Capacity Building For Sustainable Development Research Articles

Agile social learning – capacity-building for sustainable development in higher education

PurposeThe purpose of this paper is to understand the usefulness of an agile social learning method in higher education to build capacity for sustainable development at the community level. Social learning methods intend to empower students (and instructors) to work together in connection with real-life issues – combined with acquiring a conceptual understanding – to analyze issues at hand and work out solutions. The agile format of the method was aimed at a subject that is adaptive and responsive to change to empower the students to take action toward sustainable development.Design/methodology/approachThis study was based on a case study methodology where the running of the subject was documented and analyzed for two years. The target student group was maritime professionals who had an interest or were in a position to work with developing sustainable solutions in their home organizations (mostly in developing countries).FindingsThe results of the analysis indicate how the students learned about environmental, social and economic spheres of sustainable development and their linkages; how the subject format stimulated the students to develop different “learning paths” between the three spheres of sustainable development, which enabled a multi-faceted understanding of sustainable development issues; and, finally, how the students were able to design evolvable sustainable development solutions.Originality/valueThe results indicate both the novelty and usefulness of the agile social learning method to build capacity for sustainable development through the subject designed for higher education.

Configuration of enterprise support towards the clean growth challenge: A place-based perspective

Although clean growth has been identified as one of the grand challenges of the UK Industrial Strategy, public policy paid little attention to the configuration of business support towards enhancing clean growth potential of small and medium-sized enterprises. The dominant approach of policymakers to the design of enterprise support interventions appears to be ‘place-blind’ and downplays the challenges that small and medium-sized enterprises face in engaging with the clean growth policy agenda. Based on a mixed methods methodology, involving a survey of 306 businesses, a range of public engagement exercises and an extensive interview schedule, the study explores small and medium-sized enterprises engagement with the clean growth challenge and associated business support mechanisms. We conceptualise the nexus of place–policy–practice as a way of framing policymaking approach in addressing the challenge. As part of the clean growth policy implementation, business support mechanisms need to move beyond a singular focus on energy efficiency and shift towards a holistic approach to capacity building for sustainable development. Small business needs to project a district voice in the definition of place in the local industrial strategies and have access to enterprise support which is place-based, policy-informed and practice-relevant.

Geospatial Technology Education: Capacity Building for Sustainable Development

Sustainable development requires judicious use of resources which can cater for present need and also makes provision for the future. Geospatial technology operates at a regional level as well as micro level by providing a framework for data visualization and analysis which is crucial to the decision making process. Such a platform provides tools that help decision makers analyze complex situations and complete the task with efficiency. Research shows that Geospatial thinking is critical to survive and operate in today’s digitized world. Research has also shown that education in Geospatial technology will be crucial to make workforce competent across all sectors of the economy and it will be particularly necessary for achieving sustainable development goals. Geospatial education in India is lagging behind the rest of the world due to the specific constraints of the University structure in running Interdisciplinary subject. Geography education largely restricts to bachelor degree with little or no technological grounding. This paper is an attempt to critically analyze Geospatial education scenario in India with special reference to the experiences of the teaching Geospatial curriculum at Symbiosis Institute of Geoinformatics. This paper also attempts to evaluate the efforts of integrating research on sustainable development with the core curriculum.

Capacity Building for Sustainable Development: The Experience of Developing a Professional Diploma in Energy-Efficient Buildings

The implementation of energy-efficiency measures in building design is an essential strategy in the context of sustainable development; however, this requires plans for capacity building to improve the capabilities of engineers working in the construction sector. The role of higher education institutions in this context is essential. In the Gaza Strip, the issue of energy efficiency in buildings has gained increased attention on undergraduate and graduate education levels; however, there is a lack of specialised programs to address this issue based on a holistic design approach. Thus, a survey was carried out with local specialists and engineers using a workshop and questionnaire to investigate the potential of a proposed professional diploma in energy-efficient buildings. The study used a mixed qualitative and quantitative approach to examine the importance, topics and potential impact of this program in the Gaza Strip. The study concluded that such a program is essential for Gaza considering the ongoing electricity shortage and the future need for sustainable development plans. The study recommends implementation, evaluation and development of such a program in the rest of Palestinian governorates as a response to the current and future energy challenges.

Community capacity-building for sustainable development

PurposeAlthough the value of community capacity building is widely accepted within scholarly literature, these initiatives thus far appear to have achieved very little impact in the achievement of community development aspirations. This paper aims to increase knowledge regarding specific priority areas which when targeted will result in more effective pathways towards sustainable development.Design/methodology/approachThis study was performed through utilization of a qualitative strategy, which involved the combination of a number of qualitative methods and techniques including individual interviews, surveys, focus groups, literary review and policy analysis.FindingsThe investigation found that improving identified CSD priority areas, aligned with the sustainable development goals (SDGs), seems to be the most effective strategy to enhance the ability of local communities to overcome sustainability challenges over time. SDGs 9, 4, 15, 16, 17 and 8 were identified as the areas of greatest significance for practical community capacity building for sustainable development (CSD).Originality/valueThis paper answers scholarly literature’s call for greater investigation into bringing sustainability research closer to society, to clearly define research direction and agenda. It also recommends ways to action the global goals locally.

Statistical capacity building for sustainable development: Developing the fundamental pillars necessary for modern national statistical systems1

Statistical capacity building for sustainable development: Developing the fundamental pillars necessary for modern national statistical systems1

Evaluating the engagement of universities in capacity building for sustainable development in local communities

Universities have the potential to play a leading role in enabling communities to develop more sustainable ways of living and working however, sustainable communities may only emerge with facilitation, community learning and continual efforts to build their capacities. Elements of programme planning and evaluation on the one hand, and capacity building on the other, are needed. The latter entails approaches and processes that may contribute to community empowerment; universities may either lead such approaches, or be key partners in an endeavour to empower communities to address the challenges posed by the need for sustainable development. Although capacity building and the promotion of sustainable development locally, are on the agenda for universities who take seriously regional engagement, very little is published that illustrates or describes the various forms of activities that take place. Further, there is a paucity of studies that have evaluated the work performed by universities in building capacity for sustainable development at the local level. This paper is an attempt to address this need, and entails an empirical study based on a sample of universities in the United Kingdom, Germany, Portugal and Brazil. The paper examines the extent to which capacity building for sustainable development is being undertaken, suggests the forms that this might take and evaluates some of the benefits for local communities. The paper concludes by reinforcing that universities have a critical role to play in community development; that role has to prioritise the sustainability agenda.

Integrating Sustainability into Teaching and Research at the University of the South Pacific to Enhance Capacity for the Sustainable Development of Pacific Island Countries

Problem statement: Pacific Island countries have been recognised globally as a ‘special case for environment and Sustainable Development (SD)’ because of their extreme vulnerability to a host of both external and internal development challenges such as: Narrow range of resources, high population density, limited export volume, impacts of climate change and natural disasters, trade, ICT and globalisation pressures. As part of their strategic approach to address these threats, the island countries have become party to a number of international and regional multi-lateral agreements. However, there are severe capacity constraints, at all levels-individual, institutional and systemic-to the full-scale implementation of these agreements. Part of the problem is that the educational system in general and in particular the higher educational institutions have not yet mainstreamed sustainability into their curriculum. Thus there is a ‘campus-workplace’ mismatch for SD implementation that needs to be addressed urgently. Approach: This study addresses how the University of the South Pacific (USP) and two other Pacific universities in the Pacific island region have been addressing these capacity issues using a ‘logical framework approach’ for the development and implementation of two on-going, multidisciplinary ESD projects. The first is a USP project, funded by the Asia-Pacific Cultural Centre for UNESCO (ACCU-USP), the second may be seen as a much broader extension of the ACCU-USP project, in the form of a networked initiative involving USP, UPNG and NUS. Results: Within the limitations discussed elsewhere (ibid), the ACCU-USP and EDULINK-NIU (NIU: network of island universities) projects are progressing well in establishing institutional structures for the promotion of ESD, developing new courses and resource materials, establishing new postgraduate programmes, enhancing community capacity to manage natural resources sustainably and contributing substantially to regional integration. In addition, these projects play a key role in the promotion of the Pacific ESD Framework (2006) and the Pacific ESD Action Plan (2007), both endorsed by the Pacific Education Ministers. Conclusion: The ACCU-USP and EDULINK-NIU projects attempt to strike a balance between the need for SD capacity building to be multidisciplinary and problem oriented by design and maintaining the status quo that favors discipline based structuring of knowledge creation and dissemination. While the renewed commitment of USP, UPNG and NUS to reorient their curriculum, research and outreaches to meet the sustainability capacity needs is beginning to bear fruit, the lack of long-term funding and the low level of awareness on sustainability may hamper progress.

Integrating Sustainability into Teaching and Research at the University of the South Pacific to Enhance Capacity for the Sustainable Development of Pacific Island Countries

Problem statement: Pacific Island countries have been recognised globally as a ‘special case for environment and Sustainable Development (SD)’ because of their extreme vulnerability to a host of both external and internal development challenges such as: Narrow range of resources, high population density, limited export volume, impacts of climate change and natural disasters, trade, ICT and globalisation pressures. As part of their strategic approach to address these threats, the island countries have become party to a number of international and regional multi-lateral agreements. However, there are severe capacity constraints, at all levels-individual, institutional and systemic-to the full-scale implementation of these agreements. Part of the problem is that the educational system in general and in particular the higher educational institutions have not yet mainstreamed sustainability into their curriculum. Thus there is a ‘campus-workplace’ mismatch for SD implementation that needs to be addressed urgently. Approach: This study addresses how the University of the South Pacific (USP) and two other Pacific universities in the Pacific island region have been addressing these capacity issues using a ‘logical framework approach’ for the development and implementation of two on-going, multidisciplinary ESD projects. The first is a USP project, funded by the Asia-Pacific Cultural Centre for UNESCO (ACCU-USP), the second may be seen as a much broader extension of the ACCU-USP project, in the form of a networked initiative involving USP, UPNG and NUS. Results: Within the limitations discussed elsewhere (ibid), the ACCU-USP and EDULINK-NIU (NIU: network of island universities) projects are progressing well in establishing institutional structures for the promotion of ESD, developing new courses and resource materials, establishing new postgraduate programmes, enhancing community capacity to manage natural resources sustainably and contributing substantially to regional integration. In addition, these projects play a key role in the promotion of the Pacific ESD Framework (2006) and the Pacific ESD Action Plan (2007), both endorsed by the Pacific Education Ministers. Conclusion: The ACCU-USP and EDULINK-NIU projects attempt to strike a balance between the need for SD capacity building to be multidisciplinary and problem oriented by design and maintaining the status quo that favors discipline based structuring of knowledge creation and dissemination. While the renewed commitment of USP, UPNG and NUS to reorient their curriculum, research and outreaches to meet the sustainability capacity needs is beginning to bear fruit, the lack of long-term funding and the low level of awareness on sustainability may hamper progress.

Capacity Building for Sustainable Development

Capacity building to promote sustainable development is proving to be a formidable challenge. This paper builds on the experiences of two case studies from the remote, regional, cross-cultural context of Northern Australia. It identifies power, empowerment, participation and leadership as important aspects of capacity building for fostering sustainable development. The paper concludes by suggesting that capacity building for sustainable development must be reconceptualised and involve more than training people to engage in better participatory approaches for implementing development policies and programs.

Agents of change: universities as development hubs

Capacity building for sustainable development has been a targeted activity over the last decade through university and university consortia networking. Universities from Africa (Botswana and South Africa), Asia (Malaysia and Thailand), Central America (Costa Rica, El Salvador and Nicaragua) and Europe (Denmark) participated with graduate students and faculty. Initially, some programmes emphasised research and others higher education, but eventually a blend of research and higher education was found to be more productive. Links to external partners in public and private business have been established and have proven to be successful in terms of mutual benefits. Activities comprised joint evolution of new study curricula (including a shift of the learning paradigm to problem-oriented and project-based learning), human resource development, and joint research. The results are promising in terms of concrete results within each type of activity and together they provide vital steps in capacity building in tertiary education to the benefit of development and environment. Universities should play a central role in such global efforts to strengthen tertiary education. Modes of operation are still deficient, but “universities as development hubs” is suggested as a concept to study further and modify to needs. Some of the results and their implications are presented in this paper and more are documented in the references that are cited. In short, universities, in joint action with business and society at large are necessary though not sufficient prerequisites for constructing and maintaining knowledge societies. Such action is equally important in established and developing economies.

Science, the UICC and global cancer control.

Science, the UICC and global cancer control.

Capacity building for sustainable development: some Mexican perspectives

SUMMARY A broadly defined scientific Capacity Building (CB) for Sustainable Development (SD) is needed all around the world, and the development of innovative capacities in the developing countries is a priority. For this, first we need to know how this concept is applied in some developing countries. In this paper we present some Mexican experiences in the field of capacity building for sustainable development. The main problems are the monodisciplinary training of the specialists, the absence of a sound policy for promotion, career development and assessment of researchers, as well as of their projects when they are interdisciplinary and development-oriented. The main proposals to solve these problems are the creation of mechanisms that foster and legitimize interdisciplinary work; a decentralized planning process with the specific objective of establishing the needs and orientations on a regional basis; provide resources to long-term projects, and finally, consensus on asking international funding agencies for stronger support for public higher education institutions in developing countries in order to increase and strengthen their capacity for education and research in general, and in the field of SD in particular.

The role of knowledge management and information sharing in capacity building for sustainable development—an example from South Africa

The coastal areas of the Northern Cape, South Africa, and the transfrontier region with Namibia are in a state of rapid transformation from a mining-based economy to one supporting diverse and sustainable livelihoods. Land-based diamond mining activities are in the early stages of decommissioning while a number of planning and development initiatives are underway. Key obstacles to integrated planning and development in the region are insufficient and inaccessible information. Knowledge management (KM) and information sharing mechanisms can facilitate meaningful participation and promote decision-making at the local level. The distance learning and information sharing tool is an internet based KM tool that promotes transparency and collaboration and provides open access to information resources for sustainable development.

Scientific communication, international cooperation and capacity building for sustainable development

The harnessing of science and technology as forces for sustainable development depends on processes that will ensure the involvement of all appropriate scientific input and expertise in problem identification and response. Scientific and integrity need to be combined with a close dialogue and cooperation with policy-makers and implementers, including full participation by experts with local knowledge in developing countries. In this paper, we suggest some key elements in the development of the necessary new quality assurance, science communication and public policy processes. These include: new institutions and public procedures for the social evaluation of scientific advances; a shift in emphasis from one-way technology transfer to reciprocal learning and capacity building; and a reassessment of the forms and locations of the centres of excellence capable of contributing knowledge and judgement needed for sustainability.

Capacity Building for Sustainable Development in Asia

Within the Asia-Pacific region, human resources development has been recognized as being critical to arresting environmental degradation, achieving more sustainable rates of natural resources consumption, and improving the quality of life. For a region so large and diverse, national and bilateral initiatives must be complemented by regional and international networking. This article describes current and emerging trends in HRD, with particular emphasis on sustainable development, environmental management, resource and environmental economics, and industry and environmental engineering. Two case studies are used to demonstrate how regional strengthening and cooperation activities can help address the constraints placed on sustainable development by a lack of people who are appropriately informed and skilled. The Asia-Pacific Economic Cooperation has established four networks and taken other initiatives in HRD to provide quality education within the context of sustainable development, including environmental protection. But the recent Asian financial crisis has increased the tension in APEC between the longer-term concerns of HRD and the typically shorter-term perspectives of labor market management. The Network for Environmental Training at Tertiary Level in Asia and the Pacific (NETTLAP), implemented by the United Nations Environment Programme, works on the premise that enhancing the environmental knowledge and skills of educators and trainers in tertiary institutions has a large multiplier effect through benefits to graduates, government, the private sector, and the community at large.

Towards sustainable development for the Murmansk region

The Murmansk region is situated in northwest Russia and is bordered by the Barents Sea. Most of the region (an area of 145 000 sq km) lies beyond the Arctic circle. Historically, the region has been of great importance politically and economically to the Russian Federation, providing the country with its only all-weather northern port and serving as the home to the Northern fleet of the Russian Navy, and the Murmansk Shipping Company (the main shipping agent for commercial cargo along the Russian Northern Sea Route). The main economic activities of the Murmansk region are mining and metallurgy, fishing, shipping and forestry. In recent years, there has been increasing interest in the potential for oil and gas development in the Barents Sea which provides economic opportunities as well as environmental challenges for the Murmansk region. Despite the rich mineral resources and bioresources of this coastal region, Murmansk is suffering economically and is also facing severe environmental problems. It is officially recognized as the most environmentally devastated region of the Arctic. Key problems include air pollution, nuclear and other hazardous wastes, and resource depletion. Industries of the region are in need of investment for development and modernization. In order to protect the region’s natural resource base and fragile ecosystem, and improve socio-economic conditions, the United Nations Development Program (UNDP)-Capacity 21, in cooperation with the government of the Russian Federation, initiated the Murmansk Region-Barents Sea Sustainable Development Project. This project aims to strengthen the capacity of institutions in the region to effectively plan and implement environmentally sustainable economic development policies and programs. Phase 1 of the UNDP project resulted in development of a Sustainable Development Action Plan (SDAP) for the region which presents action strategies and specific recommendations to strengthen the economy and environment of the Murmansk region. In preparation of the SDAP and other project activities, multi-disciplinary and inter-sectoral Task Force teams addressed a broad range of topics including coastal zone management (CZM), radioactive waste handling, mining and metallurgy, energy, and public health. This article provides a brief overview of the Murmansk Region-Barents Sea Sustainable Development Project. It then focuses on the CZM component, discussing priority environment and economic development issues for ocean and coastal areas and looking at Integrated Coastal Zone Management as a framework for addressing some of the region’s needs. Specific recommendations for sustainable development of ocean and coastal areas are proposed (for fisheries, oil and gas development, shipping, waste management, etc.). The article concludes by summarizing the overall project achievements and highlighting priority programs identified by regional specialists as well as some factors influencing regional progress towards sustainable development. The Murmansk Region State Committee on Environmental Protection served as the National Executing Agency for the UNDP project. Project management and technical services were provided, under contract with UNDP, by Education Development Center, Inc. (EDC), an international NGO whose work focuses on human and organizational capacity building for sustainable development. Over 150 local and international experts collaborated on the project. Key institutions contributing to the coastal zone management component of the project were: Murmansk Marine Biological Institute (Kola Science Center); Murmansk State Committee on Environmental Protection (Marine Inspection); Knipovich Polar Research Institute of Marine Fisheries (PINRO); Urban Harbors Institute, University of Massachusetts, Boston; Fritjof Nansen Institute, Norway, and the Coastal Zone Management Centre of the Ministry of Transport, Public Works, and Water Management, The Netherlands.