Abstract
Within many British Universities and, indeed, across higher education internationally, how best to provide education for sustainable development (ESD) has become an increasingly important issue. There is now a widespread view that higher education sectors have a key part to play in preparing societies for the transition to a low carbon economy and the shift towards more sustainable ways of living and working. In the UK, a leading role in this field has been played by the Higher Education Academy and especially its network of 24 Subject Centres, each of which promotes curriculum enhancement in a particular discipline area. The mission of the Higher Education Academy has been to help raise the overall quality of the student learning experience across all disciplines and all Higher Education institutions (HEIs). As part of promoting and supporting many kinds of curriculum innovation and staff development, the HE Academy has championed the cause of ESD. Now, however, as a result of government spending cuts, the Academy is facing severe budget reductions and all its Subject Centres are soon to close. At this pivotal moment, the purpose of this paper is, therefore, to review the HE Academy’s past contribution to ESD and to explore the likely future implications of the demise of its Subject Centres. The paper ends by outlining some ideas as to how the ESD agenda might be advanced in the post-Subject Centre era, in the light of the Academy’s intention to support subject communities under its new structure. The paper has been developed through participation in key committees, engagement with Academy and Subject Centre staff, as well as through a literature review.
Highlights
To encourage the sharing of practice and information, the education for sustainable development (ESD) Project has a website a bi-monthly e-Newsletter and weekly e-Bulletin, and co-hosts the academic network SHED (Sustainability in Higher Education Developers) with the national organisation Environmental Association of Universities and Colleges (EAUC) (Environmental Association for Colleges and Universities). Another key role undertaken by the Academy ESD Project has been bringing together and networking representatives from other organisations who share an interest in this agenda, for example, EAUC, Professional Practice for Sustainable Development (PP4SD), Forum for the Future and the two ESD CETLs at Plymouth and Kingston
The collaborative approach reflected by the Subject Centres and the central ESD Project makes it difficult to separate out their specific effect on the progress of ESD in the sector, as much work was undertaken with and through other players: the loss of the Centres will undoubtedly leave a significant gap in this regard
The Implications of Subject Centre Closure In November 2010, the Academy announced its decision to close all the Subject Centres with effect from the summer of 2011 The Academy says that it remains committed to the principle of working with the disciplines and that intends to appoint ―Discipline Leads‖ who will coordinate staff and curriculum development work in their subject area(s), as well as a network of ―Academic Associates‖ and consultants
Summary
The HE Academy, whose headquarters are based at the University of York, has a UK-wide remit to enrich the quality of the student learning experience. To encourage the sharing of practice and information, the ESD Project has a website (http://www.heacademy.ac.uk/esd) a bi-monthly e-Newsletter and weekly e-Bulletin, and co-hosts the academic network SHED (Sustainability in Higher Education Developers) with the national organisation EAUC (Environmental Association for Colleges and Universities) As regards coordination, another key role undertaken by the Academy ESD Project has been bringing together and networking representatives from other organisations who share an interest in this agenda, for example, EAUC, Professional Practice for Sustainable Development (PP4SD), Forum for the Future and the two ESD CETLs at Plymouth and Kingston. The collaborative approach reflected by the Subject Centres and the central ESD Project makes it difficult to separate out their specific effect on the progress of ESD in the sector, as much work was undertaken with and through other players: the loss of the Centres will undoubtedly leave a significant gap in this regard
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