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February 2017
A SADC regional response to the SDGs Knowledge Co-production Case Study: Master’s Programme in Climate Change and Sustainable Development
SCIN as a catalyst for regional collaboration
About SARUA
The Southern African Regional Universities Association (SARUA) is a membership-based organisation of Vice-Chancellors of public and private universities in the Southern African Development Community (SADC) region.
SARUA’s purpose is:
1. To promote, strengthen and increase higher education, training and research through institutional collaboration and capacity-building initiatives across the SADC region.
2. To promote SADC universities as major contributors towards national and regional socio-economic development.
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SARUA’s purpose responds directly to the SADC Protocol on Education and Training (2000)
SADC at a glance
• 15 countries, including two Small Island Developing States (SIDS) and the world’s 4th largest island
• 277 million people
• 33% of Africa’s land area
• 25% of Africa’s population
• 109 public universities and 515 technical universities/colleges (2012*)
• Fast-growing private university sector: 467 accredited institutions (2012*)
• Three major university languages of tertiary instruction and research:
• English
• Portuguese
• French
* SARUA. 2012. A Profile of Higher Education in Southern Africa. Vol 1: A Regional Perspective
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Southern Africa and climate change [1]
Left column: median projection according to RCP 4.5 – a stabilization scenario in which total radiative forcing is stabilized shortly after 2100
Right column: Median projection according to RCP 8.5 – a scenario based on increasing greenhouse gas emissions over time
2040 – 2060
2080 – 2099
Projected change in the annual average temperature (°C) over the SADC region relative to 1970–2005
Climate trends and scenarios for South Africa. Long-term Adaptation Scenarios Flagship Research Programme (LTAS). Phase 1, Technical Report no. 1. Engelbrecht F.A., Landman W.A., Engelbrecht C.J., Landman S., Roux B., Bopape M.M., McGregor J.L. and Thatcher M. (2011). Multi-scale climate modelling over southern Africa using a variable-resolution global model. Water SA 37 647-658.
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Southern Africa and climate change [2]
Left column: median projection according to RCP4.5 – a stabilization scenario in which total radiative forcing is stabilized shortly after 2100
Right column: median projection according to RCP 8.5 – a scenario based on increasing greenhouse gas emissions over time
Projected change in the annual average rainfall (mm) over the SADC region relative to 1970–2005
Climate trends and scenarios for South Africa. Long-term Adaptation Scenarios Flagship Research Programme (LTAS). Phase 1, Technical Report no. 1. Engelbrecht F.A., Landman W.A., Engelbrecht C.J., Landman S., Roux B., Bopape M.M., McGregor J.L. and Thatcher M. (2011). Multi-scale climate modelling over southern Africa using a variable-resolution global model. Water SA 37 647-658.
2080 – 2099
2040 – 2060 Feb
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SARUA PCCCD: Long term vision
• In 2010, SARUA member Vice-Chancellors initiated the SARUA Programme for Climate Change Capacity Development with the following vision:
“To significantly enhance the climate adaptive capacity and resilience of the SADC region through the development of a collaborative network of higher education institutions capable of pooling resources, maximising the value of its intellectual capital and attracting significant investment into the region.”
SARUA Programme for Climate Change Capacity Development across the SADC Higher Education Sector - PROGRAMME DOCUMENT. Validated at the 2nd meeting of the DVC Working Group on 17th November 2011
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Framework for action
• The 2010 Framework for Action on Climate Change and Adaptation in Higher Education in SADC acted upon the real challenge of climate change as a shared threat and knowledge gap which required a regional response:
• to create awareness and to sensitise communities, governments and the private sector about the risks of climate variability and change for development prospects in the region;
• to significantly improve research and knowledge generation on climate change, adaptation measures and the associated costs and benefits;
• to better disseminate information and knowledge amongst all stakeholders;
• to strengthen regional scientific policy development and implementation as well as institutional capacity; and
• to improve regional capacity for active participation in international policy networks.
• In 2012, SARUA commenced with a regional Climate Change Counts mapping study to verify and define the knowledge and research gaps
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Bottom-up process of engagement to define a regional knowledge production agenda
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Climate Change Counts mapping study
• Volume 1, Number 1: Knowledge Co-Production Framework
• Full Report [English / French / Portuguese]
• Volume 2: Country Reports
• Number 1: Angola [Portuguese version available]
• Number 2: Botswana
• Number 3: Malawi
• Number 4: Mauritius
• Number 5: Mozambique [Portuguese version available]
• Number 6: Namibia
• Number 7: Seychelles
• Number 8: South Africa
• Number 9: Swaziland
• Number 10: Tanzania
• Number 11: Zambia
• Number 12: Zimbabwe
12 countries
1654 stakeholders
563 workshop attendees
349 survey responses
1595 pages of analysis
Needs analysis of
SADC stakeholder priorities on
climate change
Institutional assessment of
SADC university capacity to
address needs identified
+
1
2
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9 Available at www.sarua.org
Key implications for regional knowledge co-production
Strengthen the role and status of CRD science and
technology
Strengthen university / stakeholder partnerships for CRD at national and
sub-regional levels
Expand the role that researchers in Africa are
playing in the area of CRD
Strengthen Higher Education sector and university leadership commitment to CRD
Invest in a pro-active approach to institutional
development pathways to create ‘critical mass’
Implement policy interventions at national
level which facilitate international co-operation
in CRD research
Review university policies and campus management practices to include CRD
‘modelling’ and more student participation
Initiate a process of staff capacity development
across the region
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Knowledge Co-production Framework
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HE enrolments in SADC are lagging
“If SADC countries continue along their current higher education trajectory without making significant
changes, the region is projected to achieve a 16,3 per cent higher education enrolment rate by 2050. This
progress is insufficient when compared to the current global gross tertiary enrolment ratio of 30 per cent, and will erode the future of higher education institutions in
the region.”
Piyushi Kotecha, CEO: SARUA Presentation to Extraordinary Meeting of SADC Ministers of Higher Education and Training, 2012
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A dearth of post-graduate degrees
• Southern African universities are not producing enough PhD’s to become a next generation of knowledge producers and policy-makers.
* SARUA. 2012. A Profile of Higher Education in Southern Africa. Vol 1: A Regional Perspective
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A regional need for CC & SD specialists
“We need specialists trained on climate change issues, adaptation and mitigation in
each and every Ministry or organisation. Universities need to introduce programmes on
climate change, long term or short term, in order to capacitate communities. Communities
must be well informed on issues of climate change and survival skills.”
Spokesperson from the Ministry of Agriculture, Swaziland
Climate Change Counts workshop, June 2013
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Rationale for a Master’s degree
• A key area for climate change curriculum innovation was identified in the mapping study at the Master’s degree level:
• A Master’s degree will create a feeder mechanism for more PhD’s and more informed policy responses over time
“The Master’s degree therefore seems to be a key ‘curriculum innovation point’ for further
development, especially via partnerships with universities that already have such Master’s degrees,
and those that are ready to, or in the process of developing Master’s degrees. E-learning approaches
and shared courseware are further important strategies for curriculum innovation.”
SARUA. Climate Change Counts. Vol 1: Knowledge Co-production Framework
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SCIN as capacity development platform
• The PCCCD is designed to contribute to the revitalisation of higher education in Africa through new knowledge production in the SADC region, by the regions’ universities, for the benefit of the region
• Each of the PCCCD networks include new knowledge production and capacity development components in their design
• The first network established in 2015 – SCIN – will continue to develop capacity in curriculum innovation and knowledge co-production methodologies. Its first concrete deliverable has been a regional Master’s Programme in Climate Change and Sustainable Development
• The curriculum and courseware developed was made available for peer review in the region and supports Open Access publishing
• The curriculum design was flexible by design and allows for elective modules to be developed independently and added to the overall resource base
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12 of 15 countries
1654 stakeholders
563 workshop attendees
349 survey responses
1595 pages of analysis
2013/14: Climate Change Counts Mapping Study
Network development process
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Curriculum Innovation Network: to develop shared curricula and courseware at a Master’s degree level
Macro Research Network: comprising seven transdisciplinary research clusters
Capacity Development Network: to build human capacity within SADC universities
Policy and Institutional Development Network: to strengthen institutional leadership and networks
2014/15: Network Planning
2015-17: Network Development &
Collaboration
University Delivery Consortium: 7 universities from 5 countries appointed to develop a shared regional Master’s curriculum in climate change and sustainable development based on the principles of:
• Inter- and transdisciplinarity • Relevance • New knowledge • Innovation
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SCIN
PLA
TFO
RM
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UN
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D G
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WTH
University Delivery Consortium
• The University Delivery Consortium (UDC) was appointed after an Expression of Interest (EOI) and Request for Proposal (RFP) process among SARUA members and comprises 20 individuals from seven universities across five countries:
Rhodes University Universidade Eduardo Mondlane
University of Mauritius The Open University of Tanzania
Sokoine University of Agriculture University of Namibia University of Cape Town (coordinating university)
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Principles guiding the SCIN
• Inter- and transdisciplinarity: An emphasis on inter- and transdisciplinary approaches to teaching and learning; while recognising the importance of disciplinary contributions to inter-disciplinarity
• Relevance: Responding to and guided by regional climate change and development concerns, policy and research in SADC (not donor-driven agendas)
• New knowledge: Emphasis on research-informed curriculum development with pathways for further research
• Innovation: New approaches to thinking included in the curriculum; Integration of different types and forms of knowledge; Focus on core competences; Incorporation of aspects such as values and ethics, relational understanding, aesthetic appreciation, equity and social justice, a futures orientation, care and concern and sustainability
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Network management model
• Each SARUA network will develop in its own way and at its own pace, with different locations of coordination
• Each network’s plan will be mapped to the network lifecycle, to ensure consistency in the management approach
Configuration
Operation
Stabilisation
Transformation
PLAN
BUILD
RUNCONTROL
CHANGE
Dissolution
Initiation
END Adapted from Riemer, K & Klein, S. 2006. “Network Management Framework” in Klein, S & Poulymenakou, A. [Eds.] Managing Dynamic Networks: Organizational Perspectives of Technology Enabled Inter-firm Collaboration. Springer.
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Categories of SCIN participation
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Participation via the Peer Review Group
• The Peer Review Group (PRG) is an academic reference group, open to registered SCIN participants. It was active in 2016
• PRG participation was voluntary
• There were three peer review opportunities:
• The PRG ensured regional perspectives were reflected in the curriculum and courseware
• Regional case studies and learning material were submitted to add to resource packs
• SCIN participants will in future be able to contribute elective modules using a standardised toolkit
Curriculum Framework development
Module curriculum development
Module courseware development
Peer Review of draft
Peer Review
of drafts
Peer Review
of drafts
CIWG review
CIWG review
CIWG review
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Master’s Programme module structure
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Publishing approach
• The curriculum was produced to facilitate different modes of delivery: face-to-face, blended and on-line
• The publishing model supports Open Access to the ensure the widest possible impact
• Participating universities not only have access to the knowledge base, but also be welcome to contribute, as it becomes a focused publishing platform
• To support different forms of contributions, Gold Route Open Access – with formal peer review and Green Route Open Access – with no pre-publication peer review, will be accommodated
• An online platform was developed and launched in 2017 to grow the network participation
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http://www.sarua-online.org/
Train-the-trainer approach
• In 2016, two regional curriculum capacity development workshops were held with lecturers from all interested and participating universities to support the following objectives:
• equip regional established and emerging academics in the SADC region to prepare and deliver the Masters programme in climate change and sustainable development.
• ensure the learning material from the Masters curriculum development project is used by university lecturers and researchers, by ensuring it is hosted in a user-friendly, open source platform.
• From an application list of 116 individuals, 83 lecturers from 22 universities across 9 countries participated in the workshops, where they developed implementation plans for introducing the curriculum in their respective universities.
• Ongoing mentoring support is being provided by the University Delivery Consortium in 2017 to participating lecturers.
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Summary: SCIN features
• It is a first attempt at co-creating an Open Access Master’s curriculum and courseware across the SADC region, informed by the stakeholders in the region, for use in the SADC region.
• The knowledge themes which make up the curriculum address southern Africa’s unique climate zones, challenges and knowledge gaps, to contribute to a southern African scientific base.
• Local customisation and delivery across 15 countries acknowledge the need for distributed capacity development and knowledge production.
• A core set of module resource packs developed by the University Delivery Consortium, accompanied by the opportunity to develop and contribute elective module resource packs provide for knowledge co-production opportunities in the SADC region not yet foreseen.
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Summary timeline
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2010
• SARUA Leadership Dialogue on climate change and universities
2011
• DVC Working Group develops a PCCCD vision and framework
2012
• SARUA partners with CDKN and HEMA to conduct mapping study
2013
• Climate Change Counts mapping study conducted
2014
• Regional knowledge co-production framework developed and published and SCIN prioritised
2015
• Selection of Curriculum Innovation Working Group and University Delivery Consortium
• Curriculum development commences
2016
• Master’s curriculum in climate change and sustainable development developed
• Curriculum capacity workshops held
2017
• SCIN participants develop and implement own curricula
• Network continues to grow and collaborate
PCCCD – other networks to establish
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Macro Research Network: comprising up to seven transdisciplinary research clusters, to collaboratively produce new climate change knowledge relevant to the region Capacity Development Network: to build human capacity within SADC universities related to teaching and learning, research, community engagement and institutional management Policy and Institutional Development Network: to strengthen institutional leadership and networks in order to better inform and influence regional climate change policy
The Programme for Climate Change Capacity Development next aims to establish three other collaborative university networks:
SARUA Macro Research Network themes
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Indigenous knowledge, resilience and cultural, social and technological innovation
Monitoring and mapping biodiversity and complex social-ecological systems changes for CRD
This research theme focuses on developing pro-poor, sustainable and resilient production landscapes. It engages the climate change, energy, agriculture and food security nexus, within the context of sustaining and enhancing ecosystem services and agro-biodiversity. Production landscapes here are conceptualised as integrated ecological-agricultural systems – i.e. the form of agriculture required would be ecological and sustainable agriculture, within a broader landscape focus on enhancing ecosystem services and biodiversity. The theme responds directly to an overwhelming regional priority, expressed as highly significant in all the country data.
Resilient landscapes for people, food and ecosystems 1
This research theme focuses on biodiversity, ecosystems and water within a social-ecological systems perspective, placing emphasis on enhanced observation and monitoring. Many of the knowledge gaps identified in the mapping study needs analysis related to the lack of systematic and reliable long-term data in different sectors to serve as baselines for research, modelling and monitoring.
2
This research theme focuses on the potential role of indigenous knowledge in CRD pathways, which was repeatedly raised in the mapping study. Participants across all SADC countries felt that the potential role of indigenous knowledge in building resilience through the cultural, social and technological innovations necessary for transformation to a low carbon, more equitable and sustainable society has been under-valued, and under-developed. There was also recognition that this did not involve an uncritical ‘adoption’ of indigenous knowledge, but rather research approaches that can evaluate the relevance and potential of IK in the changing CRD context.
3
SARUA Macro Research Network themes
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Social dynamics of adapting to environmental change: sense making, social learning and social transformation
This research theme focuses on the frequently raised point (in the mapping study) that CRD also requires changes in social practice and habits, which in turn require new values and ethics, learning, social innovation and social learning. The research theme further includes education system change, gender and climate change aspects, as well as a focus on the role of media. It addresses a key finding of the mapping study that across universities in southern Africa, even in those that are most strongly engaged with CRD, social science participation in climate change and CRD issues is barely in existence.
4
Green economy and sustainable energy and infrastructure technology innovations
This research theme focuses on important aspects of the Green Economy thrust and the move towards sustainable and renewable energy in the region, and includes energy efficiency and infrastructure development. As such, it has a strong focus on industrial processes, infrastructure and technology development, and in particular aims to strengthen engineering, infrastructure and technology capabilities development, with implications for establishing low carbon energy and development pathways and more sustainable human settlements. It also includes a focus on aspects such as water infrastructure resilience and adaptation, energy efficiency and related research areas. This research theme could contribute strongly to the realisation of aspects of the draft SADC Climate Change Programme, particularly the ‘Research, Technology Development and Transfer’ component (the programme aims to generate evidence-based information, develop appropriate technologies for sustainable development and poverty reduction and disseminate the technologies). The theme also indicates that most of these research areas are complex within a CRD context, and most are engaged in finding technological and/or combined technological and economic solutions that can help societies’ transition to low carbon, climate resilient futures.
5
SARUA Macro Research Network themes
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African futures are resilient (AFAR): Governance, participation and social-ecological system change
Climate change resilience: A focus on health and well-being
This research theme focuses on enhancing understanding of the effects on health and well-being of climate change. This was mentioned in all of the countries as a priority area in the national response, yet it has received very little research attention to date. Some aspects, such as the potentially severe effects of heat stress on regional populations and productivity, are almost completely unresearched. This is an important knowledge and research gap to fill, given that the health sector is considered to be particularly vulnerable to climate change, as are the agriculture and water sectors. For the African region as a whole, climate change is seen as a multiplier of existing health vulnerabilities, including inadequate access to safe water and improved sanitation, food insecurity, and limited access to health care and education.
6
This research theme focuses, inter alia, on an institutional issue repeatedly noted in all mapping study countries: the lack of policy coherence on climate change, and the necessity of developing institutions for adaptation and mitigation, as well as for systemic integration of climate change. These aspects were often linked with the need for greater participation and ethical leadership in decision making on climate change responses and CRD, and greater political will. The research theme would include exploring how adaptive and integrated governance systems can be developed to operate successfully across multiple scales, including issues of co-management and transboundary management arrangements for collective management of natural resources. This governance nexus could be combined with the emerging cutting edge debates on climate change, such as limits to adaptation, loss and damage, and the need for transformational adaptation.
7
Types of partnership opportunities
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Type of partnership with the SARUA university community
Master’s level scholarships for enrolment in Master’s programme in climate change and sustainable development
Research grants to enrolled Master’s students for conducting field research
PhD scholarships to prospective SADC-based PhD students in climate change related disciplines from the Master’s programme
Post-doctoral research grants for recently graduated SADC-based PhD graduates who wish to continue research
Research grants for collaborative SADC-wide climate change research conducted by individuals / departments / centres / institutes / universities in support of the SMRN
Primary sponsorship of a bi-annual SADC Research Conference on climate change in southern Africa, including sponsorship of attendance by emerging SADC researchers
Resource support for initiation, configuration and operation of the SARUA Macro Research Network: technical delivery, programme and events management, communications, process governance, peer reviews and professional development internships.
PhD scholarships to emerging lecturers and researchers to strengthen regional academic capacity
Mentorship programme for selected high-potential academics or researchers to receive formal guidance in CRD teaching, research and community engagement
Resource support for initiation, configuration and operation of the SARUA Capacity Development Network
Resource support for initiation, configuration and operation of the SARUA Policy and Institutional Development Network
Alignment with SDGs
How can partnerships with SARUA contribute to the achievement of the Global Goals for Sustainable
Development?
Global Goals for Sustainable Development
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SDGs and targets relevant to PCCCD
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
Goal 13: Take urgent action to combat climate change and its impacts
13.1 Strengthen resilience and adaptive capacity to climate related hazards and natural disasters in all countries
13.2 Integrate climate change measures into national policies, strategies and planning
13.3 Improve education, awareness raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
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THANK YOU
Contacts and information: SARUA CEO: Piyushi Kotecha [[email protected]]
PCCCD Coordinator: Botha Kruger [[email protected]] / +27 834637045 SCIN online platform: http://www.sarua-online.org/
@SARUAOnline
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