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Sustainable Mediterranean, Issue No 63-64, 03 04 2010

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Sustainable Mediterranean, Issue No 63-64, 03 04 2010 SUSTainabLE MEDITERRANEAN MEDITERRANEE DURABLE • BIΩΣIMH MEΣOΓEIOΣ • MEDITERRANEO SOSTENIBLE Residential Training Workshop on Universities & Education for Sustainable Development Amfissa, Greece, 23-28 May 2010 • • • Séminaire Résidentiel de Formation sur les Universités et l'Education pour le Développement Durable Amfissa, Grèce, 23-28 Mai 2010 Quar ter ly newslet ter produced by the Me di ter ra ne an In for ma tion Of fi ce for the Envi ron ment, Culture and Sustai na ble Deve lop ment, in collaboration Issue: No 63 & 64 Double Issue: 03-04/2010 with the Euro pe an Envi ron me ntal Bure au and the This issue of Sustainable Mediterranean Arab NGO Network for was financed by MIO-ECSDE with the Envi ron ment and Deve lop ment support of the European Commission EDITORIAL niversities are institutions of long and complex I. Curriculum & Programmes of a SU: Balanced approach of history and in principle serve the society within the content of SD; Official syllabus and curriculum as well as "hid- which they operate. Today, in the beginning of den" ones; Variety in educational techniques and methods; Devel- the 21st century Universities are invited to participate in opment of student and professor competences, etc. the overall education of society and its Sustainable Devel- II. Governance, Processes & “Culture” of a SU: Operation Uopment. The challenge is to adapt and deliver, as soon as & Administration practices; Composition and operation of the uni- possible in the right direction. This will require the in- versity community; University aspects and functions as a technical volvement of all its members (academia, students, staff, and economic unit; Opening of the university to society, interac- etc.), who create the enabling environment for their oper- tions with local community and culture, etc. ation (Governments, other authorities, donors, etc.) and III. Infrastructure of a SU: Energy and water use efficiency; the wider public. Sustainable use of material and recycling; Ecological footprint; en- In order to approach the concept of a “sustainable univer- vironmentally sound healthy food in canteens; Green spaces, etc. sity” and the closely related concept of a “whole institute For each thematic pillar a key presentation was followed approach”, the University of Athens, the Baltic Univer- by an engaging workshop that stimulated interest and sity Programme (BUP) and MIO-ECSDE (MEdIES Secre- discussion. Furthermore, the participants had prepared tariat) organised the Residential Training Workshop on ‘Universi- case studies from their institutes related to ESD in Uni- ties and ESD’, in Amfissa, Greece, 23-28 May 2010, with the versities on the three pillars. This process increased support of the Centre of Environmental Education (CEE) “ownership” on their behalf and stimulated a meaning- of Amfissa. ful sharing of experiences. The week-long training in- The workshop was a follow-up of the successful Leonardo cluded also roundtables and workshops on these pillars. course Training on ESD through an inter-regional perspective: A special session was dedicated to the ESD Competences Baltic & Mediterranean (Uppsala, 6-12 Oct 2008) and one of of Educators, during which participants worked on the the recommendations of the last meeting of the Network latest working text on ESD Competences drafted by the of the Mediterranean Universities for Sustainable Devel- UNECE Expert Group. opment MEDUNNET (Athens, 21-22 Oct 2009). Hosted in the Centre of Environmental Education (CEE) In total, 48 experts -lecturers, researchers and univer- of Amfissa, the participants had the opportunity to get sity staff from the BUP and the MEDUNNET networks a firsthand experience from the activities of the CEE, its all involved in ESD- participated in the training, coming educational projects, processes, governance issues and from 19 countries: Austria, Belarus, Croatia, Denmark, relations with the local society. Estonia, Finland, Greece, Latvia, Lebanon, Lithuania, The training was financially supported by the Swedish Poland, Romania, Russia, Slovakia, Slovenia, Sweden, International Development Cooperation Agency (SIDA), Turkey and the UK. the Åbo Akademi University, the Novia University of Ap- The training workshop aimed to: plied Sciences, the European Commission - DG Environ- • examine the integration of ESD in tertiary educa- ment, the Municipality of Amfissa, and it was hosted tion within the framework of the UN Decade on and supported in-kind by the CEE of Amfissa. ESD (2005-2014) and the UNECE Strategy on ESD; The training was evaluated very positively by the partici- • explore the concepts of the “whole institute ap- pants who requested as a follow up a strengthening of proach” and “sustainable university”; cooperation amongst them -mainly through the BUP and • share experiences on ESD, educational practices, the Mediterranean networks- as well as subsequent train- policies, research, etc. through particular univer- ings and other projects in more countries. The present is- sities’ case studies. sue of Sustainable Mediterranean is one of the first concrete To this end, the workshop sessions were structured in outcomes, and includes all key presentations and case three thematic pillars: studies presented during the training. Prof. Michael Scoullos 2 SUSTAINABLE MEDITERRANEAN • Issue no 63-64 – numéro 63-64 ÉDITORIAL es universités sont des institutions avec une longue I. Curriculum et Programmes d’une UD: Approche équili- et complexe histoire et, en principe, elles servent brée du contenu de développement durable; Programme et curricu- la société dans laquelle elles opèrent. Aujourd'hui, lum officiels et aussi "cachés"; Variété des techniques et des métho- au début du 21ème siècle, les universités sont invitées à des d'enseignement; Développement des compétences des étudiants participer à l’éducation globale de la société et à son déve- et des professeurs, etc. Lloppement durable. Le défi reste à bien s'adapter et à pro- II. Gouvernance, Processus et “Culture” d’une UD: Pra- duire des impacts positifs dans les plus brefs délais. Cela tiques d’Opération et d’Administration; Composition et opération de nécessitera la participation de tous leurs membres (pro- la communauté universitaire; Aspects et fonctions de l’Université en fesseurs, étudiants, personnel, etc), de ceux qui créent tant qu’unité technique et économique; Ouverture de l’Université vers l'environnement propice à leur fonctionnement (gouver- la societé, interactions avec la communauté et la culture locale, etc. nements, autres autorités, donateurs, etc.) et du grand III. Infrastructure d’une UD: Efficacité de consommation public. d’énergie et d’eau; Utilisation durable du matériel et recyclage; Afin d'aborder le concept d'une «université durable» et Empreinte écologique; aliments écologiques et sains servis aux can- celui, étroitement lié, d'une «approche d’institut inte- tines, espaces verts, etc. gré» (Whole Institute Approach), l'Université d'Athènes, Chaque pilier thématique a été introduit par une présen- le Baltic University Programme (BUP) et le MIO-ECSDE (le tation clé qui a été suivie par un atelier stimulant l'intérêt Secrétariat du MEdIES) ont organisé le Séminaire Résiden- et la discussion. En outre, les participants avaient pré- tiel de Formation sur 'Les universités et l'EDD', à Amfissa, en paré des études de cas relatifs à leurs instituts et à l'EDD Grèce, le 23-28 mai 2010, avec le soutien du Centre d'Édu- dans les universités, concernant les trois piliers. Ce pro- cation Environnementale (CEE) d’Amfissa. cessus a augmenté le sens d' «appropriation» et a stimulé L'organisation de cet atelier suit à la réussite du cours un important partage d'expériences. Cette formation, de Leonardo relatif à "La Formation sur l’EDD à travers une la durée d'une semaine, comprenait également des tables perspective inter-régionale: Baltique et Méditerranée" rondes et des ateliers sur ces piliers. Une session spéciale (Uppsala, 6-12 oct. 2008) et à une des recommandations a été consacrée aux compétences des éducateurs d'EDD, de la dernière réunion du Réseau des Universités Médi- au cours de laquelle les participants ont travaillé sur le terranéennes pour le Développement Durable MEDUN- dernier texte de travail rédigé par le Groupe d'experts de NET (Athènes, 21-22 oct. 2009) l'UNECE sur les compétences en matière d’EDD. Un total de 48 experts ont participé à la formation – ensei- Hébergés au Centre d'Education Environnementale (CEE) gnants, chercheurs et personnel des universités des ré- d’Amfissa, les participants ont eu l'occasion d'acquérir seaux BUP et MEDUNNET, tous impliqués dans l'EDD – en une expérience directe sur les activités du CEE et ses pro- provenance de 18 pays: Autriche, Bélarus, Croatie, Dane- jets éducatifs, les processus, les questions de gouvernan- mark, Estonie, Finlande, Grèce, Lettonie, Liban, Lituanie, ce et les relations avec la société locale. Pologne, Roumanie, Russie, Slovaquie, Slovénie, Suède, La formation a été soutenue financièrement par l'Agence Turquie et Royaume-Uni. Suédoise d'aide au Développement International (SIDA), l'Université Εbo Akademi, l'Université Novia de Sciences Ap- L’atelier de formation visait à: pliquées, la Commission Européenne – DG Environnement, – examiner l'intégration de l'EDD dans l'enseigne- la Municipalité d’Amfissa, et a été hebergée et supportée à ment supérieur, dans le cadre de la Décennie des travers la contribution en nature du CEE d’Amfissa. Nations Unies sur l'EDD (2005-2014) et la Stratégie de l'UNECE sur l'EDD; La formation
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