scales. Through its focus on the development of independent, evidence-based, critical thinking (systematic, complex, flexible, self-reflexive ), it encourages students to question assumptions, to engage with difference, and to revise and develop opinions, attitudes and knowledges accordingly. Particular modules introduce specific texts and critical-theoretical approaches that are themselves concerned with social, economic and environmental justice, with the diversity of global cultures, and with the imagination of possible futures. Students are also encouraged to volunteer and to engage with PAL and the UWE Bristol Futures Award. ’

Programme level example: ‘Throughout the design process, the team was committed to developing a programme that engaged with the complex interrelationships of culture, society, economics and politics (a disciplinary norm within literary studies and film studies). The opportunity to explore aspects of world cinema and world literatures (both Anglophone and in translation) ensures that students productively explore particularity and difference, from the local to the global, and encourages a broad questioning of assumptions, attitudes and opinions. ’

Programme level example: ‘Discussions of aims, objectives and outcomes (for modules, levels and the overall programme) focused on the development of the self -reflective, critical thinking that should underpin both disciplinary knowledge and practical/technical skills development. This work is shared by modules and staged across levels as students are encouraged to develop individually and collectively to research, to assess evidence, and to critique ideas, representations, discourses and practices. Throughout the programme, students are encouraged to recognise culture as material practice with sustainable and unsustainable elements and wide-ranging consequences. ’

SDGs and UWE programmes/disciplines

Workshop exercise Move to one of the following tables: • ESD at module level • ESD at programme level • Sustainable Development and HE Using the materials on the table, and guided by your table facilitator, complete the provided template for your own teaching and learning activities.

Globally Responsible and Future-facing Graduates: WHY and HOW? Tuesday 12 July 12. 00 -15. 00 1 R 26 • • • Meet colleagues from across UWE Identify ways in which HE contributes to global change Discuss benefits to staff and students of engagement in education for sustainable development Consider opportunities for developing interdisciplinary collaboration Learn about and support sustainable campus initiatives 12. 00 – 12. 30 - 13. 15 – 13. 45 – 14. 45 - 15. 00 FREE LUNCH (by registration only) UN Sustainable Development Goals and HE (discussion) Sustainability at UWE (Sustainable UWE, UWE students and sustainability, Green capital legacy, Informal curriculum, Research, Formal curriculum) SDGs and UWE disciplines (facilitated workshop) Event wrap up Sign up via events listing on UWE Intranet, or via: https: //georginagough. wufoo. com/forms/zrzaxu 60 l 1 yydp/