7th I.S.L.E. Meeting: WP3 report

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7th I.S.L.E. Meeting: WP3 report

Text of 7th I.S.L.E. Meeting: WP3 report

  • 1. Abstract xx 1. Introduction xx 2. State of the art xx 2.1 State of the art : objectives and results presentation xx 2.2 Comments on good practices emerging from the country reports xx 2.3 SWOT analysis of the questionnaires answers xx 3. Methodological approach xx 3.1 Areas of interest of the case studies xx 3.2 The collection of good practices xx 3.3 Description of the case form xx 3.4 The process of selection of good practices xx 4. Methodological approach xx 4.1Policies xx 4.2 Institutional activities xx 4.3Teaching xx 4.4 Practical activities xx TABLE OF CONTENTS

2. 5. Case studies forms xx 5.1Policies xx Fiche 1 - German policy on Education for Sustainable Development (ESD) within the United Nations World Decade 2005-2014 xx Fiche 2 - The UK National Policy and the development of Environmental Sustainability Strategies in Higher Education institutions xx Fiche 3 - Organization for sustainable Higher Education in The Netherlands (DHO)/AISHE tool xx Fiche 4 - SD Policies in Higher Education in France xx Fiche 5 - The accreditation document in France: a tool for measuring the efficiency and the quality of studies in higher education system xx 5.2 Institutional activities xx Fiche 1 - Bridging the knowledge-to-action gap for coping with sustainability challenges. The experience of CIRPS xx Fiche 2 - Bachelor and Master Ecological Agriculture xx Fiche 3 - Development of an Environmental Sustainability Strategy at Harper Adams University College xx Fiche 4 - Implementation of Institutional Sustainable Development Policy to Develop a Sustainable Campus xx Fiche 5 - Citt Studi - Campus Sostenibile xx Fiche 6 - OPERA - European Observatory on Pesticide and Risk Analysis xx Fiche 7 - Botanical Gardens, Special Places to Involve Special People xx Fiche 8 - Skills training of teaching staff in dealing with ethical sustainability dilemmas xx Fiche 9 - Sustainability Memorandum and Implementation process for Wageningen University and Research Centre xx Fiche 10 - Specific universities policies about sustainable development in France xx 5.3Teaching xx Fiche 1 - Green Pedagogy - a concept for learning, teaching and advising for sustainable development xx Fiche 2 - Czech University of Life Sciences Prague xx Fiche 3 - Teaching in SD at the Norwegian University of Life Sciences xx Fiche 4 - Master Geslopan (Management of Local Development in Parks and Natural Areas) xx Fiche 5 - Master of Science in Agriculture. Specialization: Agroecology and Renewable Energy xx Fiche 6 - Masters programme Sustainable Urban Development xx Fiche 7 - TalveAkadeemia (WinterAcademy) xx Fiche 8 - ACRU - Association of the Carpathian Region Universities xx Fiche 9 - BioenergISA. Opportunities to Recover Energy from Organic Materials xx Fiche 10 - The place of the Tutored Project in the conception of the curriculum of a vocational bachelor in water and waste treatment xx Fiche 11 - International module Integrated Biodiversity management xx Fiche 12 - Management of pests, diseases and weeds xx Fiche 13 - E-Learning Academic Network (ELAN III) Introduction into Sustainability xx 3. 5.4 Practical activities xx Fiche 1 - Environmental Management and Educational Activities in the Wied Ghollieqa Nature Reserve xx Fiche 2 - Hellenic Wildlife Hospital xx Fiche 3 - Sunny Garden xx Fiche 4 - SolidarISA xx Fiche 5 - Pangea Cultural and Environmental Association xx Fiche 6 - De Sol a Sol - a sustainable day xx Fiche 7 - International Development Management. Fair Trade Management xx Fiche 8 - Learning regions in Slovenia with polygons in nature for learning about ecoremediations, self-sufficient supply and sustainable development xx 6. Comments and conclusions xx 7. References xx Annex 1 - Brief summary of other analyzed good practices xx 4. List of Tables TABLE 1 List of countries completing the Country Report xx TABLE 2 List of the topics of good practices emerging from the Country Reports xx TABLE 3 List of countries completing the online survey xx TABLE 4 List of good practices emerging from the online survey xx TABLE 5 General SWOT analysis xx TABLE 6 Student SWOT analysis xx TABLE 7 Academic Staff / Institutions SWOT analysis xx TABLE 8 The list of collected Good Practices for Country and Area of interest xx TABLE 9 Main characteristics of the collected Good Practices xx 5. ABSTRACT The ISLE project (Innovation in the teaching of Sustainable Development in Life Sciences in Europe) objective is to implement the concept of Sustainable Development in Higher Education. Higher Education Institutions among all educational structures are vested with significant responsibility, both to incor- porate this concept within their activities (teaching, research, operations) and to widespread Sustainable Development in the society and business world. The report is the final product of Work Package 3 (WP3) entitled Identifying sustainable and user-friendly Good Practices. The objective is the identifica- tion and diffusion of Good Practices concerned with Education for Sustainable Development (ESD) in Higher Education Institutions. The topic is analysed in a broader sense, on one side considering the characterisation of the political and institutional framework, and on the other side describing formal and informal learning experiences in Higher Education Institutions. 36 Good Practices are discussed and presented in systematic forms, that have been categorized according to the following topics related to the implementa- tion of Sustainable Development education: policies, institutional activities, teaching and practical experiences. The Good Practices represent a wide range of situations concerning different European countries, institutions, typologies of the initiatives, geographical levels of implementation. However in this diver- sity some characterizing aspects emerge: the holistic and interdisciplinary approaches to ESD, the attention in achieving tangible results, the involvement of local communities and the bottom-up approaches, the importance of par- tnerships and networking, the capacity building, the innovation of the initia- tives, and the attention in building a framework favorable to Sustainable Development. The Good Practices were selected in a wider range of case studies, emerging from a State of the Art analysis in the field of Sustainable Development in the University Studies of Life Sciences in Europe, carried out within the ISLE project, and from the research of the project partners. The selection has been done in accordance with the criteria of transferability, pertinence, capacity building, user friendless, innovation, networking capacity and interdisciplinarity. 6. 11Introduction1Introduction 7. 1 INTRODUCTION 7 Institutional activities: Good Practices that concern the mana- gement and other non teaching activities of the Higher Education institutions directed to SD; Teaching: Good Practices concerning formal learning at different levels: integration of SD in disciplinary lessons; modules about SD definition and concepts; holistic teaching in relation to sustai- nable development activities; promotion of a SD mindset; impro- ving the framework for teaching SD; Practical experiences: Good Practices concerning non-formal and in-formal learning, extracurricular activities and practices that involves HE students or is promoted by HE institutions, often in relation with civil society. Different project activities have been used to identify Good Practices. In Work Package 2 (WP2) State of the art: information collection concerning sustainable development in life sciences in Europe infor- mation on Good Practices was collected trough the redaction of Country Reports and the fulfilment of direct surveys in the member Institutions. The Country Reports described the status of sustainable development in the university studies of life sciences in each European country. Surveys were completed by students, academic staff and individual institutions for each partner of the ISLE network. In WP3 all the ISLE partners have been involved in identifying and describing the Good Practices considered most representative of each country, and in integrating the State of the art results with personal knowledge and direct surveys. The Good Practices have been evaluated and the most suitable have been selected for publication. The criteria used for evaluation take in consideration different aspects: Transferability, Pertinence, Capacity Building, User Friendless, Innovation, Partial/Global Approach, Networking and Interdisciplinarity. The selected Good Practices cover a wide range of activities and geo- graphical origin, with the aim of maximizing replication of these prac- tices by other institutions, both within and outside the ISLE consortium. 8. 8 The Report is structured as follow. Chapter 2 provides a summary of the results of WP2, which was concerned with the identification of Good Practices and developed the links between WP2 and WP3. Chapter 3 presents the general methodo- logy of the research developed by the WP3 research team. Chapter 4 provides a general overview of the selected Good Practices and comments on their contents. In Chapter 5 the single forms of the selec- ted good practices are presented, divided into the 4 areas of Policies, Institutional activities, Teaching and Practical experiences. Chapter 6 presents the conclusions and further developments. 9. 22State of the Art2State of the Art State of the Art: objectives and results presentation 2.1 Comments on Good Practices emerging from the Country Reports 2.2 SWOT analysis of the Questionnaires answers 2.3 10. State of the Art: objectives and results presentation 22 2.1 11. 2 STATEOFTHEART/OBJECTIVESANDRESULTSPRESENTATION 2.1 9 The main objective of Work Package 2 (WP2) State of the Art was to collect information about the current situation of sustainable development in the