Ten Years of Education for Sustainability in Higher Education: UNESCO Commissioned Report for the Decade in Education for Sustainable Development (DESD)

Abstract

Education for sustainability in higher education 2004-2015

Five key messages from the report:

1. The engagement of higher education in the construction of a global vision and pathway for sustainable development is critical. The last ten years have witnessed higher education stepping up its efforts in this area. The period has seen: the catalytic impact of interagency approaches and government funding significant investment in lowering the carbon footprint of universities and colleges, and large-scale efforts to introduce sustainability into the curriculum. The sector has witnessed glimpses of good practice in the reorientation of learning and teaching processes, curriculum design and quality systems towards sustainable development. Evidence suggests that universities and colleges have also understood the value of outreach activities in gaining trust amongst stakeholders and affirming higher education’s role in social change for sustainability.

2. Progress in areas such as student leadership, adoption of governance structures and whole-of-institutional approaches has taken at a slower pace. Nevertheless, the study suggests the sector has gained a deep understanding of the complexity underpinning the higher education transition towards sustainable development over the United Nations Decade of Education for Sustainable Development (DESD) years
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3. It has proven difficult to establish the distinct contribution of the DESD to changes outlined above. What is evident is that DESD has been successful in raising the profile of Education for Sustainable Development (ESD) and creating platforms and partnerships for international collaboration across higher education. It has given a mandate to key stakeholders committed to this agenda and helped them to mainstream its ideas, reaching beyond their immediate circles of influence. The DESD has also served to raise overall awareness of good practice projects and provoked international debate about the role of higher education in change for a sustainable future.

4. The study concludes that a global rebooting of higher education towards sustainable development is yet to take place. This will require more than the alignment or scaling up of existing good practice. Systemic approaches to curriculum change at an institutional level as well as across the sector are needed. The evidence suggests that academic leadership is key to realizing this ambition.

5. The Global Action Programme on ESD should prioritize efforts and professional development opportunities for programme leaders, lecturers and tutors as well as senior managers and sector leaders who have responsibility for curriculum quality and academic development. Building capability and academic networks in this area may well prove catalytic in the quest to reorient higher education towards sustainable development.