Mainstreaming Environment and Sustainability in African Universities Partnership (2004-2008 Report)

MESA Mainstreaming Environment and Sustainability in African Universities Partnership (2004-2008 Report)

Supporting Universities to Respond to Environment, Sustainable Development and Climate Change Challenges

www.unep.org A UN Decade of Education United Nations Environment Programme P.O. Box 30552 Nairobi, Kenya for Sustainable Development Tel: (254 20) 7621234 Fax: (254 20) 7623927 E-mail: [email protected] Partnership Initiative web: www.unep.org PRODUCTION ACKNOWLEDGEMENTS This report is produced as background documentation for the First Biennal MESA International Conference (2008), the UNESCO World Conference on Report production: UNEP Division of Environmental Policy Education for Sustainable Development (2009), the African Association of Implementation, Environmental Education and Training Universities Conference (2009), the World Conference on Higher Education Unit in collaboration with the Environmental Education & (2009) and the World Environmental Education Congress (2009). It represents Sustainability Unit, Rhodes University, South Africa experience gained in a significant partnership initiative for the UN Decade on Education for Sustainable Development in Africa. Design and Desk Top Publishing: Katie Farrington Picture Credits: Million Belay, Katie Farrington, Heila Sisitka, The contents of this report do not necessarily reflect the views or policies of UNEP, nor Lausanne Olvitt, Mike Ward, Ramboll Natura, UNEP EET Team, are they an official record. The designations employed and the presentation do not Brou Nicolas and NESDA imply the expressions of any opinion whatsoever on the part of UNEP concerning the legal status of any country, territory or city or its authority or concerning the delimitation Printing: Publishing Services Section, United Nations Office at of its frontiers or boundaries. Nairobi (UNON), Nairobi, Kenya - November 2008 UNEP UNEP promotes environmentally sound practices globally and in its own activities. This publication is printed on paper from sustainable forests including recycled fibre. The paper is chlorine free, and the inks vegetable- based. Our distribution policy aims to reduce UNEP’s carbon footprint.

For more information on MESA visit www.unep.org/training has an extraordinarily rich and diverse natural and cultural heritage. The environment in Africa provides a critical resource for development of the continent and for cultural and social well-being Africaof current and future generations. Sustainable management and utilisation, as well as protection and care of the environment is, therefore, important to Africa’s people now and in the future. At the start of the 21st century, Africa’s universities are being called to help societies respond to various environment and development challenges, including the impacts of climate change. The Mainstreaming Environment and Sustainability in African Universities Partnership (MESA) was established in 2004 as a UN Decade of Education for Sustainable Development (UNDESD: 2005-2014) Partnership Initiative, led by UNEP and joined by other major organisations such as the African Association of Universities (AAU), UNESCO and many others. This report documents the growth, in participation in MESA since 2004, as well as the outcomes that are visible at university and regional levels following various activities that have taken place across the African continent to support universities to respond to climate change, and other environment and development challenges.

The report also provides insight into what mainstreaming of environment and development means in universities in Africa. This report, covering Phase 1 and the first year of Phase 2 of MESA (2004-2008) is designed to inform deliberations at the first International MESA Conference, the 2009 World Conference on Education for Sustainable Development, the 2009 AAU Conference on Sustainable Development and Higher Education, the 2009 World Conference on Higher Education and the 2009 World Environmental Education Congress. The report demonstrates that Africa’s universities have much to offer the global community at a time when sustianability of society is at the top of the global political agenda. It invites even wider participation in MESA, particularly from leaders in African universities as well as lecturers, professors and students across the continent.

www.unep.org United Nations Environment Programme P.O. Box 30552 Nairobi, Kenya Tel: (254 20) 7621234 Fax: (254 20) 7623927 E-mail: [email protected] web: www.unep.org MESA

Foreword UNEP Education is the key to steering the world on a more sustainable path. Unless people have the tools to understand and analyze the world around them, they will not be able to address the challenges that face our society and environment.

Part of the response to this challenge is UNEP’s Mainstreaming Environment and Sustainability in African Universities Partnership (MESA). The project builds on a resolution by the UN General Assembly declaring 2005-2014 the UN Decade of Education for Sustainable Development (UNDESD).

As the environment conscience of the United Nations, UNEP undertook concrete steps to contribute to this Decade by among other things, strengthening its to Environment, Sustainable Development and collaboration with the UNESCO secretariat for the DESD (the lead agency), and building partnerships with institutions of higher learning in Africa.

As shown in this report, the MESA Universities Partnership aims to boost the quality and policy relevance of university education in Africa by making Universities to Respond Supporting environment and sustainability a key topic across curricula, research and community engagement activities in universities. Climate Change Challenges The aim is to create a scientific knowledge base on Education for Sustainable Development in Africa, enhance the quality and policy relevance of university education, and strengthen African scholarship and partnerships for sustainable development. Beyond that, the objective is to raise awareness and spread a new way of thinking of contemporary development problems from the environment and sustainability perspective.

The MESA Universities Partnership contributes to the work programme of the African Ministerial Conference on the Environment (AMCEN), which is an integral part of the Action Plan for the Environment Initiative of the New Partnership for Africa’s Development (NEPAD).

There are numerous environmental challenges facing Africa, not least climate change, but also huge opportunities if only we can seize them. Universities are key partners in realizing this change, and I am happy to present this report on our MESA Universities Partnership project. 1

Achim Steiner, UN Under-Secretary General and Executive Director, United Nations Environment Programme Foreword UNESCO Foreword AAU

The United Nations Decade of Education for Sustainable Development The world is changing at a momentum driven principally by technology, globalisation (UNDESD: 2005-2014), for which UNESCO is the lead agency, aims to and, ultimately, human actions. These forces have often tended to impact negatively integrate the values inherent in sustainable development into all aspects of on the physical environment, and general observations give a collective picture of a learning to encourage changes in behaviour that allow for a more sustainable warming world whose repercussions, without appropriate and deliberate interventions, and just society for all. spell doom for all peoples on Earth. To rectify this situation, there is a general consensus that development should be sustainable and equitable within and across generations. UNESCO believes that Education for Sustainable Development (ESD) There is equally a consensus that education at all levels is key to achieving sustainable embraces a wide range of learning experiences and programmes, including development. the Mainstreaming Environment and Sustainability in African (MESA) Universities Partnership programme. Capacity development, one of the The numerous conferences and conventions, from the 1992 Rio Summit through to the four thrusts of ESD identified in Chapter 36 of Agenda 21 as essential to 2000 Dakar Framework for Action, the 2001 NEPAD Environment Initiative and the 2002 support a sustainable future, is an important component of life-long learning. World Summit on Sustainable Development (WSSD), all call for a more strengthened role The development of training programmes to ensure that all people have of education, training and public awareness in achieving sustainable development. This the knowledge and skills necessary to live and perform their work in a call ultimately led to the establishment of the United Nations Millennium Development sustainable manner is essential. Goals (MDGs) and the United Nations Decade of Education for Sustainable Development (UNDESD: 2005-2014). Universities should function as places of research and learning for sustainable development, and as initiators and poles of activity at national and In Africa, the Higher Education sector is gradually gearing towards responding to the community levels. They should also provide leadership by practising what continent’s myriad challenges of poverty, disease, land degradation, water security, they teach through sustainable purchasing, investments and facilities that climate change, conflicts, deforestation, natural disasters, and urbanization. UNEP’s MESA are integrated with teaching and learning. All university students should programme, initiated with partner organisations, offers a further opportunity to universities and acquire an understanding of the importance of sustainability. Thus, Higher other Higher Education institutions in Africa to mainstream environmental and sustainability Education should emphasize inquiry-based problem-solving approaches, issues into their teaching, learning, research and community engagement activities, and 2 interdisciplinarity and critical thinking as well as develop curricula that use thereby enhance their relevance as agents of change in society. The Association of African relevant case studies and identify best practices. Universities is committed to promoting sustainable development in Africa through Higher Education. Indeed, its next General Conference, to be held in May 2009 in Abuja, Nigeria, We ask you to join us in promoting an education that is relevant to the key has as theme: “Sustainable Development in Africa: The Role of Higher Education”. problems of living in the 21st century, that empowers people of all ages to assume responsibility for creating and enjoying a sustainable future, and to The success of MESA, as enumerated in this document attests to the optimism that the goals encourage all institutions and individuals to promote development which is of the Decade can be met and that Higher Education institutions are, undoubtedly, at the socially desirable, culturally sensitive, economically viable and ecologically forefront in advancing, creating, disseminating and providing relevant expertise to assist sustainable. societies in meeting their overall developmental needs. MESA is to be replicated, with the same vigour, from the basic school up to the post-graduate levels to make education for sustainable development an agendum for life-long learning.

Mark Richmond Director, Division for the Coordiation of UN Priorities in Education UNESCO Professor Goolam Mohamedbhai Secretary-General Association of African Universities, Accra, Ghana MESA

Contents

1. The African Continent, its People and Environment 5

2. Education for Sustainable Development 9

3. Higher Education and Sustainable Development 11 to Environment, Sustainable Development and

4. Revitalising African Universities 15 Supporting Universities to Respond Supporting

5. Mainstreaming Environment and Sustainability into African Climate Change Challenges Universities 19 • Clarifying mainstreaming 19 • The aims of the MESA Universities Partnership 19 • Baseline information on MESA (2004) 20 • MESA Phase 1 (2004-2007) 23 • MESA Phase 2 (2008-2010) 32 • Plans for MESA Phase 3 (2011-2014) 38 3 6. University ESD Innovations and Evidence of Change 39 • Environmental change interventions 39 • Changes in teaching, learning, research and community engagement 43 • Changes in university systems and management 48 • Building knowledge of mainstreaming 51

7. African Contributions to the Global Context 53

8. Acknowledging Partner Contributions to MESA 59

9. How to Participate in the MESA Universities Partnership 65 “We shall only obtain decisive success over the long run if everyone on this planet is profoundly convinced that working for the preservation of his/her own environment is also to accomplish a duty on behalf of generations to come. And, herein lies the importance of 4 environmental education.”

(Achim Steiner, November 2007) MESA

The African Continent, its People and Environment

frica is a continent of stunning beauty and patterns if the creativity, ethics and knowledge of diversity. It is made up of rich cultures that its youth and professionals can be harnessed in Aare supported by a rich mosaic of forests time. and woodlands, mountains, deserts, coastal lands and freshwater ecosystems. It is the Africa’s people are culturally rich, diverse, to Environment, Sustainable Development and second largest continent on Earth after Asia and resilient and determined, and in many is currently considered a very strategic region communities there is still a strong ethic of in terms of global development opportunities. social cohesion. In the past 100 years, Universities to Respond Supporting

The 295 million people living in 54 countries Africa has managed to change the entire Climate Change Challenges on the continent live in close proximity with continent’s governance system from colonial their natural resources and ecosystems. Their rule into a system of independent governance. cultures, knowledge resources and development Transforming the governance of an entire opportunities are intertwined with these natural continent is not an easy task. While many gains riches. Today, Africa can also be singled out for have been made, in terms of political freedom, Soon Africa will be the having the lowest carbon footprint as it produces this massive social transformation process is still continent with the youngest only four percent of global carbon emissions underway. There is much that still needs to be population on Earth, and in this that are now impacting on the climate and the done to establish strong governance systems youthfulness lies enormous future of the planet and its people. Africa has across the continent so that the well-being of creativity and change potential. 5 the potential to circumvent harmful development current and future generations can be ensured. Despite the rich array of cultural and natural Contemporary sustainable development Climate Change in Africa resources, Africa today holds a marginal place challenges include establishing and sustaining a in the world economy. Some countries are still reasonably high economic growth rate that can “While Africa has contributed the least to the affected by war and violence. Too many people alleviate poverty, benefit all people in equitable increasing concentration of greenhouse gases in across the continent are constantly plagued by ways and sustain a growing population, while the atmosphere, it is the most vulnerable continent persistent poverty and food insecurity. HIV/ ensuring that the environmental and natural to the impacts of climate change and has the least AIDS has left a devastating impact which is not resource integrity of the continent is maintained. capacity to adapt”. over yet, and malaria still impacts on too many Establishing strong future oriented governance families each year. Ecological resources are systems that take account of history and context “Africa’s priorities are to implement climate being degraded and valuable ecosystem services is part of this challenge, as is strengthening change programmes in such a way as to achieve are being lost. Many countries in Africa are of social cohesion. These challenges require sustainable development, in particular, to alleviate struggling to meet the Millennium Development added impetus and ‘fast tracked’ responses, poverty and realize the Millennium Development Goals. in the light of new challenges posed by Goals with emphasis on the most vulnerable groups Africa’s currently relatively low capacity for such as women and children. Given that Africa is Important sustainable development opportunities adapting to the consequences of global climate the most vulnerable region with the least adaptive are constrained by lack of infrastructure, poor change. Effective strategies that reach current capacity, adaptation is the most immediate governance, inadequate quality and access professionals, governors, communities and young priority.” to education and health services. Climate people across the continent are needed. change is predicted to have substantive impacts “Capacity building is needed to enable human on Africa’s environment and the livelihoods of In response to the pressing need to ensure resource development through, among other people. It will affect food production, health and sustainable development on the African continent, measures, focused training, mentoring and security, and some of Africa’s major coastal cities the African Ministerial Conference on the learning-by-doing approaches; and to empower such as Lagos, Cape Town and Alexandria are Environment (AMCEN) has taken various steps, relevant institutions at different levels; to threatened by sea-level rise. often in partnership with the United Nations enhance observation, research and knowledge 6 Environment Programme (UNEP), to strengthen management; and to strengthen communication, education and awareness-raising, at all levels, especially at local and community levels.”

(AMCEN 12 decisions, 2008) MESA

the development and use of environmental amongst many other such knowledge resources knowledge for sustainable development. Such that are available to support learning and decision- initiatives include the production of the Africa making. The production of knowledge resources Environmental Outlook report, which emerged on Africa’s environment (while crucial) is, however, from the AMCEN Medium-Term Programme in not enough to ensure that people across Africa 2000. This report has helped to highlight the most become involved in processes of sustainable critical environmental issues facing the African development. As a result, AMCEN recently continent. These include climate change, the decline emphasised the importance of capacity building of biological resources through deforestation, involving environmental education and overharvesting of resources, soil degradation and, training and technology-enhanced learning to Environment, Sustainable Development and perhaps most significantly, the lack of, and low for ensuring sustainable development in Africa. quality of freshwater. The AMCEN 12 decisions reflect a clear Universities to Respond Supporting Most recently, an AMCEN flagship publication, understanding that capacity building, education Climate Change Challenges Africa: Atlas of Our Changing Environment, and training are critical for preparing communities emerging from the Africa Environment Outlook to respond to climate change and other process, was launched during AMCENs 12th environmental challenges facing the African meeting (AMCEN 12) in Johannesburg, South continent. AMCEN has requested governments, Africa. This has been produced by UNEP to through their principal environmental authorities, to provide further knowledge resources for sustainable facilitate inter-ministerial cooperation to undertake, development decision-making in Africa. These are among other things, a number of key actions in

Climate change is set to impact most in Africa, requiring pro-active and creative responses the area of Environmental Education and technology-enhanced learning. One such action is the development of a strategic approach to mainstreaming Environmental Education across all relevant governmental institutions, including the design of programmes suitable for the primary, secondary and tertiary education sectors and fostering cooperation with the non-formal Environmental Education sector.

The AMCEN decisions further strengthen commitment to the implementation of the NEPAD Environmental Action Plan which is aimed at addressing the region’s environmental challenges while at the same time combating poverty and promoting socio-economic development. The NEPAD Environmental Action Plan also emphasizes the importance of mainstreaming environmental education and training for sustainable development. It is fortunate that a favourable global environment policy initiative exists for these regional commitments, in the form of the UN Decade of Education for Sustainable Development (UNDESD).

Important Environmental Issues in Africa (Source UNEP, 2008) MESA

Education for Sustainable Development

ducation for Sustainable Development 57/254 of the UN General Assembly, (ESD) has a long history associated with a proposes that all levels of the education The core issues of ESD (as defined by UNESCO in the EUNEP/UNESCO partnership established and training system need to be re- International Implementation Scheme for in the early 1970’s to strengthen Environmental oriented towards a more sustainable model the UNDESD, 2005) Education internationally. Through a series of development that meets the needs of the to Environment, Sustainable Development and of international Environmental Education present generation, without compromising or Environmental issues: conferences, programmes, educational policy jeopardizing the capacity of future generations conservation of biodiversity and Supporting Universities to Respond Supporting and training initiatives and educational to meet their needs. It calls for multi-sectoral natural resources, transforming and multi-stakeholder participation in re- resource materials developed in the last thirty rural societies and environments, Climate Change Challenges years, Environmental Education has expanded orienting education, training and public sustainable urbanisation and disaster its reach to encompass a wider engagement awareness initiatives world-wide within a prevention and mitigation with development issues under the banner system of life-long learning. It implicates of Education for Sustainable Development. ministries and faculties of education, Economic issues: A key outcome of the Rio Earth Summit’s environment, health, economics, science poverty reduction, greater corporate Agenda 21 in 1992 was wide-spread and technology and social development responsibility and accountability, a international commitment to strengthen the (amongst others) in this task along with ‘benign’ market economy role of education, training and public teachers, university professors, educational awareness in achieving sustainable administrators, learners in all walks of life and Socio-cultural issues: 9 development. The Johannesburg Plan all levels and phases of education systems fulfilment of human rights, of Implementation at the World Summit on world-wide. promotion of peace and security, Sustainable Development in 2002, in seeking gender equality, good health, to further strengthen the contribution of Education ministers in Africa have shown good governance, reinforcement education, training and public awareness to commitment to Education for Sustainable of intercultural understanding, sustainable development, specifically called for Development. In 2006, African Ministers of preservation of cultural diversity the declaration of a Decade of Education for Education signed a statement of commitment Sustainable Development. to implement the United Nations Decade Cross-cutting complex issues: of Education for Sustainable Development climate change, urbanisation, In 2005, the United Nations launched (2005-2014) in the context of the Second sustainable consumption and a Decade of Education for Sustainable Decade of Education in Africa. In particular, production Development (2005-2014). The UN Decade they made a commitment to support the of Education for Sustainable Development development of strategies for implementing (UNDESD), adopted through Resolution the United Nations Decade of Education for Sustainable Development in their respective for Sustainable Development has been countries and to ensure that principles of established across the African continent. sustainable development are included in Led by UNEP’s Environmental Education educational development frameworks, and Training Unit, this partnership involves programmes and activities at all levels. The UNEP, UNESCO and the African Association Ministers also emphasised the need to ensure of Universities (AAU), as well as a range of that African cultures, knowledge systems, other partners such as the Southern African languages and ways of life are integrated Development Community (SADC), the Nile into frameworks, programmes and activities Basin Initiative (NBI), the Global Virtual developed within the Decade. University (GVU), Leadership for Environment and Development (LEAD), the United Nations A number of key ESD outcomes are already University (UNU), the International Centre visible in Africa, notably the commitment that for Research in Agroforestry (ICRAF) and its many African education ministries are making network, the African Network for Agriculture to integrate environment and sustainable and Agroforestry Education (ANAFE), the Horn development issues such as health, poverty of Africa Regional Environment Centre and alleviation, and indigenous knowledge in Network (HOA-REC/N) amongst others. This national curricula. A draft sub-Saharan partnership supports the mainstreaming Strategy for Education for Sustainable of environment and sustainability in Development has been developed by UNESCO Africa’s universities (MESA), creating that provides guidance for African Ministries a mechanism and supportive environment of Education and Training and practitioners for universities to respond to environment, seeking guidance on the UNDESD in Africa. sustainable development and climate change Core principles of the strategy include challenges in Africa. 10 stimulating an endogenous process for a paradigm shift in education, taking a holistic The vision of the UN Decade of Education approach, ensuring an inter-disciplinary and integrated approach to Education for for Sustainable Development is a world Sustainable Development. It also emphasises where everyone has the opportunity participation and decentralisation, ensuring to benefit from quality education and harmonisation and coherence, mainstreaming learn the values, behaviour and lifestyles gender and highlighting the cross-cutting nature of Information Communication Technologies required for a sustainable future and for (ICT) through Education for Sustainable positive societal transformation. Development. (UNESCO, 2005)

Under this framework, an innovative university focussed partnership initiative for Education MESA

Higher Education and Sustainable Development

chieving sustainable development in serving close to five million students in an Africa requires imagination, creativity, estimated $5 billion enterprise. The universities The World Declaration on Higher Anew knowledge development and various are the apex organisations in the Higher Education for the 21st Century strategic contributions. It also requires the full Education system, which in Africa consists of affirms the role of Higher Education participation of all those who are working and over 900 different institutions, representing in the ‘consolidation of human to Environment, Sustainable Development and learning in Africa’s education systems. The a powerful force for change. rights, sustainable development, world’s leading scientific bodies along with democracy and peace, in a context UNESCO and other key educational institutions Some nations have large numbers of universities of justice’ … The African Association Universities to Respond Supporting which collaborate under the banner of the while some have none and others have only of Universities (AAU) Declaration Climate Change Challenges Ubuntu Commission, have identified Higher a single institution. A few have lost their only on the African University in the Education as a critical sector to work with in university because of war, while others are Third Millennium (2001) calls for achieving the goals of Education for Sustainable rebuilding their universities after a period of ‘the revitalization of the African Development. The role of Higher Education in war. The quality of university outputs across University, and for a renewed sense sustainable development has been affirmed at a Africa differs widely and universities generally of urgency in acknowledging the global level and also on the African continent. operate in a very fragile social ecology. crucial role it should play in the The majority of universities in Africa can be many problems facing the continent.’ In Africa, there are 54 countries with over 300 described as being in a holding pattern of (NEPAD Council Commission of universities, employing 150 000 academics ‘stable crisis’. Despite this, universities in Africa Education) 11 12 MESA

have a very significant role to play in leading other African intellectuals warn, Within the above set of demands lies development, as they produce the graduates to continue with this project, a broadly acknowledged view that that fill government offices and who make does not simply involve an Higher Education must play a role in many of the major decisions about the ‘adoption’ of institutional rhetoric development. This involves transforming continent’s future and development path. on sustainable development, or harmful development strategies to contribute, They provide leadership to other institutions of development of new structures meaningfully, to the well-being of Africa’s learning such as teacher education colleges and projects in universities, but people and environment. (which educate teachers who in turn educate a deeper engagement with the all of the continent’s children). In most remaining institutional legacies of This is not a matter only affecting the African countries, university academics participate in colonialism (and neo-colonialism) continent, and the challenges posed by to Environment, Sustainable Development and policy formulation and fulfil various advisory in Africa. This includes an the environment crisis and sustainable functions in society. examination of the current development affecting universities around institutional form of the university the world. Since 1972, there have been Universities to Respond Supporting To ignore the Higher Education itself, and contemporary trends various initiatives, declarations, networks sector in Education for Sustainable to marketise and privatise and alliances that have worked towards Climate Change Challenges Development efforts would be to university services in society. It, articulating what the implications of ignore the power of the youth in therefore, involves a broader sustainable development are for university contributing to responsible, critical post-colonial intellectual project management, teaching, research and and effective decision-making of reconceptualising African community engagement. As can be seen in future. universities, their relationship to from Table 1 on the next page, the MESA democracy and societies and Universities Partnership is a key contributor Involving the Higher Education sector in issues environment in which they are to this wider global process of re-thinking of sustainable development is not a simple or embedded. Higher Education in the context of global, 13 easy matter. The ESD Innovations Programme (UNEP, 2006) national and local sustainable development of MESA states that: challenges. Pro-active engagement with the multiple African Universities have been transformations taking place in African Re-orienting universities to universities and African societies, and their engaged in a long and complex respond more effectively to meanings and modalities is necessary. struggle to establish themselves equity, poverty alleviation and Critical to this (amongst others), is coming to as knowledge generators and environmental degradation and grips with the implications of globalisation; disseminators, as partners to the risk requires the creative state and their communities, and the emergence of knowledge-based effort of all of as critical voices of and in society. economies in which intellectual capital Africa’s Universities. Through this extended struggle, is increasingly valued; increased use of there has been an on-going and technology in teaching, research and reflexive search for platforms that administration; changing student populations enable meaningful contributions and their needs; and changes in the way that to society. As Mamdani and institutions are funded. Table 1: On-going international initiatives emphasising the role of Higher Education in sustainable development

1972 … Stockholm Declaration on 1993 … Swansea Declaration (involving 2002 … Global Higher Education for the Human Environment (UNESCO, … representatives from 400 universities in 47 Sustainability Partnership (A type II emphasises the need for Environmental Education countries … re-affirms previous calls for HESD and partnership formed out of the World Summit on from grade school through to adulthood) stressed equality amongst countries and support Sustainable Development involving all key HESD from universities in richer countries for HESD in less networks and initiatives: Copernicus Campus, ULSF, 1977 … Tbilisi Declaration (UNESCO-UNEP wealthy countries) IAU and UNESCO). … argues that Environmental Education should be integrated into all levels of education) 1994 … CRE Copernicus Charter (developed 2004 … MESA (Mainstreaming Environment and by the Conference on European Rectors … Sustainability in African Universities) network and 1990 … Talloires Declaration (statement emphasises universities as leaders in sustainable partnership (led by UNEP, UNESCO and AAU, to by university administrators pledging commitment development, and emphasises networking amongst strengthen HESD in African universities) started. to Higher Education for Sustainable Development universities) (HESD)) 2005 … UN Decade of Education for 1997 … Thessaloniki Declaration (twenty- Sustainable Development (develops an 1991 … The Halifax Declaration (recognises year follow-up to Tbilisi Declaration. Emphasised international implementation scheme highlighting the leadership role that universities can play in a the re-orientation of university curricula and the role universities in strengthening ESD in society) world at serious risk from irreparable environmental teaching practices) damage … challenges universities to contribute 2007 … Ahmedabad Declaration 14 to sustainable development at local, national and 2001 … Luneberg Declaration (Alliance (emphasises role of Higher Education in international levels) between Copernicus Campus, IAU and University Environmental Education for sustainable Leaders for a Sustainable Future to address development, and in responding to climate 1992 … Agenda 21, Rio Earth Summit HESD issues at the World Summit on Sustainable change and new development challenges of the (emphasises the need for re-orientation of all Development) 21st century, including poverty alleviation and education and training, at all levels, towards sustainable livelihoods for all) sustainable development and encourages 2002 … Kasane Declaration (First meeting of governments to respond pro-actively) its kind held in Africa … hosted by the University of 2008 … First MESA Conference in Botswana prior to the World Summit on Sustainable Africa (hosted by UNEP to strengthen South- 1993 … Koyoto Declaration (The 9th Development) South and North-South dialogue on HESD … International Association of Universities (IAU) prepares contributions from Africa for World Round Table calls for a clearer vision on HESD. IAU 2002 … Ubuntu Declaration (11 foremost Higher Education Conference (2009) and World policy workplan highlights sustainability initiatives education and scientific organisations of the world Education for Sustainable Development Conference in universities). call for an initiative to strengthen science and (2009), as well as the 2009 AAU conference technology education for sustainable development) focussing on HESD. MESA

Revitalising African Universities

The revitalization of African o contribute to sustainable and more and implement development priorities. universities is identified as a major equitable forms of development, Despite the key role that universities were agenda of the African Union in Tuniversities will need to be multi- envisaged to play in the development of purpose institutions that, in the face of an society, funding to these institutions was

its plans for the Second Decade of to Environment, Sustainable Development and increase in market dominance in Higher reduced in favour of basic education. The Education in Africa. Education for Education, explicitly invoke the public result of this severe funding crisis was the Sustainable Development has a key good. Africa is home to some of the expansion of numbers of students with role to play in revitalising African world’s most ancient universities with a insufficient resources to service their needs. Universities to Respond Supporting Universities, and is emphasised

consequent long history of intellectualism in Insufficient funding also led to weakening Climate Change Challenges in the UN Decade on Education African societies. Despite this, the modern research and unmotivated lecturers. Due to for Sustainable Development’s university in Africa is essentially a post- high levels of dependence on government international implementation independence phenomenon, as only a funding, the academic system was vulnerable scheme and the sub-Saharan handful of universities were established and to the pressures of political conformity, self- supported during the colonial era. These censorship and a significant brain drain, Africa Strategy on Education for were essentially university colleges with which together had negative consequences Sustainable Development. curricula and institutional forms based on for intellectual development in African reproductive models, reproducing universities and the associated sustainable intellectual and knowledge creation development of society. 15 patterns characteristic of British, French, Portuguese, Belgian and Against this background, a new role for other colonial universities and African universities to be more socially, epistemologies. environmentally and economically relevant is currently being defined. In its Plan of Action After independence, in the early 2004-2007 as well as Strategic Framework 1960s, the forces of nationalism for Deadline 2015, the revitalization of the confronted the academic heritage African university is identified as a major of the colonial period and a rapid agenda of the African Union. In responding expansion of Higher Education to the challenges facing Higher Education, institutions occurred as nation the African Union (AU), with NEPAD, has states invested in human resource instituted an initiative to ensure the renewal development to strengthen of Higher Education in Africa. A NEPAD emerging government institutions Council Commission of Education has been formed to strengthen African universities and give opportunities for African scientists and “This (the MESA scholars to develop their research skills as Universities Partnership) part of the efforts to reduce poverty, stimulate has provided a broader and ensure sustainable economic, social and context for our work and political development in Africa. Priorities has opened opportunities identified in the AU’s proposal for the renewal for collaboration more of Higher Education in Africa include: widely in Africa. This is essential if we are to • To transform African universities into find African solutions to ‘development universities’ which Africa’s environment and respond to local and regional needs development challenges, while also enhancing the continent’s especially with new risks competitiveness in the global associated with climate knowledge economy, change and its projected • To position African universities as partners and resources for regional impact on Africa” co-operation and integration of Africa, (MESA Professor, 2004) and • To mobilise all stakeholders in a concerted effort to share responsibilities and create synergies in the renewal of “I very much appreciate the African universities. opportunity given to me to 16 participate in this MESA The MESA Universities Partnership’s e-Learning course and in the main contribution to revitalizing Higher e-Learning process. I think Education in Africa is the mainstreaming I would now find my way of environment and sustainability to register for it to learn it concerns into universities in Africa to properly. It is a big way of respond to the Millennium Development learning how to develop our Goals, the AMCEN and NEPAD commitments course content to address to sustainable development in Africa. It also hopes to address the scientific and sustainable development knowledge gap that exists between Africa issues in Africa … it is not and the rest of the world, as shown in the only useful, but needed figures below in Table 2. in my institution and in all African universities” (MESA Professor, 2007) MESA to Environment, Sustainable Development and Supporting Universities to Respond Supporting Climate Change Challenges

Table 2: Why the MESA Universities Partnership is needed (Source: OARE, May 2007)

Researchers Africa: 71,038 17 Canada: 80,000 USA: 962,700 Asia: 4,483,881 Patents Developed countries: 86% (USA = 40%) Rest of the world: 14% Series Title (ISSN Africa: 7094 records) Latin America: 27,842 USA: 161,031 National Library Africa: 3 million Collections Asia: 46 million Europe: 300 million MESA creates access to a pool of professionals ….

“When I had to put up a Climate Change consultative meeting at short notice, the MESA network became handy to assist in identifying relevant participants from SADC” 18 (MESA Professor, 2007) MESA

Mainstreaming Environment and Sustainability into African Universities

esponding to the need to strengthen the thinking about teaching, research and community role of Higher Education in sustainable engagement. This represents a transformative development in Africa, UNEP in keeping with agenda and is change-oriented at institutional and

R to Environment, Sustainable Development and its mission to inspire, inform and enable nations societal levels. and people to improve their quality of life without compromising that of future generations, facilitated Mainstreaming cannot be prescriptive, and thus

by the establishment of a network of universities requires a participatory process of co-definition Universities to Respond Supporting to mainstream environment and sustainability of what can/ought to be mainstreamed and how into African universities. To start the process, this might best be done in different universities, Climate Change Challenges UNEP commissioned a baseline study on MESA countries and institutional frameworks. in African universities and consulted with senior academics from across the African continent on mainstreaming environment and sustainability The aims of the MESA Universities into university education. The first MESA Partnership network meeting was held in 2004 at the UNEP Headquarters in Nairobi, and through subsequent Long term objectives include: participatory processes, the focus and direction of • Building broad-based multi-disciplinary 19 the MESA Universities Partnership was developed. capacity for responding to A critical aspect of this process was developing an environmental and sustainability issues in understanding of what mainstreaming means. African universities and the broader Mainstreaming involves education system which is influenced by the systemic integration of Clarifying mainstreaming universities, environment and sustainability • Reversing negative environmental trends on concerns into a wide range the African continent, Mainstreaming encompasses all three core of disciplines, faculties, • Maximizing the development opportunities functions of a university: teaching, research and provided by Africa’s environment in a programmes and courses in community engagement and includes management sustainable manner, universities, as well as integration and partnerships. • Enhancing the preparedness of African of these concerns into university societies to respond to the projected impacts policies, management practices Mainstreaming of environment and sustainability of global climate change, and and student activities. concerns is values-based, and involves • Revitalising Higher Education systems in transformative learning processes and new ways of Africa by building competence to address 21st century science, technology, society communities and local government systems in and sustainable development challenges as their initiatives for change. envisaged by the AU and NEPAD.

Addressing environmental and sustainable development concerns in universities requires Baseline information on MESA multi-disciplinary, trans-disciplinary and integrated (2004) responses as environment and sustainability encompasses all aspects of human endeavour. At the start of the MESA Universities Partnership, Both re-active and pro-active responses to a baseline study was commissioned by UNEP complex issues such as poverty, ecological (in 2004). This study found that in most degradation, loss of ecosystem services and African universities environment is still climate change are needed and involve scientific, mainly taught as a separate course (25%), sociological, psychological, educational, or as a fringe aspect of a limited number medical, cultural and technological approaches of disciplines such as ecology, hydrology, The overall aim of the MESA at the same time. The change necessary is not climatology or geography amongst others Universities Partnership only content-related but requires approaches to with the main emphasis being on the sciences is to enhance the quality and policy- teaching and learning that are transformative, (30%). Few teacher education faculties, law relevance of university education in community-engaged and relevant to contemporary faculties, engineering faculties, humanities Africa in the context of and future societies. Such change needs to be faculties etc. had integrated environment and sustainable development and infused by values and ethics that are counter- sustainable development issues. Only around achievement of the Millennium hegemonic and different to the ‘norm’. 5% of the universities had a special institutional Development Goals framework (e.g. a centre, institute or school) 20 The MESA Universities Partnership supports evolved to address the inter-disciplinary nature of university teachers to better utilise development environment and sustainability issues. tools such as information communication technologies and on-line learning, as well as to The baseline study reported that HESD and engage locally with communities in response to Environmental Education was slow to evolve in community-related issues and concerns. This is Africa given the other challenges being faced aligned with the African Union’s Second Decade by the continent from the mid-1960’s onwards on Education and aims to revitalise Higher when the environmental movement was gaining Education in Africa. The MESA Universities prominence in international circles. This was Partnership also encourages universities to ‘seek a period of intense change in Africa when out the future’ and engage with risk, uncertainty, most countries were in the process of achieving and the generation of new and different independence from colonial rule. Priorities for development solutions. It supports individual education were access to education for all and institutional change and development, and people, educational infrastructure and new encourages universities to involve their business MESA

national curricula. Resources were limited studies in environmental fields and “In general, for most for Higher Education as most resources were environment was not seen as an universities [in Africa], allocated to basic education, and few were ear- esteemed career opportunity as Stockholm, Rio Earth marked for Environmental Education per se. it had not been promoted as such by Summit, WSSD, the universities or the wider society. A lack of MDGs, the NEPAD and The baseline study also indicated that the sustainable job opportunities was also cited forthcoming DESD do not continuous conceptual evolution of as a factor influencing poor participation ring intellectual bells, yet. environment has also influenced the slow in environmental qualifications at post- It is ‘business as usual’, uptake of Environmental Education in African graduate level.

in creaking ivory towers. to Environment, Sustainable Development and universities, given that rapid and flexible systems • Various issues within the university For them, partnerships are required to continuously adapt to changing administration and academic system concepts. Intensification of poverty also also hampered Environmental Education with government and affected the uptake of Environmental Education, and training in universities. These communities for mutually Universities to Respond Supporting as did a general deterioration of economic lack of research sustaining programmes included: a to keep Climate Change Challenges performance under structural adjustment abreast of the continuous evolution of the are not yet the norm. And programmes which left little room for new ventures environmental sciences and disciplines; environmental education and initiatives such as the incorporation of new the difficulties of maintaining multi and and training is a vague thinking and trends into education and training inter-disciplinary research and teaching notion of low priority” systems. In examining the issues internally within for sustainable development; inadequate (MESA baseline study, 2004) universities, the study found that: co-ordinating frameworks to allow for experimentation; inadequate programmes • There were significant misconceptions of continuous capacity building for and low rating of Environmental university staff to keep abreast of a 21 Education and training at undergraduate newly-developing field; inadequate level in universities which affected subject promotion of research into the human- choices (i.e. students did not choose development-environment relationship due environmental options) and participation to disciplinary boundaries. Other in environmental qualifications. This related factors were identified as being a was attributed to a range of inter- poor system of partnership formation connected factors including inadequate between universities, government, private career counselling, poor knowledge of sector and communities. environmental options in relation to career choices and market values, poor orientation and advocacy for environmental choices in Universities and a lack of latitude to ‘experiment’ with interesting options. • These problems affected post-graduate Failure to address the poor ‘status quo’ of environment and sustainability in African universities is dangerous as universities will continue to churn out functionally environmentally illiterate graduates who are the 22 managers of tomorrow’s development efforts … This is serious for a continent already seething with a complex of environmental crises and with a deepening poverty syndrome.

(MESA baseline study, 2004) MESA

The baseline study recommended: Education and training across the partners committed approximately $300000 Higher Education system in Africa. to Phase 1 of the project. • Strengthening policy relevance • It was recommended that UNEP play a of university education within facilitative role in the mainstreaming the framework of the UN Decade on process, and that UNEP should also Participation Education for Sustainable Development involve other critical partners at regional and in response to Africa’s commitment and international levels. Phase 1 involved 65 Universities in 32 to the Millennium Development Goals countries in Africa namely: Lesotho, Kenya, and various multi-lateral environmental Malawi, Nigeria, Botswana, Namibia,

agreements. The UN Decade Mozambique, Swaziland, Egypt, Uganda, to Environment, Sustainable Development and Education for Sustainable Development South Africa, Zimbabwe, Liberia, Mauritius, was identified as a critical opportunity Zambia, D.R. Congo, Rwanda, Cote to promote mainstreaming of d’Ivoire, Ghana, Cameroon, Sudan, Universities to Respond Supporting environment and sustainability into Rwanda, Tanzania, Burkino Faso, Gabon, Climate Change Challenges African universities. MESA Universities Partnership Mali, Senegal, Chad, Benin, Ethiopia, • Establishment of a partnership Burundi, Morocco. This represents 21% of orientation to mainstreaming to Phase 1 (2004 – 2007) Africa’s 300 Public and Private Universities. build closer relationships between universities, communities, the The MESA Universities Partnership Phase Active MESA partners included UNEP (who private sector and government. The 1 was established as a contribution to the were facilitating the initiative), UNESCO, the partnership orientation should include UN Decade of Education for Sustainable Association of African Universities (AAU), the wider formal education sector Development. The first group of MESA the Nile Basin Initiative Transboundary partners met at UNEP Headquarters in so that school going learners could Environmental Action Project (NBI-NTEAP), 23 develop an interest in an ethical Nairobi in 2004 to discuss the baseline the Southern African Development mainstreaming concern for the environment and an study and the question of Community Regional Environmental interest in environmental careers. environment and sustainability in universities. Education Programme (SADC-REEP), • Development of a workable At this meeting, the MESA network was Environic Foundation International (EFI), the ‘bottom up’ strategy and action established and plans were put in place Global Virtual University (GVU), the United plan (conceptualised with university to establish a strategy for the network and Nations University (UNU) and the Africa partners) to integrate environment initiate a capacity building programme for Integrated Environmental Assessment and and sustainability concerns into participants in the network. Key partners Reporting Network (AFINET). Supporting university education. This should not were identified and early partnerships were Organizations included: The UNU-Institute only take account of, and respond to formed. for Natural Resources in Africa (INRA), the traditional structures and systems, but African Network for Agro-Forestry Education also promote innovation and change. Subsequently, various activities took place (ANAFE), the African Forum for Leadership The strategy should also consider over a three year period, as outlined in Table and Development, the Global Higher an African network of universities 3 on the next page. These were supported Education for Sustainability Partnership that could promote Environmental by various forms of partnership support. The (GHESP) and NEPAD. Mechanism and approach activities in universities. • An awards framework: An awards In Phase 1, the MESA Universities Partnership framework enhanced participation, operated through four key mechanisms motivation and a results-based orientation that were designed by university partners in to the project. MESA University Partnership the MESA network through a participatory Awards approach to achieve its results: These four support mechanisms proved to be effective in: a) mobilising active participation The first MESA University Partnership • Partnership and networks: in MESA; b) supporting change initiatives in awards were presented at the World Partnerships provided access to resources universities; and c) ensuring high level results Environmental Education Congress in 2007 that were not available through UNEP. in short time spans. The four key mechanisms to the University of Gondar in Ethiopia for Networking provided a mechanism for were used to guide a range of different MESA the creation of a Department of Development knowledge exchange, for monitoring activities (see Table 3) involving a wide range and Management Studies and to Kenyatta progress, for encouraging on-going of partners and a range of different kinds of partnership support (including funding and University, Kenya for their Education for participation and for results-sharing. • Guideline resources: Guideline support in kind). A key focus throughout was Sustainable Development Undergraduate resources provided conceptual and innovation and universities were encouraged and Postgraduate Courses. practical support needed for the process to introduce new courses on environment and of mainstreaming. These included an sustainability and review existing curricula. ESD Innovations Tool-kit, ICT-based materials and support for ICT-based materials development. 24 • Capacity building: Capacity building opportunities provided for professional development of university academics, leaders and students to undertake change- Above: Aline Bory-Adams from UNESCO oriented mainstreaming initiatives in universities. hands over the MESA award to Ayub It also exposed MESA Ndarugaa from Kenyatta University. project participants to knowledge resources, research partnerships and opportunities to strengthen mainstreaming MESA to Environment, Sustainable Development and Supporting Universities to Respond Supporting Climate Change Challenges

First MESA Leaders Seminar at UNEP Headquarters, May 2006 26 MESA

Table 3: MESA Universities Partnership Activities Phase 1 (2004 – 2007)

June 2004 … First consultative expert meeting with senior academics November 2006 … Translation of the MESA Tool-kit into French with in African universities on mainstreaming environment into university UNESCO and IDRC support education, Nairobi, Kenya November 2006 … AAU declares African University Day theme on June 2004… Development of e-Learning materials and training Education for Sustainable Development programmes with Global Virtual University, creates exposure to December 2006 … Approval of three MESA-linked Regional Centres e-Learning for MESA network of Expertise for ESD by the Ubuntu Commission and the United Nations May 2005 … Programme framework deliberation meeting to develop a University to Environment, Sustainable Development and Tool-kit and action plan for MESA in Nairobi, Kenya December 2006 … Training programme on On-line Education for

November 2005 … ESD Innovations Tool-kit deliberation meeting Sustainable Development in Africa in partnership with the Global Virtual Universities to Respond Supporting hosted in partnership with the SADC-REEP in Howick, South Africa University, Nairobi, Kenya Climate Change Challenges March 2006 … Development of MESA Tool-kit with SADC-REEP and December 2006 … MESA business campus initiative launched to raise MESA professors and lecturers private sector partner awareness of MESA March 2006 … Launch of the UNDESD in Africa at the Association May 2007 … First MESA ESD Innovations programme run in French for for the Development of Education in Africa (ADEA) conference with the Francophone countries, led by UNESCO, the International Development signing of a Ministerial Statement of Commitment to the UNDESD Research Centre (IDRC) and the Network of Sustainable Development in Africa (NESDA), Cotonou, Benin May 2006 … First MESA ESD Innovations training sessions at UNEP Headquarters with university-based innovation programmes launched for July 2007 … First MESA Awards at the World Environmental Education the rest of Africa Congress, Durban, South Africa, MESA workshop held at the World EE 27 Congress, MESA featured in partnership with AAU in Plenary Sessions May 2006 … First MESA Leadership Seminar involving senior leaders of the UNU, UNESCO, the AAU, Vice-Chancellors and university policy August 2007 … AEO/MESA Module Planning Workshop to strengthen structure representatives and support the use of UNEP’s AEO materials in Universities, Nairobi Kenya May 2006 … First MESA public lecture, Kenyatta University, Nairobi, Kenya in partnership with UNU and Global Virtual University August 2007 … MESA sub-regional workshop for southern African MESA participants in partnership with SADC-REEP, Lusaka, Zambia May 2006 … Second MESA ESD Innovations training sessions at UNEP Headquarters with university-based innovation programmes launched for October 2007 … MESA presentation at the Conference of Rectors, the Francophone countries by UNEP in collaboration with the Nile Basin Vice-Chancellors and Presidents of African Universities (COREVIP), Initiative (NBI-NTEAP) Tripoli, Libya July 2006 … UNEP invited to join the Ubuntu Alliance November 2007 … MESA Partners meeting to review MESA Phase 1 and planning meeting for Phase 2 August 2006 … Education and Training unit of UNEP identified by the Horn of Africa as one of the potential partners for the Regional Environment Centre in setting up the Gulele Botanical Gardens in Ethiopia. 28

First MESA ESD Innovations Course Participants visit Lake Naivasha, May 2006 MESA

Review and outcomes Some country-level mobilisation Community level outcomes: involving national networks of Some examples in MESA At the end of 2007, a Phase 1 review was universities was taking place, although Phase 1 undertaken through a participatory process these were all in the ‘start-up’ phase. involving key MESA university partners and • Inter-country networking: Sub- The University of Goma reported lower participating universities. Key outcomes of regional mobilization involving inter- frequencies of intestinal worms as a MESA Phase 1 were identified as: country networking at sub-regional result of their research into environment level was also taking place. and health. • Changes in curriculum and • Community level outcomes:

teaching practice: Participating lecturers were reporting to Environment, Sustainable Development and At least 50 The University of Malawi reported university courses were being revised evidence of community level outcomes success with a mushroom production and re-oriented towards sustainable resulting from a new approach to development in African Universities, teaching and research. research programme and farmer Universities to Respond Supporting within a broader mainstreaming • Increased engagement with training for diversification of livelihoods. Climate Change Challenges orientation. New courses and research e-Learning: There was evidence programmes were also being initiated, that universities had benefitted from The University of Swaziland reported although these were still in their infancy exposure to various e-Learning community level outcomes related to due to the time required to make more initiatives, most notably, the course soil management, water pollution, substantive systemic changes. design support from the Global Virtual poverty alleviation, vegetation depletion • Networking: A regional network University. mitigation (amongst others) as a result of of 90 academics from 65 African • Synergies with other UN and their curriculum changes. Universities in 32 African countries UNEP initiatives: The MESA existed for mainstreaming environment Universities Partnership ensured (MESA Participants, 2007) 29 and sustainability into African synergistic development processes with universities. other UN Decade initiatives, such as • Partnership contributions: A the implementation of the UNESCO partnership framework involving 14 Education for Sustainable Development partners had been established with Strategy for sub-Saharan Africa, funded support, conceptual support and the United Nations University and in-kind support. (UNU) Regional Centres of Expertise • Professional competence and programme. By the end of Phase confidence:Participating lecturers 1, four UNU Regional Centres of were more confident, committed and Expertise for Education for Sustainable knowledgeable about environmental Development had been established and sustainability issues (i.e. in Africa all linked to the MESA professional development had taken Universities Partnership. place). • Some country-level mobilisation: At the end of Phase 1 of the MESA Universities Of significance is the participatory strategy outlined in Table 4 on the next page. Partnership, impacts were, therefore, adopted by the MESA Universities Partnership in mainly visible at the level of partnership Phase 1. This participatory strategy allowed for and networks, individual professional social mobilization at a local level with regional development and course and programme level support and networking. It also allowed for development levels. The review identified collective and self-defined innovations, and self the need to strengthen systemic integration of management of university-driven processes for these initiatives at university level, and within sustainability. Phase 1 promoted ownership by wider university policy systems in Africa. It also both partners and participants, and led to a wide supported the concept of sub-regional MESA range of different results in different contexts, as networks to facilitate wider networking.

Inter-country networking outcomes in MESA Phase 1

In North Africa, universities from Algeria, Tunisia and Morocco were briefed on the MESA Universities Partnership project, and interest is developing to take part in the MESA initiative. 30 In southern Africa, a MESA training programme for southern African universities was run in August 2007 in Zambia. This has been extended to a funded MESA network for three years involving universities in the SADC region.

In West Africa, a network of institutions in Francophone African countries was established in 2007. Since then, a West and Central African MESA network has been established. MESA

Table 4: Extracts from some university reports, showing diverse MESA achievements after only 1 year of implementation to Environment, Sustainable Development and

Zimbabwe Open University University of Swaziland (UNISWA) Universities to Respond Supporting The department agreed to oversee development of a university 3 of the 18 activities in the university MESA action plan have been environmental policy reflecting ESD principles. implemented: holding a planning meeting, consultations with the Vice- Climate Change Challenges The department, with support from the faculty, will act as a Chancellor and establishment of the UNISWA Steering Committee for Secretariat for a UN Regional Centre of Expertise (RCE) to the implementation of MESA. be developed by the Zimbabwe Environmental Education Development of a proposal to audit existing courses on ‘sustainability Consultative Forum. elements’ within the university.

Egerton University, Kenya Mekelle University, Egypt Development of a Masters Degree in Environmental Science All courses in the department of land resources have included a based on UNEP MESA material. chapter on sustainable development as part of their courses. 31 Expansion of the botanical garden. Tree planting with the land resource management and environmental Establishment of an environmental week, and Dean’s committee protection and environmental club to raise student awareness on seminars in two faculties. environmental issues.

University of Buea, Cameroon Obafemi Awolowo University (OAU), Nigeria Establishing a national network with other universities for ESD. Establishment of OAU-MESA workshop group. Establishing a regional network with universities in Chad, Training of Trainers (ToT) programme for OAU-MESA Working Group. Central African Republic, Gabon and Republic of Congo for Partnership with Environic Foundation International (a UNEP-MESA ESD training. partner). Review of case studies using MESA ESD Innovations Tool-kit. Utilising adapted case studies to consider ways of integrating Support gained from the National University Commission (NUC) for sustainability into various degree programmes. MESA Universities Partnership project. Stakeholder meeting held. On-going revision of existing university syllabi to include ESD. success of the MESA Universities Partnership, MESA Universities Partnership as were the on-going and diverse forms of Phase 2 (2008-2010) involvement by MESA partners. Phase 2 of MESA, therefore, continued to focus on a) strengthening local level innovations in Mechanisms and approach universities and b) exposure to regional links, capacity building opportunities, partnerships and The Phase 1 review informed Phase 2 of the resources. MESA Universities Partnership. It was decided to retain the key operating mechanisms that had Further momentum in the first year of Phase 2 proven to be successful in Phase 1 of MESA with of the MESA Universities Partnership developed some key changes: through:

• Establishment of stronger links with UNEP MESA Partners Review Meeting, • More capacity building initiatives divisions which allowed for greater Nairobi, Kenya were needed, involving a wider range of capacity building opportunities that exposure to and use of UNEP materials focussed on a range of university activities and resources; necessary for mainstreaming (leadership, • The development of an International “Domestic action, supported by a curriculum change, community engagement Training Programme (ITP) in partnership regional framework, is in my mind and research). with SIDA, Ramboll Natura, three Swedish the key” • A stronger systems-approach needed to Universities and two African Universities (MESA Professor, 2007) be developed in MESA to support systemic which allowed for South-North and South- changes in universities, so that innovations South dialogue and knowledge exchange; 32 were not only dependent on individual • Development of guideline resources efforts and university leaders needed to and tools for assessing sustainability in become more involved. universities and university policy systems • Sub-regional networks were needed and curriculum materials for use in to provide for more localised networked universities; interactions and for stronger integration • Extended partnerships at sub-regional with university policy systems. level, allowing for more diverse MESA networks and activities and sub-regional Of significance was the on-going support for level networks; local-level innovations in universities, by the • Expansion of the UNU Regional Centres of participating universities. The links between Expertise linked to the MESA Universities local level initiatives in universities and a Partnership. regional network with a range of interaction • Advocacy engagements with universities opportunities was seen to be the key to the on environment and sustainability through a university public lecture series. MESA

Establishment of Regional Centres A systems approach to change of Expertise in ESD and sub-regional initiatives in universities, supported MESA networks by MESA research

At the start of Phase 2, 11 Regional Centres Another key focus of Phase 2 activities is the of Expertise in Education for Sustainable development of a systems approach to Development had been approved by the Ubuntu mainstreaming in participating universities. Commission and the United Nations University. To support this process Rhodes University, in All were linked into the MESA Universities partnership with UNEP and Ramboll Natura have

Partnership and were strongly linked with developed an auditing tool to assist universities to Environment, Sustainable Development and participating MESA universities. One of the to assess the status of ESD in their institutions. MESA partners (the SADC-REEP) had raised This Unit-Based Sustainability Assessment Tool funding to support the establishment of a further (USAT) is adapted from other international tools Universities to Respond Supporting 10 Regional Centres of Expertise across the such as the Auditing Instrument for Sustainability Climate Change Challenges southern African Region, as well as funds to in Higher Education and the University support a sub-regional MESA network. In Leaders for a Sustainable Future Sustainability West and Central Africa, similar initiatives Assessment Tool. It has been adapted for use in were underway to extend the Regional Centres African universities and focuses on a unit-based of Expertise in ESD and sub-regional MESA assessment system allowing universities to assess networks. East and North Africa were also sustainability initiatives at departmental, research involved in a similar process. unit, student activity, management and policy levels. A key focus in Phase 2 of the MESA Universities 33 Partnership is to strengthen and extend these RCE The development of the USAT tool has been the and sub-regional networking processes. One focus of a PhD study at Rhodes University, in of the components of the NEPAD Environmental South Africa - which is also the first PhD to focus Action Plan is to identify and strengthen on the MESA Universities Partnership and its centres of excellence on specific issues on activities in Africa. The USAT has been pilot- the continent. Early evidence suggests that the tested by participating universities in the MESA- MESA / UNU Regional Centres of Expertise linked International Training Programme and in Education for Sustainable Development will be revised following critical feedback for Network could prove to be a valuable resource future use. The USAT also assists participating for strengthening the education and training universities to identify relevant change projects, component of the NEPAD Environmental Action which in Phase 2 of MESA, have been supported Plan and the Environmental Education and by an eight-month long International Training technology-enhanced learning initiative of Programme on ESD in Higher Education The Makana RCE at Rhodes AMCEN. (implemented in partnership with Ramboll University, South Africa Natura) involving the development of change projects in participating institutions. 34 MESA

These change projects are based on principles agendas) and to demonstrate that MESA has a of reflexivity and engagement with institutional clear contribution to make to the revitalisation An ESD assessment of some level changes, through enhancing professional of Higher Education in Africa, thus addressing teaching departments at the development and exposure to new concepts, the objectives of the 2nd Decade on Education University of Botswana ideas and contexts. This model of institutional in Africa. To this end, the first Biennial MESA (using USAT indicators for curriculum, teaching approaches, research and change is the subject of research by a team International Conference is being hosted community engagement) of MESA participants which will be presented by UNEP, with outcomes that will feed into at the 2009 World Environmental Education the World ESD Conference, the African Department of Environmental Health Congress in 2009. Association of Universities Conference in is leading with 92%, Department of 2009 and the World Conference on Higher to Environment, Sustainable Development and Architecture and Planning with 81.25%, Education in 2009. Earlier strategies involving Department of Languages and Social Policy-relevance and contributions participatory monitoring and feedback will Science Education with 43.75%, Supporting Universities to Respond Supporting to the 2nd Decade on Education in be taken forward to extend knowledge of the Department of Business with 42.5%, Africa policy relevance and impact of MESA in Mathematics and Science Climate Change Challenges Phase 2. Education with 20% A third focus of MESA Phase 2 activities is to clarify and articulate the policy-relevant outcomes of MESA activities from an Extending MESA resources environment and sustainable development and technology-enhanced perspective (i.e. the AMCEN and NEPAD environmental learning

New resources have been developed through MESA to facilitate and extend technology- 35 enhanced environmental learning. A key resource produced by UNEP for the MESA Universities Partnership is the ‘Sustainable Societies Africa: Modules for Sustainable Development’ e-Learning materials in partnership with the Environic Foundation International (EFI). This flexible resource makes it possible for all universities to offer a foundation course in ‘Sustainable Societies in Africa’ to all students. It uses the African Environmental Outlook (AEO) report as The USAT tool, developed for MESA a core resource and addresses the issues through PhD studies into systems-based critical to sustainable development identified approaches to sustainability in African by the World Commission on Sustainable universities. Development (WSSD). A number of e-Learning materials, as well as a training programme for using e-Learning Expanding participation and at national level. To date, MESA workshops have technologies for environmental management have investment in MESA been held at national level in Uganda, Nigeria, also been developed through a MESA Global Cameroon, Malawi and at sub-regional level in Virtual Universities partnership and are available Phase 2 of the MESA Universities Partnership is the Francophone countries. If this trend continues, through the GVU (http://www.gvu.unu.edu). The building on the foundation established in Phase 1. participation in MESA is likely to increase in Phase MESA ESD Innovations Tool-kit has been made The first MESA workshop involved 9 universities, 2 of the partnership. One of the challenges will be available on the UNEP website (www.unep.org/ and 5 partners. In 2008 (the start of Phase 2) to document this participation and the associated training) and is proving to be a popular support there were 77 universities participating with 29 outcomes. resource. Despite being available electronically, partners. This represents a significant increase the ESD Tool-kit is about to be re-printed for a third in participation (see Figure 1 below). Financial time through Share-Net, a low cost sustainable investment in Phase 2 included the SIDA/Ramboll publishing centre in South Africa. Natura partnership funding for the development of an International Training Programme. All-inclusive partnership funding support received for Phase 2, Technology-enhanced environmental so far, is approximately $570 000. This brings the learning enables globalised, open, flexible, total financial investment of partners in MESA to lifelong learning in international $870 000 to date. networks

(GVU, 2007)

Figure 1. Increased participation in the MESA Universities Partnership

As can be seen from the overview of MESA Phase 2 activities in Table 5 below, MESA workshops, run by MESA participants and national partners such as the National Environmental Management Authority in Uganda and the National Universities Commission in Nigeria, are beginning to emerge MESA

Table 5: Phase 2 MESA Universities Partnership Activities (2008 – 1st year of phase 2)

December 2007 … Approval of seven new MESA-linked Regional September 2008 … Planning meeting to extend MESA-linked Centres of Expertise in ESD by the Ubuntu Commission and the International Training Programme to a global initiative involving United Nations University (a total of 11 RCE’s now exist in Africa, all African and Asian universities linked to MESA) to Environment, Sustainable Development and November 2008 … MESA Southern African network meeting – April 2008 … National MESA workshop for Vice-Chancellors in planning of MESA activities and establishment of MESA UNITWIN Uganda network Supporting Universities to Respond Supporting May 2008 … First MESA International Training Programme November 2008 … MESA sub-regional networks meetings – in partnership with SIDA, Ramboll Natura, Uppsala University, planning of MESA activities for 2009-2010 Climate Change Challenges Chalmers University, Stockholm University in Sweden, Rhodes November 2008 … First International Biennial MESA Conference, University in South Africa and Obafemi Awolowo University in Nairobi, Kenya focussing on university responses to environment and Nigeria development challenges and climate change in Africa. Preparation May 2008 … MESA-linked pre-conference seminar on of contributions to AAU Conference, World ESD Conference, Mainstreaming e-Learning for Environment at the 3rd International World Conference on Higher Education and World Environmental Conference on ICT for Development, Education and Training, Accra, Education Congress in 2009 Ghana November 2008 … Second MESA Awards at the MESA May 2008 … MESA public lecture with the University of Nairobi, Conference, Nairobi, Kenya 37 Kenya November 2008 … Inauguration of the Network for Environmental July 2008 … Launch of the West and Central African MESA Education and Sustainable Development Innovations in West and network in Nigeria Central Africa (NESDI-WECA) July 2008 … National MESA workshop for universities in Nigeria November 2008 … UNEP, in partnership with Environic involving the National Universities Commission Foundation International (EFI): Launch of the Sustainable Societies in Africa: Modules on Education for Sustainable Development. This July 2008 … MESA public lecture with Rhodes University, South Africa publication utilized a number of UNEP’s scientific materials in its September 2008 … MESA public lecture with Egerton University, production. Kenya September 2008 … MESA public lecture with Strathmore University, Kenya mainstreaming. Should the AMCEN technology- Plans for MESA Phase 3 enhanced environmental learning initiative be (2011-2014) taken forward, a number of MESA universities will no doubt be able to benefit from this in As indicated, the MESA Universities Partnership is Phases 2 and 3 of MESA. In Phase 2, the MESA- It is hoped that by the end of the a UN Decade of Education partnership initiative, linked International Training Programme will UNDESD (2014), at least half or facilitated initially by UNEP and increasingly extend to a global initiative providing universities more of Africa’s Universities will being owned and supported by a range of in Africa with more opportunities for North-South be fully engaged in mainstreaming partners involved in MESA. 2014 marks the and South-South links. This, will hopefully, be environment and sustainability end of the UNDESD and a summative evaluation strengthened and extended in Phase 3. into their teaching, research and process at the end of 2014 will no doubt be community engagement programmes, necessary. Phase 3 will, however, have to be If the synergistic partnership between MESA, with positive outcomes for people built on a review of MESA Phase 2 at the end UNESCO and the UNU continue to flourish, more Regional Centres of Expertise in Education for and the environment, and ultimately, of 2010. On-going reflexive monitoring is, Sustainable Development will exist across the the well-being of Africa’s current and therefore, a critical dimension of MESA, and African continent and stronger links to the teacher future generations and the sustainable Phase 3 will, to some extent, be dependent on this process. education system will exist with more support development of the continent. for Francophone and Lusophone countries. Following trends established in Phase 1 and With continued momentum, and strong support the emphasis being taken in Phase 2, MESA from the African Association of Universities, Phase 3 will, however, probably continue MESA Phase 3 would also be able to continue to strengthen system wide mainstreaming in contributing to the revitalisation of Higher universities and will continue to provide capacity Education in Africa and will, therefore, also 38 building opportunities, as well as networked hopefully make a substantive contribution to the links and access to knowledge resources for 2nd Decade on Education in Africa. MESA

University ESD Innovations and Evidence of Change

he MESA Universities Partnership specialised courses and tools are being

story indicates that a viable made available to support the task. Use Environmental change to Environment, Sustainable Development and Tparticipatory mechanism based on of technology-enhanced learning is also interventions local level innovation, regional interactions, increasing. Supporting Universities to Respond Supporting exposure to new knowledge resources The African Environmental Outlook report, and partnerships has been established to But what are universities actually doing, and and the NEPAD Environmental Action Climate Change Challenges support mainstreaming of environment and what are the ‘real outcomes’ on the ground? Plan has identified a range of critical sustainability in African universities. As How is the MESA Universities Partnership environmental issues affecting Africa’s can be seen from the participation profile, actually impacting on the ground? And what Development. AMCEN have recently more universities are participating in the is being gained from the engagements? Is a emphasised the need for continent-wide initiative, and a stronger partnership network difference visible and how should on-going responses to climate change. There is is developing in the context of sub-regional impact be established? At this stage (mid- evidence that the university participants in networks and a system of Regional Centres way through the UNDESD) there are some MESA are taking up some of these issues in of Expertise. Access to environmental strong indicators of changes taking place in their teaching and research. knowledge resources is improving and universities. 39 Here are some examples of how universities are addressing environmental change and sustainable development through local level innovations and curriculum changes:

University of Cape Town, South Africa Universities of Abomey-Calavi (Benin), Abobo-Adjame, Cocody Restructuring of the environmental law curriculum to ensure a wider (Cote d’Ivore), Ouagadougou, International Institute of perspective on environmental law (previously the faculty concentrated Environmental and Water Engineering (Burkino Faso) and the mainly on coastal and marine law), as well as access to environmental School of Technology (Cameroon) law modules for more students at more levels in the university. These universities, working through a sub-regional partnership approach, This has involved raising the profile of environmental issues in the have developed a four credit course entitled Sustainable Development, faculty, reforming the LLB and LLM curricula to include principles of Environmental Education and Ecosystem Approach to human health at Masters environmental law, natural resources law, pollution law and land-use Degree level. A research action project has also been established on domestic planning law. waste management involving decision-makers, researchers, civil society and municipalities. University of Nairobi, Kenya Obafemi Awolowo University, Nigeria The Department of Agricultural Economics in the University of At this university, sustainable development issues are being mainstreamed Nairobi has re-oriented the curriculum to include a stronger focus on into four programmes in the Humanities namely Religious Studies, Philosophy, environmental sustainability as the curriculum was previously biased History and Sociology. The focus is on considering values and ethics only towards the economic and some social aspects of agriculture. associated with sustainability issues, integrating environmental sustainability The new curriculum includes aspects such as climate change issues into the curriculum, introducing concepts of campus stewardship, and and adaptation, environmental valuation policy, natural resource community service initiatives that address environmental sustainability issues. economics and management and national and international protocols Problem-solving approaches and motivation to contribute to social change are and agreements, as well as contemporary issues. approaches that are being integrated into these curricula. The University of Mauritius, Mauritius University of Botswana, Botswana 40 The Engineering faculty at the University of Mauritius is researching The University of Botswana is introducing a Masters Degree in Environmental sustainable technologies for composting paper waste and also for and Sustainability Education. Research into the degree indicated the need providing more sustainable energy resources for Mauritius. This is to include critical environmental topics such as water management, climate part of a broader Eco-Campus initiative that also involves development change, ecosystem services management, mining, and biodiversity, and to of a General Environmental Management module for all students. investigate educational responses to these issues at different levels of the education and training system. Zanzibar University, Tanzania Suez Canal University, Egypt Zanzibar University is introducing a module on sustainable The Suez Canal University in Egypt is re-orienting its agricultural science development into the Development Studies curriculum, and is also re- curriculum to include a focus on sustainable development. This is to make the orienting the law curriculum to integrate community issues relevant to agricultural curriculum more relevant and responsive to changes in rural areas sustainable development issues. Sustainable development issues on the that address the nexus of sustainable livelihoods, sustainable intensification of island of Zanzibar include management of ecosystem services, poverty integrated production systems, and integrated natural resources management alleviation and sustainable livelihoods. and management of ecosystem services. MESA

As can be seen from the above, a wider range of university to Environment, Sustainable Development and disciplines are getting involved in the mainstreaming process. Faculties that have participated in the MESA Universities to Respond Supporting Universities Partnership to date include: Education, Law, Engineering, Science, Climate Change Challenges Humanities, Agriculture, Business, Commerce, Technology, Theology, and Economics (amongst others). This is building understanding of the multi- and inter-disciplinary nature of Department level environment and sustainability issues, curriculum changes and in many universities partnerships are being formed across faculties. For “Well, from the beginning, my 41 example, at Rhodes University in South intention was not to introduce Africa links exist between the Education a new course at this stage, Faculty, Science Faculty and Business but at least to introduce School. At the University of Swaziland, a chapter in all courses a strong ESD partnership exists across the Geography Department concerning the link between and the Education Department. At the course and environmental Botswana University, links are being management. In this regard, I made between the Education and am successful, since all courses Environmental Science Faculties. in the department of Land Similar trends have been reported Resource Management and in many of the other participating Environmental Protection have universities. This is extending capacity now introduced such a concept” for addressing environment and (MESA Professor, 2007) sustainability issues. 42 MESA

changes in practice. Changes in teaching, learning, • At Mbarara University of Science research and community and Technology in Uganda, teaching Increasingly, universities have strategies for pre-service science engagement to draw on and contribute to teaching have been re-oriented. The the global knowledge base in focus of this work is to make teaching order to customise and elaborate Not only is new content being introduced at secondary school level more relevant knowledge to benefit the local/ into courses in universities, but changes to community needs. A study was regional community which are taking place in teaching approaches, undertaken to establish what factors learning processes and in engagement with are limiting interaction between schools supports it. In this situation, it is to Environment, Sustainable Development and communities, as shown by these examples and their neighbouring communities. the responsibility of the university of university actions. One of the main New modules and materials are being to facilitate the creation of a challenges that ESD and mainstreaming of introduced that have a stronger focus on new generation capable of Universities to Respond Supporting environment and sustainability introduces local issues and indigenous knowledge contributing better to sustainable Climate Change Challenges to universities is the building of closer and experience. development of their own links between local, regional, global and • The University of Nairobi in Kenya has societies as well as community-based knowledge and experience. incorporated Environmental Education the world community. New epistemologies and methods are needed for sustainable development into the for this to take place effectively. ‘Contemporary Legal Problems Course’. (Hans van Ginkel, former Rector The course now has an environment of the UNU, May 2006 at the 1st Various changes in teaching practice are and development component in which MESA Leadership Seminar) occurring, for example: students are required to understand the practical application of laws in 43 • Rhodes University MESA participants sustainable development. Students in South Africa are experimenting reported positively on the development, with a curriculum framework that is indicating the value of a stronger oriented towards social transformation practical applications focus to their and integration of scholastic and curriculum. community-based knowledge in the context of sustainability practices. Research is also informing change processes This is challenging traditional ways and mainstreaming. For example the of thinking about knowledge in African Network for Agriculture and Forestry universities. A research programme on Education (ANAFE) network undertook indigenous knowledge in education research to identify critical weaknesses in has been established, and new forms current agricultural education. It identified of assignments are being implemented that objectives for programmes were not that encourage students to integrate well articulated, that limited resources and theory with community engagement and training of educators is influencing the quality of agricultural education, that there is a poor The MESA Universities Partnership is human knowledge in addressing sustainable understanding of the integrative nature of land leading to a new kind of teaching and development issues during their junior and senior use disciplines, particularly the links between research in African universities which years. The project also aims to create awareness farming and conservation. It also identified poor is aimed at community development amongst rural communities on sustainable living conceptual orientation related to industrial and and problem-solving. This permeated and development. business aspects of agricultural education, and a all disciplines involved in the MESA lack of focus on women and local innovation. Universities Partnership Project. New approaches to learning using Some MESA participants are undertaking Participating universities have e-Technologies research into the ‘status quo’ of ESD in their expressed a need for greater support institutions to inform mainstreaming. For for this kind of work and for forums to The MESA Universities Partnershiphas example, at Bahir Dar University in Ethiopia, share experience and publish the made e-Learning a key focus of its activities. MESA participants have used the USAT tool to results of this work. Throughout the four year start-up period of research ESD practice at this university, and (Phase 1 MESA Review, 2007) MESA, various initiatives were undertaken have found that sustainable development issues to strengthen e-Learning. This involved a are covered both directly and indirectly in their The MESA initiatives are also showing improved partnership with UNEP’s OARE which provides curriculum, but that some aspects such as ethical community engagement outcomes. The on-line access to research in the environment; issues could be highlighted further. Despite Department of Chemistry at the University a partnership with the Global Virtual University having a focus on sustainable development they of Nairobi revised their syllabus in order to which provided training for MESA participants to found that teaching approaches did not develop contribute to the sustainable development learn to design and develop e-Learning courses, critical thinking, or a sense of responsibility objectives of Kenya. Community involvement and a amongst students. They have indicated that and consultation was at the core of this process. partnership with the Environic Foundation who curriculum revisions should be undertaken to At Uganda Martyrs University, the Faculty of developed a ‘Sustainable Societies Africa’ 44 strengthen these approaches. Agriculture expanded its curriculum to include e-Learning programme with MESA using concepts of Eco-Tourism in order to involve UNEP’s scientific materials for use in African Other research initiatives are building the students in practical community-based learning countries. This was presented to and is being scientific base of environment and sustainability activities. The community outreach programme, considered by the Nigerian National Universities in Africa. For example, MESA participants at this university, was expanded to include all Commission as a key initiative to use in training in Cote D’Ivore are contributing directly to teaching departments. The mission and vision of all students in all universities in Nigeria. new research on environmental health, while the outreach programme was being expanded MESA participants in Malawi are beginning and revised to reflect this development. Through this process, knowledge of to train young scientists to undertake carbon In Liberia, the Director-General of Higher Environmental Education and technology- sequestration monitoring in order to address Education has launched a MESA Universities enhanced learning has been gained and climate change issues and to ensure that carbon Partnership initiative to mainstream environment a number of participating universities have trading benefits reach Africa’s communities. and sustainability concerns into research and implemented e-Learning programmes on the A number of universities are researching community engagement in Liberia. Under this environment. For example, at Kenyatta ecosystems, ecosystem services and their links to initiative, students will be assigned to various University, MESA was introduced into the human well-being. communities to work and mobilise resources and Department and School of Environmental MESA

Studies and Health Studies, and e-Learning programmes were introduced into the Environmental Sciences programme using constructivist approaches. The University of Malawi was investigating the possibility of incorporating e-Learning from the Global Virtual University in their courses. The University of Buea in Cameroon have implemented an e-Learning programme to train environmental scientists. to Environment, Sustainable Development and

The development work has also contributed to an assessment of Environmental Education Universities to Respond Supporting and technology-enhanced learning by UNEP, Climate Change Challenges which was put forward to, and discussed at the AMCEN agenda influencing the AMCEN decision to focus on Environmental Education and technology-enhanced learning.

Using and developing up-to-date teaching and learning materials 45 Changes are also visible in the area of materials development and use. A number of the MESA participants have used the MESA ESD Innovations Tool-kit to guide the design of new materials and have made use of UNEP MESA materials such as the Africa Environment Outlook report in their teaching. The ANAFE Network is launching a large project called ‘Strengthening Africa’s Strategic Agricultural Capacity for Impact MESA professors work with the on Development’. A key activity of this Environic Foundation International project is to provide support for agricultural to develop e-Learning materials scientists in Africa to develop relevant learning resources based on African Professional Development Outcomes

“My knowledge base has been greatly expanded, I am better placed to contribute to policy formulation, my teaching and research has taken an international approach, and I am more passionate in contributing to solving societal environmental problems through my profession”

“It has exposed me to other intellectuals, it has raised my environmental awareness, it has increased my interest in research”

“So many lessons have been learned from the MESA experiences which have contributed to my professional development. Being part of the MESA formulation process provided me an opportunity to learn from experiences of academics from Africa and abroad. I have also acquired new and innovative ways of approaching my analysis of ESD issues and delivery of ESD within the local university curriculum. Moreover, I have learnt about the relevance of networks and collaborative work within the academic areas of action i.e. teaching, research and community outreach. The explanations cannot be exhausted”

(MESA Professors, 2007) 46 MESA

knowledge and experience. Anafe is a key education, which can also be used in provisional support centre is being set up partner in the MESA Universities Partnership primary and secondary schools to integrate to provide information services, access to and will contribute valuable knowledge to Environmental Education concepts into the reference materials, a ‘think-tank’ and lobby the MESA network on materials development curriculum. This shows the multiplier effect task force to strengthen collaboration on and curriculum change as they engage with of supporting educators that educate other sustainable development and ESD. over 100 agricultural learning institutions on educators. the African continent. Such initiatives are also being taken up at national level in some countries. For The SADC-REEP, another MESA partner, University teachers’ learning example, in The Gambia, a capacity has developed a Tool-kit to support MESA building programme for ESD is being to Environment, Sustainable Development and participants to develop course materials, As mainstreaming is a key focus of MESA, launched for staff in the Higher Education and also to think through how to use course capacity building of all university staff has Directorate. A programme involving materials in different ways. Various other become a key target of many of the MESA six modules has been designed for this Universities to Respond Supporting capacity development initiatives have participants’ work. This involves building programme which includes: understanding Climate Change Challenges provided support for MESA partners to use knowledge of MESA amongst colleagues and sustainable development; providing up-to-date materials being produced by managers in universities. For example, an leadership and management for ESD; UNEP and other scientific organisations on initiative is underway to build the capacity management ethics for ESD as well as other Africa’s sustainable development challenges. of teachers to mainstream environment related modules such as quality assurance and sustainable development in teaching and systems approaches. Another example, which also shows the and research in the University of Yaoundé ‘double impact’ of MESA is the initiative II in Cameroon. This involves a series of Such initiatives, conceptualised by MESA of the Ecole Nationale Superieure in workshops in Cameroon to involve teachers participants to support others in their Madagascar, where MESA participants in adopting transformative approaches communities of practice to participate in 47 are developing a teaching kit for teacher to learning. As part of the project, a MESA, illustrate the multiplier effect of supporting key individuals with passion and motivation for MESA to work with others. The on-going professional development of university teachers, through the various MESA initiatives, represents another critical outcome of the MESA Universities Partnership as shown in feedback from lecturers participating in the programme. Changes in university systems and management

There have also been various outcomes that have addressed a wider systemic approach to mainstreaming, involving university systems and management. These include:

Involving university leadership and engaging policy-makers

At the University of Swaziland, a university strategy was developed for ESD involving a number of different departments, and with the full support of the Vice-Chancellor. This is leading to new policy, structures and programmes in the university. In Nigeria, the National Universities Commission has been involved in the MESA Universities Partnership. Through this policy making structure, an initiative is underway to mainstream environment and sustainability into all 90 Nigerian universities. The 48 strategy being used is development of a prototype curriculum on environment, economy and social sustainability issues as well as establishment of a training programme for university teachers in ESD pedagogy. This is being done through meetings, workshops and fine-tuning of the curriculum. In Uganda, a MESA workshop was held for all Vice-Chancellors who agreed that the MESA partnership was timely but that there will be a need to build the capacities of university lecturers to mainstream environment and sustainability issues into their curricula, teaching and research. A task force was set up to work with the National Environmental Management Authority (NEMA), Uganda, on how to build the capacity of university MESA

lecturers. The Vice-Chancellors committed network links universities in Nigeria, Liberia “No longer can universities themselves to contribute to the programme and the Gambia (amongst others), focussing see themselves as only part of through leading changes in their universities. on ESD in Higher Education. Universities from a national system, protected The Chief Executive Officer of NEMA, Uganda Nigeria have already visited the Association by the State which had set also supported the MESA initiative, noting that of Liberian Universities. As part of its rules … on the programme the programme was “long overdue”. MESA activities, the National University of to be provided and research Lesotho formed a comprehensive partnership programme with Durham University, Lesotho to be done. Increasingly, New institutions and structures Durham Link (an NGO) to strengthen and universities must rely on their

implement ESD in the Lesotho University own individual performance to Environment, Sustainable Development and Various new institutions and structures have context. This includes links to the National to secure sufficient funding for been established to help with the process Teachers College who are working in higher quality programmes of mainstreaming. These include, for partnership with the National University of teaching and research. Universities to Respond Supporting example, development of university policies, of Lesotho and Durham University to build Increasingly, they will find Climate Change Challenges new networks and partnerships between capacity for ESD in Lesotho. As part of its themselves unprotected in a participating universities. Here are some MESA activities, Rhodes University in South highly competitive world” examples: Africa, together with other interested partners in the southern African region such as the (Hans van Ginkel, former University policies: Changes have been made University of Zambia, are forming a research Rector of the UNU at the first and are being made to a number of university partnership with Uppsala University in MESA Leadership Seminar, policies and in some cases specific ESD Sweden to research climate change education May 2006) policies are being developed. For example, approaches with a focus on enhancing the University of Juba in Sudan developed capability for adaptation to climate change. a university policy on ESD to address 49 sustainable development issues in a post- New staff appointments and degree conflict situation. The focus of the policy was programmes: At a number of participating to encourage all departments in the university universities new staff have been appointed to include sustainable development in the to teach expanded environment and curricula and other teaching activities. sustainability education programmes. The University of Zambia, for example, introduced New networks and partnerships: In West and a Bachelors Degree in Environmental Central Africa, regional ESD MESA networks Education and have appointed new staff into have been established. The COPES-AOC the Faculty of Education. At the University of (Community of Practice for West and Central Cape Town, a new staff member has been Africa) network has been established to approved to strengthen the re-designed and focus on an ecosystem approach to human extended Environmental Law programme that health with support from the International resulted from MESA participation. Development Research Centre (IDRC). Another New centres and institutes: There are also a few examples of where new practices throughout OAU, encourage staff participation in ESD principles institutional structures are being created for ESD. For example, at Rivers and practices, and provide inter- and trans-disciplinary research that State University in Nigeria, a project has been set up to investigate the integrates social science, the humanities and natural sciences, and to establishment of a Life-long Learning Centre for Sustainable Development, create a forum for national and international ESD practice and policy which aims to provide for re-training of government staff, communities and dialogue. corporate organisations towards meeting their social and environmental responsibilities as they relate to sustainable development, capacity building New communities of practice: The formation of working groups within and empowerment. At Obafemi Awolowo University (OAU) in Nigeria the universities was reported to be a successful strategy for starting the a Sustainable Development Centre is being established for promoting process of mainstreaming. The activities of such groups have included ESD processes. The centre aims to co-ordinate and promote research and using and sharing the MESA ESD Innovations Tool-kit, and linking innovation in the field of sustainability, plan and implement sustainable mainstreaming activities with industry and other stakeholders. In some instances, these working groups are focussed on specific mainstreaming activities (such as course design changes) while others are focussed on the establishment of new units.

Involvement of students

There are also various initiatives that are strengthening student involvement in environment and sustainability issues. For example, at Obafemi Awolowo University in Nigeria a ‘Students as Change Agents for the Environment’ organisation 50 called GRECAM has been established to support and build a ‘Green Campus Movement’. This is a student-driven initiative with the following objectives: reduction of consumption of resources and improved management of the university grounds and facilities; encouraging attitudinal change to sustainability issues and accepting responsibility for actions and organisation of skill acquisition programmes for members as well as workshops using case studies. Since the establishment of the initiative, another student organization at the College of Health Launch of the West and Central Africa MESA Network at OAU in Nigeria Sciences, Churchill Cardio Care, has partnered with GRECAM and has approached Guaranty MESA

Trust Bank for funding for Dustbins for of these different dynamics of mainstreaming the university campus and the immediate to facilitate cross pollination of ideas and a environment, Ile-Ife. At Rhodes University in broadening of understanding of the concept South Africa, a mix of up to eight different of mainstreaming. Thus, in one capacity student organisations addressing different building programme, it is possible to find dimensions of sustainable development someone working on student projects, exist, and environment and sustainability another on university policy and another on issues are fully represented on the Students establishing a MESA network at national or Representative Council. At the Suez Canal sub-regional level while others concentrate

University in Egypt, an active student- on their own disciplines or curriculum to Environment, Sustainable Development and centred programme exists for mainstreaming changes. environment and sustainability issues into the life of the university. Many other student- Various research papers have been Universities to Respond Supporting based initiatives are being established generated out of the MESA Universities Climate Change Challenges such as tree planting activities and waste Partnership on the process of mainstreaming. management activities on campus. Most Key amongst these are a paper for a of the MESA public lectures have been special edition on Education for Sustainable held in collaboration with student campus Development in Teacher Education (Lotz- groups. The First Biennial International MESA Sisitka, Lupele & Ogbuigwe, 2006), the Business-university- Conference has a strong student component. 2006 October Edition of the Research community partnerships Africa Magazine carried an article on MESA, as did the Sep-Oct 2006 Newsletter The MESA Universities of the Association of African Universities. Partnership has also been 51 Building knowledge of More recently, a chapter on MESA has supporting strategies to form mainstreaming been included in an international book on partnerships with local business Sustainability in Higher Education (Scott at university level. A workshop & Gough, 2008). A journal paper on the Not all of these changes are visible in involving 15 business partners USAT tool has also recently been produced every participating university. In most and MESA professors was held for an internationally accredited journal cases, a small cluster of these changes are in December 2006 to discuss (Togo, 2008). This process is beginning visible. However, the collective ‘capital’ to build knowledge of mainstreaming strategies for building stronger that is being developed across the different environment and sustainability into African links between universities and universities is serving to develop knowledge universities, a process which is necessary the business community. A of mainstreaming and the many different to enhance such practice. One of the funding proposal has been facets of mainstreaming environment and objectives of the UNDESD International developed to promote the links sustainability into African universities. The Implementation Scheme is to stimulate ESD between private sector and MESA Universities Partnership, purposefully, research. works with actors involved in a wide range universities. 52 MESA

African contributions to the global context

or so long, Africa has been seen as ‘the process has been its open framework support to others participating in the poor / under-developed continent’ that i.e. anyone with something relevant to partnership so as to share experience and Fought to be the recipient of goodwill contribute can become a MESA partner. strengthen innovation. and models of progress designed elsewhere. Partnerships are not based on money only, Major externally funded development aid but also on in-kind support, intellectual to Environment, Sustainable Development and projects and initiatives have been launched resources or materials that might be useful Systemic and networked and billions of dollars are spent on bringing for the universities involved in mainstreaming approaches Supporting Universities to Respond Supporting development concepts and models to initiatives. This has not always been easy to

Africa. Conversely, and perhaps ironically, manage as different partners have different The MESA Universities Partnership combines Climate Change Challenges little attention is given to how Africa can expectations. systemic and networked approaches through contribute to development in a global its emphasis on systemic approaches to context. mainstreaming in universities, and through Emphasising ‘individual and providing MESA partners with access The MESA Universities Partnership, designed institution’ in institutional to networks of support and knowledge and developed in Africa, by Africa’s development exchange. professors and university teachers, has something to offer the rest of the world. It The MESA Universities Partnership has exemplary practice, models of process, emphasises both the individual and Change-oriented reflexive 53 knowledge of social learning, and a institution in institutional development. professional development with sophisticated partnership concept that has Here, a focus is on individual capacity institutional impact been and can be shared more widely in the or innovation in institutional context, in UN Decade of Education for Sustainable networked environment. Critical to the Professional development programmes Development. MESA Universities Partnership is work in the MESA Universities Partnership are with individuals who have an interest and based on self-defined change projects. commitment to the focus of the initiative, and All those participating in the professional Partnership building and then to support them to engage with changes development programmes are working knowledge exchange at institutional level through forming networks on university-based change projects, and and partnerships within their institutions and draw support and new knowledge from the The MESA Universities Partnership has with others in the wider MESA network. professional development experience. This been built on a principle of partnership Individuals who take their responsibilities allows for continuity and stronger institutional building and knowledge exchange. A seriously, and who are making institutional impact. Phase 2 of MESA is piloting a critical dimension of this partnership building changes, are also drawn on to provide change-based professional development model in partnership with Ramboll Natura in Sweden who is supporting a SIDA-funded Change oriented institution and professional development model ESD International Training Programme for Higher Education within the MESA Universities 1 year period of implementation support (implementation is on-going after that) Partnership. This model of professional development is based on research undertaken Phase 1: Phase 2: Phase 3: Phase 4: Phase 5: at Rhodes University in South Africa and in the SADC Regional Environmental Education Institutional audit International Work on change Regional exchange Implement, Programme, illustrating a case of productive and defining of exchange and project in own and professional evaluate and South-North knowledge building and change project professional institution with development. report on change exchange. in institutional development colleagues. project through context. presentation of Presentation of institutional Institutional change project. Use of MESA change project workshops or workshop 1. Tool-kit in own and production other forums. Use of MESA Tool- work context and of materials to Use of MESA kit, and exposure to development of support change Reports Unit-based other university ESD new practice. project. submitted to the Sustainability practices. MESA Awards Assessment Tool Use of MESA Tool- framework. (USAT) to conduct kit and exposure to institutional audit. new practice.

Adapted from Ramboll Natura ESD in Higher Education International Training Programme Orientation, and 54 based on Rhodes University and SADC-REEP educational research MESA

International training development model outlined above, programmes and North-South and is closely linked with other MESA Community-engaged teaching dialogue Universities Partnership activities. and research

Through a partnership, with SIDA At the Federal College of Education in Kano, Nigeria, a MESA change project involving and Ramboll Natura, MESA has Community engaged teaching teachers is being implemented. The project aims contributed to and benefitted from and research a North-South knowledge exchange to strengthen vocational skills amongst teachers, contribute to sustainability through conservation of process through participation in the A key insight to be gained

natural aquatic life, avoid environmental pollution to Environment, Sustainable Development and design and development of an ESD from the MESA Universities International Training Programme through proper disposal of fish pond waste, foster Partnership is that ESD for Higher Education in Africa. This entreupreurial skills and initiative and contribute to

promotes and supports Universities to Respond Supporting allowed MESA participants to learn the alleviation of poverty through fish farming. community engaged teaching from ESD knowledge and practices Climate Change Challenges in a selected number of Swedish and research. Almost all of universities, and to undertake university the reports from participating exchange on the African continent. MESA lecturers on their The programme will extend its reach initiatives indicate a stronger in 2009 to include universities on the engagement with community- African and Asian continents thus based issues and the various fostering South-South collaboration and challenges of environment, knowledge exchange across continents. sustainable development and

The programme is based on the change climate change. 55 -oriented professional and institutional MESA participants from the Federal College of Education in Nigeria, working on their change project Research collaborations

The MESA Universities Partnership is also showing signs of being an effective way of strengthening research collaborations. In the Southern African region for example, a MESA-linked research programme into ESD and Educational Quality has been established through the SADC Regional Environmental Education Programme involving 5 southern African Universities and the University of Bath in the UK. Research collaborations are also beginning to emerge from the international exchange experiences. Some research links have also been established between MESA Professors and UNEP’s scientific base thus beginning to expand the scientific base for environment and sustainable development research in Africa.

Challenges and Next Steps …

56 While much has been achieved in the MESA Universities Partnership over the past four years, a number of challenges continue to exist. These all signal ‘next steps’.

Stronger systems approaches to mainstreaming

There is still a need to develop stronger, more systemic approaches to mainstreaming environment and sustainability into African universities, as the MESA Universities Partnership still relies heavily on committed individuals to initiate and sustain changes being made. University leaders need to become more involved in providing sustained support to the MESA process and initiative. MESA

Stronger policy support and decade-long initiative, and requires involvement of University a ten-year partnership investment policy structures from participating organisations and participating universities. Key partners While the AAU is a supportive partner such as UNEP, UNESCO, the United in the MESA Universities Partnership, Nations University, the SADC Regional there is a need to engage university Environmental Education programme, policy-makers to provide stronger policy the Global Virtual Universities and support within university-based policy others all have a key role to play in networks. The example of national helping to sustain the momentum of the to Environment, Sustainable Development and policy level involvement of policy- first few years of the MESA Universities makers in The Gambia, Liberia and Partnership. A newcomer to the MESA Nigeria is showing that involvement of Universities Partnership is the Horn of Universities to Respond Supporting policy-makers in the university system Africa Regional Environmental Centre / Climate Change Challenges is crucial for creating a more enabling Network which is already proving to be environment for mainstreaming in a real asset. the universities themselves. Greater involvement of university policy-makers is, therefore, needed to maximise the On-going critical and reflexive contribution of MESA to the revitalisation assessment and monitoring of of universities in Africa. MESA Universities Partnership outcomes and results 57 Sustained commitment from There is a need for on-going critical MESA partners assessment and monitoring of the MESA Universities Partnership. As Sustained commitment from partners the partnership and MESA network is needed. Evidence in the MESA expands with more diverse activities, Universities Partnership, so far, indicates such monitoring becomes more complex. that those partners who have retained A regular system to facilitate on-going a strong involvement in the MESA and sustained monitoring of MESA Universities Partnership over the past Universities Partnership activities at four years are now beginning to university level, and at networked see stronger outcomes and mutually levels, is needed if the full impact of the beneficial results which are not possible MESA Universities Partnership is to be within shorter time frames. The MESA understood in relation to the baseline Universities Partnership is a UN data and the need for strengthening university responses to environment, sustainable African universities to begin the process of • Specific university-based initiatives development and climate change in Africa. mainstreaming environment and sustainability (focussing on students, or particular As indicated in the MESA Tool-kit, the MESA into teaching, research and community management practices) process is intertwined with the post-colonial engagement functions across a range of • University policy changes (at university project of re-defining universities, scholarship university disciplines. The baseline study also level or at national level) and the role of the university in relation to recommended a bottom up, participatory • Sub-regional network development (to the public good in Africa. Monitoring and process for establishing MESA. These two support universities interacting with each evaluation should, therefore, not only focus approaches to the MESA Universities Partnership other on the question of mainstreaming) on MESA activities, outcomes and results have established a partnership process that is • Regional networks and partnership but also adopt a wider, more critical social essentially an open-ended movement for change, formation (through UNEP, UNESCO, change perspective. MESA professors should where those that wish to participate become ICRAF and AAU support at this level) that be encouraged to contribute to dialogue on involved and make various contributions within allows for interaction and knowledge the wider meaning and contribution of MESA their spheres of influence. The MESA process has exchange across the African continent to the project of re-defining and revitalising shown that this involves changes in own teaching • Regional-global networking and universities in Africa in the 21st Century. African practice and can be as wide as influencing an knowledge exchange (for example through scientific organisations such as the Council for entire university policy system at country level, UNESCO, the UNU Regional Centres the Development of Social Science Research or it can support university changes at regional of Expertise Network, and the Ramboll in Africa (CODESRIA) and others, should be level. Natura International Training Programmes). approached to participate in and support some of this dialogue. Experience in the MESA Universities Partnership, Various individual and institutional partners in so far, has identified various contributions to the the network are involved in various of these mainstreaming process that are: dimensions of mainstreaming, collectively Extended scope and focus of contributing to an open-ended, creative mainstreaming activities • Teaching practice focussed (with emphasis movement for change on the African 58 on pedagogical practice and changing continent, with real outcomes in the way Most mainstreaming initiatives in the MESA teaching approaches and methods, for universities are able to respond to environment, Universities Partnership have been focussed on example using e-Learning or introducing development and climate change challenges changes in curriculum and teaching practices. critical thinking) facing the continent. More effort needs to go into supporting research- • Curriculum change focussed (with based mainstreaming work, management emphasis on changes in own discipline) Sustaining this movement for change will changes and student involvement. • Curriculum change focussed (at require on-going participation from all partners, departmental or faculty-wide level) expanded networks, open communication • University wide changes (across systems and extended support from partners Sustaining an open-ended movement departments, or initiatives to establish new who can build capacity, knowledge and for change centres or institutes) support systemic changes in universities. It will • University-community linked changes also require on-going knowledge building of The baseline study recommended that UNEP (which focus on stronger links between what it means to mainstream environment and play a facilitatory role in supporting community, private sector and university) sustainability into African universities. MESA

Acknowledging partner contributions to MESA ….

have played a to make this available to universities for also supported integration of MESA priorities facilitatory role teaching and research. UNEP is hosting the into other Higher Education processes and UNEPin establishing First International MESA Conference (24-28 structures in Africa. and supporting the MESA Universities November 2008, Nairobi, Kenya). Partnership. This was done in the context The United Nations University has to Environment, Sustainable Development and of their special focus on Africa and under The Association of African Universities supported the establishment of a number the auspices of their education and training have played a facilitatory role, working of Regional Centres of Expertise (RCE’s) in strategy for the UN Decade of Education closely with UNEP. They have helped with Education for Sustainable Development in Universities to Respond Supporting

for Sustainable Development. UNEP have communications with the university system Africa, and have ensured that these RCE’s Climate Change Challenges funded a number of the MESA Partners in Africa, have foregrounded ESD in their are linked with the MESA Universities meetings, they co-funded the MESA Tool- work programmes, and have supported Partnership. They have also contributed kit, and have provided support through engagement with university leaders. intellectual and conceptual resources to making various UNEP materials and the MESA training processes and have products available for use in the MESA UNESCO has supported the MESA supported RCE participants to participate in Universities Partnership. Through their Universities Partnership as a key UN Decade MESA activities. various divisions, UNEP have contributed up- partnership initiative with UNEP and have to-date knowledge of environmental issues funded the translation of the MESA Tool-kit The Global Virtual University has in Africa and have supported processes for use in Francophone countries. They have actively supported MESA through helping 59 60 MESA

to strengthen and develop an e-Learning focus The LEAD Network in Africa has provided within MESA. They have developed training conceptual and intellectual resources to the MESA programmes and have offered training to MESA Universities Partnership, and have integrated lecturers to understand and start working with MESA activities into their work programme. e-Learning. They have also supported the MESA Leadership Seminar, and are a key founding The Network for Sustainable Development partner. in Africa (NESDA) with the IDRC, has provided conceptual and intellectual support for translation Ramboll Natura in Sweden has, through of the MESA ESD Tool-kit into French and has SIDA funding, supported MESA by developing also supported the Francophone countries to to Environment, Sustainable Development and an ESD International Training Programme for participate in the MESA Universities Partnership. Higher Education in Africa. This has contributed to strengthening the capacity building model The African Network for Agriculture and Universities to Respond Supporting in MESA and has allowed MESA participants Forestry Education (ANAFE) has contributed Climate Change Challenges to participate in North-South dialogue and conceptual and intellectual resources to the MESA knowledge exchange, as well as South-South Universities Partnership and has made valuable dialogue and knowledge exchange. contributions to various MESA Universities Partnership activities. ANAFE are also providing The SADC Regional Environmental specific ESD support to over 100 Agricultural Education Programme, through SIDA training programmes in Africa. funding, has supported the development of the MESA ESD Innovations Tool-kit and various The Horn of Africa Regional Environmental training opportunities, including a cluster of Centre / Network is one of the newer partners, 61 southern African university teachers to participate but are already playing a key role in the planning in the ESD Innovations Training. A southern of the First MESA International Conference. They African MESA network has been established in are supporting components of the conference and partnership with the SADC-REEP. The southern are facilitating the participation of their network African Course Development Network provided members’ to the conference. A co-operation valuable conceptual and intellectual resources for agreement is under discussion to enable stronger the design and development of the MESA ESD and more effective collaboration. Tool-kit. Links are also being sought with other significant The Nile Basin Initiative has supported the ESD programmes working with universities in running of a number of MESA ESD Innovations Africa, such as the ACP EduLink initiative, training programmes, and has supported which supports research in agriculture and health university professors from the Nile Basin to for sustainable development and North-South participate in, and benefit from the MESA links and partnerships. Universities Partnership. There have also been a number of individual network and has ensured that Francophone Egerton University, Kenya universities that have put in extra effort to country universities are participating in Federal College of Education, Nigeria support the MESA Universities Partnership and its MESA. Jomo Kenyatta University of Agriculture and sustainability. These include: • University of Buea in Cameroon has Technology (JKUAT), Kenya provided conceptual intellectual support Kenyatta University, Kenya • Kenyatta University hosted the first for the start-up and development of MESA, Kigali Institute of Science and Technology (KIST), MESA lecture in 2006 attended by and has helped to support a sub-regional Rwanda University leaders and students. networking process. Kwame Nkrumah University of Science and • Makarere University in Uganda Technology (KNUST), Ghana contributed conceptual and intellectual Besides these specific university contributions, Makerere University, Uganda resources in the initial development, design a large number of individuals, in a wide range Maseno University, Kenya and writing of the MESA ESD Tool-kit. of universities across the African continent, are Mbarara University of Science & Technology, • Obafemi Awolowo University in all contributing their time, effort and energy into Uganda Nigeria contributed conceptual and MESA initiatives in universities and university Mekelle University, Ethiopia intellectual resources to the MESA communities. Through this work and through Mzumbe University, Tanzania Universities Partnership and has supported various ways of participating in MESA activities, National University of Lesotho, Lesotho sub-regional university exchange and they are all contributing to knowledge of National University of Rwanda, Rwanda conceptual development of the ESD mainstreaming environment and sustainability in Obafemi Awolowo University, Nigeria International Training Programme. African universities, each one being a precious Omdurman Ahlia University, Nigeria • Rhodes University in South Africa, and significant contribution in its own right. An Rhodes University, South Africa contributed intellectual and conceptual active MESA partner or small MESA community Rivers State University of Science and resources to the MESA Universities of practice can be found in each one of these Technology, Nigeria Partnership. Rhodes University has also universities on the African continent. These Salem University, Liberia supported research that has contributed include: Seychelles University, Seychelles (still in 62 to the development of the MESA formation, but an active MESA partner!) Universities Partnership and has supported Addis Ababa University, Ethiopia St. Augustine University of Tanzania, Tanzania sub-regional university exchange and Africa University, Zimbabwe Stella Maris Polytechnic, Liberia conceptual development of the ESD Aga Khan University, Kenya Suez Canal University, Egypt International Training Programme. Ahia University, Sudan Uganda Martyrs University, Uganda • Strathmore University in Kenya is Bahir Dar University, Ethiopia Uganda Pentecostal University, Uganda providing conceptual and intellectual Bayero University, Nigeria United Methodist University, Liberia support as well as institutional support for Cairo University, Egypt Universidad de Lusiada of Angola, Angola the next phase of the ESD International Catholic University, Kenya Université Cheikh Anta Diop, Senegal Training Programme and recently hosted a Cuttington University, Liberia Université d’Abobo-Adjame, Cote d’Ivoire MESA Public lecture. Daystar University, Kenya Université de Ngozi, Barundi • Université d’Abobo-Adjame in Cote Delta State University, Nigeria Université du Burundi, Burundi D’Ivore has provided conceptual and Ecole Normale Superieure, Madagascar University Hassan 1st, Morocco intellectual support for the Francophone Eduardo Mondlane University, Mozambique University of Agriculture, Nigeria MESA

University of Botswana, Botswana University of Buea, Cameroon University of Cape Town, South Africa University of Education, Ghana University of Gondar, Ethiopia to Environment, Sustainable Development and University of Ilorin, Nigeria University of Juba, Sudan University of Kinshasa, DRC Universities to Respond Supporting

University of Kisangani, DRC Climate Change Challenges University of Law and Political Science, Cameroon University of Liberia, Liberia University of Malawi, Malawi University of Mauritius, Mauritius University of Nairobi, Kenya University of Namibia, Namibia International University of Management, Namibia 63 University of Pretoria, South Africa University of South Africa, South Africa University of Swaziland, Swaziland University of the Western Cape, South Africa University of Yaoundé II, Cameroon University of Zambia, Zambia University of Zimbabwe, Zimbabwe Vaal University of Technology, South Africa Zanzibar University, Tanzania Zimbabwe Open University, Zimbabwe

MESA hotspots Not only have universities in Africa • The Environmental Education contributed, but increasingly more Association of Southern Africa universities from other continents are linking • The World Environmental Education up to the MESA Universities Partnership in Congress Network different ways. These include: • The Earth Charter Network • Environic Foundation International, • The University of Bath, UK USA • Uppsala University, Sweden • Commonwealth of Learning • Chalmers University, Sweden • The UNU-RCE Network • Stockholm University, Sweden • Melbourne Institute of Technology Higher Education and Government (MIT), Australia partners • Florida Gulf University, USA A number of national government partners • Portland State University, USA have participated in and have started contributing to the MESA Universities Partnership. These include: Network partners • The Nigerian National Universities Other partners have contributed to the Commission MESA Universities Partnership through • The Ministry of Higher Education in various forms of networked activity support. The Gambia 64 Their contributions have been conceptual • The Ministry of Higher Education in and intellectual, as well as social in the Liberia sense that they have made their networks • The National Environmental and networking structures available to the Management Authority, Kenya MESA participants. These include: • The National Environmental Management Authority, Uganda • The Global Higher Education for • The National Institute of Public Sustainability Partnership (GHESP) Administration, Zambia • The University Leaders for a • The South African National Sustainable Future (ULSF) Biodiversity Institute, South Africa • The Partnership for the Development (through the Cape Action for People of Environmental Law and Institutions and the Environment Programme) in Africa (PADELIA) Network • The UNESO International ESD Teacher Education Network MESA

How to Participate in the MESA Universities Partnership …

articipation in the MESA Universities of practice focussing on mainstreaming • University communities can support Partnership is an open process. Anyone can be established in individual universities to integrate environment to Environment, Sustainable Development and Pwith an interest and commitment in departments, faculties or universities. and sustainable development concerns mainstreaming environment and sustainability • Students can participate by forming in their teaching by providing sites into African universities may participate in student-based organisations that

for teaching and research, sharing Universities to Respond Supporting the MESA Universities Partnership. There are address environment, sustainable knowledge of issues and forming various ways of participating: development and climate change partnerships for contributing to local Climate Change Challenges challenges. sustainable development. • University teachers and • University leaders can support • Business partners can support ESD researchers can begin the process university staff and students to engage innovations in universities and can help of mainstreaming by changing what in these issues in cross-campus to build knowledge of ESD in African they teach and how they teach their initiatives and forums. Changing university communities. subjects. All disciplines can include university policy to include environment • Knowledge partners can make a focus on Africa’s environment, and sustainable development concerns their knowledge resources available sustainable development and climate is taking place in universities around to universities and students to provide change challenges. Small communities the world. 65 up-to-date and contextually relevant To link into the MESA Universities information on environment Partnership network, send your e-mail and sustainable development contact, and an outline of how you or issues on the African continent. your organisation plan to participate in Particularly, knowledge on how the MESA Universities Partnership to env. to adapt to climate change, [email protected] with a copy to Akpezi. circumvent outdated technological [email protected]. Outline what development, and development of contribution you can make, and how you innovative solutions to issues will be plan to do this. needed. • Network partners can make their The MESA Universities Partnership is network structures and conceptual not a funded partnership and activities resources available to MESA within the MESA Universities Partnership participants to ensure knowledge are variously supported, most notably by exchange and social learning. the participating universities as part of • Government partners can their regular budgets and activities. As ensure that enabling environments such, the MESA Universities Partnership exist for universities, to undertake is constituted through the contributions the task of mainstreaming of all its partners. Every contribution is environment and sustainability into equally valuable and valued. The MESA African universities. Universities Partnership is, therefore, • Global partners can share as active as those that contribute to it. knowledge and experience with Developmental agencies are welcome to African universities, and help to fund the partnership. 66 strengthen research and learning about sustainable development UNEP hosts an electronic networking in Africa through North-South forum known as the MESA Forum, and South-South dialogue and which has the capacity to send knowledge exchange opportunities. out communications to the MESA • Development partners can Universities Partnership, making a range provide funding support for various of opportunities available to those MESA activities. participating in the network. MESA

African Professors for Change

A continent in crisis? Or a continent with boundless Potential and resources? We – Professors, PhD’s and Teachers Must play a role Why – It’s our products that run governments The policy-makers and implementers learn from us

Now is the time to reflect What have we done? to Environment, Sustainable Development and Where did we go wrong? What can we do better?

We, one and all Universities to Respond Supporting Are distinguished men and women of Africa

Why then is Africa not as great as it could be? Climate Change Challenges

My brother, My sister Let us take the bull by the horn The time is now – let’s not delay Let us reconsider our ways – our methods Let us swallow our pride For change – we must! Let us learn to share Let us learn to work together As my progress is your progress as well 67 My failure, your failure Our success, Africa’s success

Let us not focus on the differences amongst us – Language – culture – colour – sex Let us come together and bind ourselves With the cords of unity And make Africa great again For it is in sharing we grow And in Unity we conquer

Dedicated to participants at the Consultative Expert Meeting with Senior The MESA Tool-kit and other documents can be downloaded from Academics in African Universities on Mainstreaming Environment and www.unep.org/training Sustainability into University Education Nairobi, Kenya 10 & 11 June, 2004 (first MESA meeting) References

Lotz-Sisitka, H.B., Lupele, J. and Ogbuigwe, A. 2007. Translation processes in the design of an education for sustainable development innovations course for universities in Africa. Journal of Education for Teaching. 33(2) 157-177.

OARE, 2007. Presentation at the MESA workshop, December 2007. Nairobi, Kenya.

Scott, B. & Gough, S. 2008. Higher Education and Sustainable Development: paradox and possibility. London. Routledge.

Togo, M. 2008. Sustainability assessment using the Unit-based Sustainability Assessment Tool: The case of three teaching departments at Rhodes University, South Africa. Southern African Journal of Environmental Education. 25.

UNEP 2008. Africa: Atlas of Our Changing Environment. http://www.na.unep.net/AfricaAtlas/

68 UNEP. 2006. Africa Environment Outlook: Our environment, Our Wealth.

UNEP. 2006. Education for Sustainable Development Innovations for African Universities. www.unep.org/training

UNESCO, 2005. International Implementation Scheme for the UN Decade of Education for Sustainable Development. www.unesco.org/education

www.unep.org United Nations Environment Programme P.O. Box 30552 Nairobi, Kenya Tel: (254 20) 7621234 Fax: (254 20) 7623927 E-mail: [email protected] web: www.unep.org