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Work Package 2 T.2.2. Report on Common Grounds for Teaching and Learning

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Work Package 2 T.2.2. Report on Common Grounds for Teaching and Learning BECK - Work Package 2 T.2.2 . Report on common grounds for teaching and learning. A report of the BECK Project WP2: Integrating education with consumer behavior relevant to energy efficiency and climate change at the Universities of Russia, Sri Lanka and Bangladesh (BECK) The content of this report is related to the BECK Project and reflects only the author's view. The National Agency and the Commission are not responsible for any use that may be made of the information it contains. 1 Integrating education with consumer behaviour relevant to energy efficiency and climate change at the Universities of Russia, Sri Lanka and Bangladesh BECK - Work Package 2 T.2.2. Report on common grounds for teaching and learning. Report prepared by: University of Barisal - Bangladesh Dr. Dhiman Kumer Roy University of Huddersfield – United Kingdom Prof. Dilanthi Amaratunga Prof. Richard Haigh Mr. Malith Seneviratne Vilnius Gediminas Technical University - Lithuania Prof. Artūras Kaklauskas Prof. Audrius Banaitis Dr. Laura Tupėnaitėis The content of this report is related to the BECK Project and reflects only the author's view. The National Agency and the Commission are not responsible for any use that may be made of the information it contains. 2 Contents CONTENTS ............................................................................................................................... 3 1. INTRODUCTION.................................................................................................................... 5 2. BECK TEAM ...........................................................................................................................8 2.1. Leader and Coordinator of the BECK Project .........................................................8 2.2.Lead Organization for WP2 ....................................................................................8 2.3.Other Partner Organizations ..................................................................................8 3. SUMMARY OF THE REPORT ..................................................................................................9 4. WORK PACKAGE 2 – OVERVIEW..........................................................................................10 4.1. WP 2 -Tasks ......................................................................................................................11 4.2. WP 2 – T.2.2. Common grounds for teaching and learning overview ..............................11 5. METHODOLOGY AND ACTIVITIES .......................................................................................12 6. PROMOTING CROSS INSTITUTIONAL MODULE SHARING ...................................................12 6.1. Cross institutional partnerships and collaborations ............................................13 6.2. Existing inter-university joint programme and module sharing arrangements ...17 6.3. Opportunities for module development, sharing and delivery ............................19 7. READINESS OF THE UNIVERSITY FOR CROSS INSTITUTIONAL MODULE SHARING .............21 7.1. Language and culture ..........................................................................................21 7.2. Administrative constraints ...................................................................................23 7.3. Defining common assessment criteria .................................................................25 7.4. Ability to share resources ....................................................................................27 7.5. Intellectual Property ............................................................................................29 7.6. Access to state of the art technology ..................................................................30 3 7.7. Sustainability .......................................................................................................31 8. TEACHING AND LEARNING STRATEGIES .............................................................................34 8. CONCLUSIONS AND RECOMMENDATIONS.........................................................................37 9. REFERENCES .......................................................................................................................39 ANNEXURE .............................................................................................................................40 4 1. INTRODUCTION In recent decades, global development is a major issue of debate in the context of increasing global inequality, economic recession, conflict and climate change (Sayed and Ahmed, 2015). The current warming trend is of particular significance as most of it is (greater than 95 percent probability) due to the result of anthropogenic activity since the mid-20th century and proceeding at a rate that is unprecedented over decades to millennia (IPCC Fifth Assessment Report, 2014). Therefore, issues on energy efficiency improvement and mitigation of climate change become vitally important at global scale. As noted by UNESCO, “Education is an essential element of the global response to climate change. It helps young people understand and address the impact of global warming, encourages changes in their attitudes and behaviour and helps them adapt to climate change-related trends”. Higher education improvement strategies in improving teaching and learning in higher education institutions is the prime focus in the present world. preparation for accreditation and student learning assessment strategies are being used for teaching and learning in higher education with diverse outcomes (Igbinakhase and Naidoo, 2020). However, challenges and conflicts for the education improvement strategies in higher education is the snag to serve the defined purposes of the institute due to ineffective teacher professional development initiatives and lack of specifically developed programs designed for specific needs of the student (OECD, 2010; 2012; Igbinakhase and Naidoo, 2020). In recent decades, progress towards quality education has been made through the implementation of structural reforms under the Bologna process. However, there is still a need to be more attentive to the process of learning and teaching itself (European Commission, 2018). Developments in learning and teaching are closely related to the collaboration with stakeholders, including national and international policy makers. Establishing quality education involves knowledge-building activities and studies, institutional development and peer learning, as well as related policy statements and recommendations. The education sector is vitally important for social and economic development of Russia (Region 4), Sri Lanka and Bangladesh (Region 6). The objective of the energy policy of Russia is to maximize the effective use of natural energy resources and the potential of the 5 energy sector to sustain economic growth, improve the quality of life of the population and promote strengthening of foreign economic positions of the country. Supporting strategic initiatives, distinguished in Energy Strategy of Russia for the period up to 2030 (2010) include implementing of information and educational programs (events), promoting energy saving; developing and supporting international cooperation in energy saving and energy efficiency, and in research of new energy sources. Sri Lanka has already launched a number of programmes to educate, train and promote awareness on climate change and related issues. However, there remains a large disparity in the level of education, information and awareness on climate change risks, issues and responses at the regional, national and local levels, and within vulnerable sectors. One of the key thematic priorities of the Sri Lanka is country partnership strategy (CPS, 2018-2022) focuses on strengthening environment, climate change, and disaster risk management. Bangladesh contributes little to global greenhouse gas emissions, yet is one of the most climate vulnerable countries in the world, prone to a multitude of climate-related disasters such as floods, droughts, tropical cyclones and storm surges, which are being worsened due to global warming. In addition to this, Bangladesh also has an extremely high population density with one of the worst rates of poverty in the world. The existing training courses offer basic knowledge on the changing climate, however, the scoping study (Hasan Masum et al. 2011) identified lack of capacity on participatory, experimental, and inclusive teaching and learning methodologies and lack of quality training facilities are the key challenges for promoting climate change education in Bangladesh. Moreover, it was recognized that Article 6 of the UNFCCC and Article 10(e) of the Kyoto Protocol which call on governments to address climate change education, training and public awareness issues relating to climate change, have not received the deserved attention at national level. It has been revealed that HEIs from Russia, Sri Lanka and Bangladesh have very few modern multi-disciplinary courses linked to climate change and consumer behaviour related to energy efficiency in the built environment. Moreover, improvement of teachers’ qualification on modern study methods is considered as one of the most important measures to achieve high quality of education. there are important knowledge gaps that additional research may address, including integration of insights from a wide array of social science disciplines, including economics, psychology, political science, sociology and others 6
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