9. Education for Sustainable Development

also commonly referred to as:

  • education for sustainable development (ESD - used in this guidance)

  • education for sustainability

  • learning for sustainability

What is meant by education for sustainable development?

‘There is increasing recognition that these three factors [economic, social and environmental] are interconnected, overlapping and interdependent. Drawing on both the 1987definition and its 2005 recalibration, the present guidance defines education for sustainable development as follows: Education for sustainable development is the process of equipping students with 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.’ (The United Nations World Summit, 2005)

Education for sustainable development means working with students to encourage them to:

  • Consider what the concept of global citizenship means in the context of their own discipline and in their future professional and personal lives.

  • Consider what the concept of environmental stewardship means in the context of their own discipline and in their future professional and personal lives.

  • Think about issues of social justice, ethics and wellbeing, and how these relate to ecological and economic factors.

  • Develop a future- facing outlook.

  • Learning to think about the consequences of actions, and how systems and societies can be adapted to ensure sustainable futures.

The Education for Sustainable Development approach is characterised by being proactive in main-streaming sustainability across the curriculum rather than simply promoting a sustainability department or stand-alone sustainability course. Therefore only committing to supporting a sustainability department or course will not qualify for scores in this section.

Access to Higher Education

The 2030 Agenda for Sustainable Development recognises for the first time the contribution of migration to sustainable development. Migration is a cross-cutting issue, relevant to all of the Sustainable Development Goals (SDGs). 11 out of 17 goals contain targets and indicators that are relevant to migration or mobility. The Agenda's core principle is to "leave no one behind", including migrants.

The government mandates that universities wishing to charge above the basic rate of fees for undergraduate degrees are required to have an access and participation plan approved by the Office for Students. Universities will therefore usually have strategies for widening participation, but asylum seekers and people with limited leave to remain are rarely recognised in them.

Universities can play a further active role in enabling meaningful access to higher education for all members of society. Currently, thousands of young people with irregular migrant status, and those seeking refugee or humanitarian protection or discretionary leave to remain are inhibited from attending higher education due to the fact that their legal status creates considerable financial barriers.

The post-2015 international sustainable development agenda contains three pillars; human rights, equality and sustainability. The UN Office of the United Nations High Commissioner for Human Rights interprets Sustainable Development Goal 4 (which protects inclusive and equitable quality education and promotes lifelong learning opportunities for all) as requiring equal access to education and other essential services for migrant populations. We have included new criteria to help promote this sustainable development agenda within the UK in collaboration with expert advice from We Belong and STAR.

Commitment and governance for Education for Sustainable Development.

1. Does the university demonstrate commitment to education for sustainable development at a high level of strategy or senior responsibility?

Score maximum of 20%

People & Planet will use a variety of key word searches and also check pages on the university website, where students, staff or interested parties might reasonably be expected to look, to see whether a senior member of staff is championing ESD or whether ESD features within the university mission statement, teaching and learning strategy, strategic plan or other high level guiding documents.
 

Implementing and tracking progress in Education for Sustainable Development

Score - maximum of 45%

2a. The university has developed or uses a framework or strategy for ESD

25%

Clarifications:

  • Universities could use an existing tool or externally verified scheme.

  • External frameworks such as NUS Responsible Futures are accepted. People & Planet will look for evidence of the framework on the university website and check the status with NUS Responsible Futures directly.

  • Universities could develop their own framework or strategy informed by best practice guidance.

  • Signed off and published within the last 5 years.

  • People & Planet will find a publicly available strategy or framework on the university website.

  • This can include mapping ESD impact and activity across teaching and learning.

2b. The university has a mechanism for reviewing and reporting on progress of the integration of Education for Sustainable Development into the curriculum with named person(s) responsible for progress.

Score 20%

Clarifications:

  • People & Planet will find evidence of a regular reporting structure on the university website.

  • The strategy or framework must be reported on within the last 5 years to a senior level of the university.


 

Supporting Academic Staff

Score 10%

3. The university makes available support AND training to help all academic staff integrate Education for Sustainable Development into the curriculum by either:

  • Creating spaces for dialogue, collaboration and participation around ESD.

  • Provision of training in ESD.

  • Inviting trade union representatives to participate in the development of ESD.

  • Monitoring the uptake of staff training and development for ESD with resources for continual improvement.

  • Allocating a number of Continuing Professional Development hours in ESD for academic staff.

  • Supporting the development of resources for ESD.

Clarifications:

  • Providing training or support on general environmental issues or environmental management does not count as this training is not focused on integrating sustainability into the curriculum.

  • People & Planet will look for online case studies or university advertisements, news items or events invitations that demonstrate that this work is taking place and evaluates it within the overall aim of the university ESD journey.

 

Education for Sustainable Development Actions

4a Does the university promote real-world learning of skills for ESD, through the use of its setting as a ‘Living Lab’?

NB People & Planet are looking for activity -highlighted in case studies or news items on the university website- that has taken place within the last 24 months.

Score 10%

Clarifications:

  • People and Planet defines Living Labs as ‘activities that create real-world learning and research opportunities for students, while bringing social and/or environmental benefits to the university or wider community. They can be credit-awarding or extra-curricular.’

  • The learning could be from any department or discipline, as long as it related directly to the sustainability operations and / or environmental impact of the institution.

  • People & Planet will find evidence of projects highlighted on the university website.

4b. Does the university support and highlights School, Faculty or Research team projects for Sustainable Development?

Score 10%

Clarifications:

  • Projects could be from any discipline or multiple disciplines.

  • People & Planet will find such ESD projects on the university website.

 

Equal Access to Higher Education 

Score - maximum 5%

5a.  Does the university offer multiple scholarships for asylum seekers and individuals who have been granted a status as a result of an asylum claim, but do not yet have access to student finance? 2%

Clarifications:

  • More specifically, we will award marks to universities offering scholarships to individuals in the process of seeking asylum and to people who have sought refugee protection and have been granted limited or discretionary leave to remain, but do not yet have access to student finance.

  • These do not include students with refugee status and humanitarian protection, as these groups are eligible to student finance and home student fees in the UK. Although we acknowledge the importance and necessity of scholarship programs for students with refugee status and humanitarian protection, and commend universities already offering those, we prioritise scholarships for students without access to student finance in this criteria.

  • Multiple scholarships means there must be more than one scholarship available, which are for the full cost of tuition and the full duration of the degree programme.

5b Does the university offer multiple scholarships for individuals from other forced migrant backgrounds? 2%

Clarification:

  • We will award marks to universities offering scholarships to individuals with other limited forms of leave, in particular we’re looking for scholarship programs for UK residents with discretionary leave, limited leave to remain. This may include, but is not restricted to, a limited leave to remain on grounds of Article 8 of the European Convention on Human Rights, and migrants who have recently gained British citizenship or Indefinite Leave to Remain, but are not yet eligible for student finance.

  • Forced migrant backgrounds encompasses any person who did not come to the UK by their own will. These include asylum seekers, refugees, long term migrants with discretionary or limited leave to remain.

  • Multiple scholarships means there must be more than one scholarship available, which are for the full cost of tuition and the full duration of the degree programme.

5c. Does the university include BOTH asylum seekers and individuals who have been granted a status as a result of an asylum claim, but do not have access to student finance AND individuals from other forced migrant backgrounds in their Access and Participation plan? 1%

Clarifications

  • People & Planet will look for this information in the Access and Participation Plan.

  • The university must mention at least two groups from forced migrant backgrounds including asylum seekers, refugees, long term migrants with discretionary or limited leave to remain.

 


 

Signposts

NUS Responsible Futures programme

 

Signposts

NUS Responsible Futures programme

Quality Assurance Agency for HE and Higher Eduction Academy aims to help higher education institutions in the development of sustainability literate graduates who have the skills, knowledge and experience to contribute to an environmentally and ethically responsible society

The Future Fit Framework for Education for Sustainable Development (HEA & Prof. Stephen Sterling)

UNESCO expert review of processes and learning by Prof. Daniella Tilbury (2011) – UN Decade for ESD

Learning for Change: Scotland’s Action Plan for the Second Half of the UN Decade of Education for Sustainable Development

Professional practice for sustainable development

People & Planet clarifications and briefing notes for criterion 5 & 6 - Equal Access to Higher Education 

STAR - equal access campaign and scholarships

Young Gifted and Blocked campaign - by Let Us Learn (videos, news coverage etc)

Young Gifted and Blocked - letter from 120 students to universities asking to 'let us learn'

Young Gifted and Blocked -  a briefing paper for universities by Let Us Learn and Just for Kids Law