Skills for Sustainability

1. Skills for Sustainability Professor Stephen Martin Centre for Complexity & Change, The Open University &University of Worcester,

2. Setting the Context… HEFCE will signal to the university sector that ESD requires development. This will feature in the grant settlement process. (2003)

3. Context… To maintain a more competitive economy…we will need…to make sustainability literacy a core competency for professional graduates. (2005)

4. Context… Sustainable development – meeting the needs of present without compromising the ability of future generations to meet their own needs – is a defining challenge of the twenty first century. If the nation is to play its full part in challenging global poverty and combating environmental problems like climate change it is imperative that everyone in this country develops the skills of sustainable living and working. That means placing sustainable development at the heart of skills provision, ensuring that it is a fundamental goal of our economic and social progress. (Leitch Implementation Plan, 2007)

5. Sustainability Literate Leaders? Discuss…

6. Fit of Porritt pique.. “ I find all this so depressing that I now hate having to comment on it…For five years the Government’s performance has been rubbish, systematic hypocrisy, lecturing everybody else but barely lifting a finger itself just doesn’t make any sense.”

7. But what is sustainability literacy?How is it defined?How can it be developed in the university curriculum?

8. Sustainability Literacy: Skills, Knowledge & Attributes • Environmental, social & economic context of each discipline • Key principles of sustainable development • Non-reductionist problem-solving skills • Creative & holistic thinking • Personal & professional self-reflection • Understand & adopt ethical values • Initiate & sustain transformative actions • Participate in interdisciplinary teams • Initiate & manage change

9. Towards Sustainability Literacy Interdisciplinary and holistic: embedded in the whole curriculum, not as a separate subject; ·Values-driven: sharing the values and principles underpinning sustainable development; ·Critical thinking and problem solving: leading to confidence in addressing the challenges of sustainable development; ·Multi-method: word, art, drama, debate, experience, … different pedagogies which model the processes; ·Participatory decision-making: learners participate in decisions on how they are to learn; ·Locally relevant: addressing local as well as global issues, and using the language(s) which learners most commonly use.

11. Sustainability Skills Matrix for Built Environment www.constructionskills.net/pdf/aboutus/sustainabledevelopment/skillsmatrix.pdf

13. Skills for Sustainabilityand Employability

14. Student Skills for Who and for What? Leitch Egan SSCs Govt DEFRA P and P HEFCE LSC DIUS Students in Universities/ College Students for Society (Lifestyle) Students for Employers (Workstyle) Sustainably responsible services/ products Sustainable low carbon communities Sustainably responsible students

15. Some key questions Do universities/colleges, students, employers and society have the same interests in sustainability? Same, Different, Converging, Diverging? What is the role of HE and FE education in terms of sustainability and employability? Follow, Lead, Transform?

16. What Learning for Sustainability? Many contexts - Social, intellectual, cultural, technological, manual, managerial, political Many levels - personal – peer - family – community- corporate – national - global Competencies – able to know, do, think and believe With a particular focus eg: Stewardship – Interrelationship - Entrepreneurship Citizenship – Partnership – Fellowship

17. Competent Employee?

18. What skills for Sustainability? Employability Skills for: • Communication • Team work • Problem-solving • Initiative and creativity • Self-management • Planning and organising • Learning • Technology

19. What Values for Sustainability? Togetherness - unity, teamwork, cooperation Oneness – holistic, part of not apart from nature Healthiness – concern for wellbeing of people and nature, balanced lifestyle, Healthy planet and healthy people Respectfulness – respect for the diversity of people and nature Fairness – equity, tolerance, satisfaction with enough not more Truthfulness – honesty, constant search for knowledge, need for evidence, critical thinking Carefulness, Goodness, Hopefulness, Happiness, Friendliness, Trustworthiness, Competitiveness etc

20. Key question What makes a student “competent” or “literate” about sustainability? Knowledge, Skills, Values, Competencies?

21. What is the evidence for more responsible students? There is mounting evidence and media coverage that students want to work for ethical employers who are environmentally and socially responsible. Considered the social and environmental ethics of an employer before making a career choice. Said that the social and environmental responsibility of the employer was not the main deciding factor, but a differentiating one in their choice of job. Mistrusted the claims of employers about their social and environmental responsibilities. Are concerned about the preparation for their employment provided by universities and believed that sustainable development and corporate social responsibility (CSR) should be taught more at universities.

22. Who influences graduate employability?

23. What is the evidence for more employer demand? The trend to more responsible employers is affecting the graduate job market and the demand for more particular competencies from recent graduate recruits. Considered the social/environmental ethics, values and experience of university students as part of their graduate recruitment. Provided specialist induction and training for graduate recruits on their social and environmental responsibilities. Needed graduate recruits with specific competencies to support their social and environmental responsibilities.

24. What/who drives employers to be sustainable?

25. Employable Graduates for Responsible Employerswww.heacademy.ac.uk/ourwork/learning/sustainability

26. What helps students learn for sustainability and employability? Management and Learning that values: Behaviour change and organisational change - Psychology Cultural change driven by social and environmental responsibility Departments that collaborate – Interdisciplinary, Teamworking Dialogue and communication – Social learning Participation by stakeholders – Social learning Thinking critically and Thinking of the links – Systems Thinking Sustainable lifestyles, workstyles and work-life balance Local links with global awareness Developing and learning with employers and communities

27. Who can Champion C – Change? Students for Society (Lifestyle) Citizens Consumers Carers Students for Employers (Workstyle) Culture Careers Competencies Students in Universities/ Colleges Campus Curriculum Community Volunteering Work Experience Student Competencies for Sustainability and Employability Sustainably responsible services/ products Sustainable low carbon communities Sustainably responsible students EAUC Members can be the Catalytic Converters for the C-Change

28. Key question for EAUC members How can EAUC members and campus management most effectively help students learn about sustainability? As Champions, Go-Betweens, Leaders? Through estate staff, students, academics, managers?

29. eauc Presentation Andrew Brown Managing Director Churngold Construction Ltd

30. My Industry - Construction • Responsible for 8% of GDP • Employs 2.25 million people • Our buildings are responsible for 20% of CO2 output • Generates the largest proportion of waste taken to landfill • 95% of construction companies employ less than 5 people • Produces some memorable schemes

32. Pushing for Change • Egan Report called for • Integrated teams • Young graduates to act as ambassadors • IiP to be recognised by 50% of employers • Stern Report argued the need to • Spend 1% of GDP now to avoid a 20% reduction in world output as a result of climate change • Latest being the 2012 Construction Commitments

33. 2012 Construction Commitments • Procurement & Integration • Commitment to People • Client Leadership • Sustainability • Design Quality • Health & Safety

34. But I have a real fear • Sustainability and CSR are becoming subjects in their own right • At its worst relegated to Tick Boxes and Eco Bling • The argument for undertaking your business in a more sustainable and responsible way is actually a no brainer

35. Churngold and Sustainability • Thinking Globally but acting locally • Local people using local resources locally • Or put another way • More time in bed • Waiting less for delivers • Getting home earlier • However, it needs greater involvement and effort • Leading to greater efficiency and satisfaction • Which leads to improved margin

36. Churngold and CSR • Introduced Life Assurance and Pensions for all employees • Invested heavily in training and improved Health and Safety • Working alongside local stakeholders • However, it needs greater involvement and effort • Leading to greater efficiency and satisfaction • Which leads to improved margin

37. What am I asking for • Sustainability and CSR taught in primary schools alongside the 3R’s as basic life tools • The correct way of living would be automatic • Schools to continue this integrated thinking and learning • Colleges to develop this integration further and continue to push the boundaries by research • We all live happily ever after, with some of us just a little bit richer than others

38. eauc Presentation Andrew Brown Managing Director Churngold Construction Ltd