Skills for Sustainability
Professor Stephen Martin
Centre for Complexity & Change, The Open University
& University of Worcester,
Setting the Context…
HEFCE will signal to
the university
sector that ESD
requires
development.
This will feature in
the grant
settlement
process.
(2003)
Context…
To maintain a more
competitive
economy…we will
need…to make
sustainability
literacy a core
competency for
professional
graduates.
(2005)
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)
Sustainability Literate Leaders?
Discuss…
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.”
But what is sustainability literacy?
How is it defined?
How can it be developed in the university
curriculum?
Sustainability Literacy:
Skills, Knowledge & Attributes
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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
Towards Sustainability Literacy
Interdisciplinary and holistic: embedded in the whole
curriculum, not as a separate subject;
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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;
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Multi-method: word, art, drama, debate, experience, …
different pedagogies which model the processes;
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Participatory decision-making: learners participate in
decisions on how they are to learn;
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Locally relevant: addressing local as well as global issues,
and using the language(s) which learners most commonly use.
Sustainability Skills
Matrix for Built
Environment
www.constructionskills.net/pdf/aboutus/sustainabledevelopment/skillsmatrix.pdf
Skills for Sustainability
and Employability
Student Skills for
Who and for What?
Govt
DEFRA
P and P
Students for
Society
(Lifestyle)
Sustainable
low carbon
communities
HEFCE
LSC
DIUS
Students in
Universities/
College
Sustainably
responsible
students
Leitch
Egan
SSCs
Students for
Employers
(Workstyle)
Sustainably
responsible
services/ products
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?
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
Competent Employee?
What skills for Sustainability?
Employability Skills for:
Communication
 Team work
 Problem-solving
 Initiative and creativity
 Self-management
 Planning and organising
 Learning
 Technology
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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
Key question
What makes a student “competent” or “literate”
about sustainability?
Knowledge, Skills, Values, Competencies?
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.
Who influences graduate
employability?
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.
What/who drives employers to be
sustainable?
Employable Graduates for Responsible Employers
www.heacademy.ac.uk/ourwork/learning/sustainability
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
Who can Champion C – Change?
Students for Society
(Lifestyle)
Citizens
Students in Universities/
Colleges
Campus
Students for Employers
(Workstyle)
Culture
Consumers
Curriculum
Careers
Carers
Community
Competencies
Volunteering
Work Experience
Student Competencies for Sustainability and Employability
Sustainable
low carbon
communities
Sustainably
responsible
students
Sustainably
responsible
services/ products
EAUC Members can be the Catalytic Converters for the C-Change
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?
eauc Presentation
Andrew Brown
Managing Director
Churngold Construction Ltd
My Industry - Construction
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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
Pushing for Change
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Egan Report called for
Integrated teams
 Young graduates to act as ambassadors
 IiP to be recognised by 50% of employers
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Stern Report argued the need to
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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
2012 Construction
Commitments
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Procurement & Integration
Commitment to People
Client Leadership
Sustainability
Design Quality
Health & Safety
But I have a real fear
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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
Churngold and Sustainability
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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
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However, it needs greater involvement
and effort
Leading to greater efficiency and
satisfaction
Which leads to improved margin
Churngold and CSR
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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
What am I asking for
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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
eauc Presentation
Andrew Brown
Managing Director
Churngold Construction Ltd