3 rd International Congress on Upper-Secondary and Higher Education Building Knowledge Societies for a Sustainable Fut

1. 3rd International Congress on Upper-Secondary and Higher Education Building Knowledge Societies for a Sustainable Future Mexico City, 15-17 November 2010 EDUCATION IN THE NEW MILLENNIUM “Promoting Sustainable Development through Higher Education” By Prof Goolam Mohamedbhai Former Secretary-General, Association of African Universities Former President, International Association of Universities Former Vice-Chancellor, University of Mauritius

2. What is Sustainable Development? • A difficult concept to understand • Very complex to define • SD is broader than environmental protection • Education for SD is not just environmental education • Bruntland Commission definition (1987): • “SD is development that meets the needs of the present without compromising the ability of future generations to meet their own needs”

3. Why is HE Important In Promoting SD? • Education (all levels) is a powerful tool for achieving SD. Hence UN Decade of Education for SD (2005-2014) • HE trains teachers, professionals, future leaders • Through research, HE helps to find solutions to social & technical problems • HE has expertise in many areas, thus can adopt a multi-disciplinary approach • HE can reach out to vulnerable sections of society through community service • HE creates an informed & engaged citizenry, thus promotes a democratic culture • HE promotes understanding & tolerance, hence peace

4. How Can HE Promote Sustainable Development? • Curriculum reform • New pedagogical approaches • Teacher training • Postgraduate/continuing education programmes • Research • Community Engagement • Campus Greening

5. 1. Curriculum Reform • Introduce one compulsory module for all students, explaining SD concepts & creating awareness of global SD challenges • SD then to be mainstreamed in all curricula • All programmes to adopt a multi-disciplinary approach, interlinking natural, applied & social sciences • Concepts of ethics and social responsibility to be introduced • In engineering, architecture, agriculture, economics, etc. students to be conscious of the environmental, social, economic impact of their professions

6. 2. New Pedagogical Approaches • Teach through understanding & analysis, rather than learning facts • Encourage multidisciplinary project work • All programmes to develop generic skills: • - team work • - critical thinking • - creativity & innovation, ‘to think outside the box’ • - systems thinking & holistic approach • Introduce concept of ‘think globally, act locally’

7. 3. Teacher Training • Teacher training a major responsibility for HE • Best approach to promote SD is to introduce it at primary & secondary schools • Most school teachers however have not been trained to inculcate SD concepts to pupils • Curricula of all teacher training programmes for new teachers must incorporate SD concepts • Existing teachers must be re-trained, may have to use DE & online learning

8. 4. Postgraduate/Continuing Education Programmes • Running of ‘conversion’ programmes in SD for graduates in any field • Specialist programmes for disseminating latest knowledge in e.g. deforestation, water resources, food security. • ‘Master in Development Practice’ (MDP) – launched by Earth Institute of Columbia University • Running of continuing education programmes to update professionals in e.g. architecture, engineering, agriculture, on latest findings on effect of their work on SD

9. 5. Research • HEIs are well-positioned to study & find solutions to SD problems • PhD research on SD can be very useful • Most HEIs cover several disciplines – facilitates multi-disciplinary research, vital for finding SD solutions • HEIs can undertake research to guide policy makers on SD issues • HEIs have international links, so they can collaborate and learn from each other’s experiences

10. 6. Community Engagement • Provision of consultancy service on SD to industry & professions • Running of seminars/workshops on SD to sensitise the community • Creating awareness of SD by serving on national committees and participating in relevant fora • In their community service activities, faculty can reach out to disadvantaged (e.g. rural) areas & provide assistance • Students form a huge pool of resources for assisting in community service

11. 7. Campus Greening • HEIs must practice what they preach about SD • Introduce energy-saving measures & use renewable energy sources • Encourage reduction in use of paper & other materials • Recycle waste products • Create a pleasant, healthy & safe campus environment • Encourage students to participate fully in process • Governance & management practices must be consultative, participatory, fair, transparent & accountable

12. What are the Constraints/Challenges to Promoting SD? • Current departmental academic structure not conducive to promoting SD • Faculty reluctant to apply multi-disciplinary approach – prefer specialist, single discipline-based approach • Faculty still teach by providing knowledge – no experience in problem-solving, systems-based approach • Research & community engagement in SD not well developed

13. What Should be the Strategies for HE? • Review academic structure of HEIs to facilitate multi-disciplinarity • Faculty must be trained to use SD approach – use of DE & online learning • Within institutions create consciousness of SD using both top-down & bottom-up approach • Run new programmes at undergraduate & postgraduate levels to promote SD • Encourage staff & students to promote Campus Greening

14. What Should be the Strategies for HE? (Cont’d) • All current primary/secondary teacher-training curricula need to be revised to introduce new approach & SD concepts • HEIs to involve industry, professions, employers & policy makers in working together for promoting SD • Creating Regional Centres of Expertise (RCEs) promoted by UNU-IAS is an excellent way of doing this • HEIs should link up with institutions which have experience in promoting SD

15. THANK YOU