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 Where do we go from here? Reframing scholarship and practice in light of the emerging UN Sustainable Development Goals SASI Workshop report th
4 March 2-­‐4pm Parliament Hall University of St Andrews Executive summary The emergence of the new UN Sustainable Development Goals this year coincides with the ending of the Millennium Development Goals, the international climate change conference in December and new contributions from the business sector. May East of CIFAL explained how the UN proposes that 17 goals and 164 indicators be implemented within a framework acknowledging dignity, prosperity, justice, partnerships, planet and people. International negotiation is ongoing, with a post-­‐15 Group in Scotland taking things forward here. A more holistic approach to sustainable development is likely to be reinstated, but the statutory demands of climate change legislation may particularly rally nations in global north as well as south. The University of St Andrews is pursuing sustainability in its operations, research and teaching, coordinated by the Sustainable Development Working Group. The Quaestor explained that the University has a goal to be carbon neutral by 2016, primarily through Kenly windfarm and Guardbridge developments but with wider aspirations to support local enterprise and innovation. The Transition: University of St Andrews initiative is promoting practical projects, reflection and wider community engagement. Various research groups including St Andrews Sustainability Institute, Institute for Environmental History, Centre for Biological Diversity, Centre for Pacific Studies, Scottish Oceans Institute and the Centre for Social and Environmental Accounting Research have sustainability interests and interdisciplinary activities. A new Learning and Teaching Committee Working Group on Learning for Sustainability is exploring how this area can be strengthened at the institution. Group and plenary discussions evolved around the reframing of sustainability globally and how this might impact on our activities; and also how our teaching and research contributions might in turn influence the SDGs in future. It was concluded that the University of St Andrews is well placed to take forward a sustainability focus, and that our current emphasis on climate change mitigation and adaptation was appropriate but should not exclude other sustainability issues. 1 Workshop rationale As the Millennium Development Goals are superseded by the UN Sustainable Development Goals in 2015, there will be an increased conceptual, practical and policy focus on this area at local, national and international levels. Research funding direction is expected to respond to this imperative. At the same time, the new QAA guidelines for Education for Sustainable Development in Higher Education are supporting an enhancement of teaching and learning in this area that is being explored further by a new Learning and Teaching Committee Working Group on Learning for Sustainability at this institution. The University of St Andrews Sustainable Development Working Group is facilitating operational climate change and coordinating sustainability responses here and Transition: University of St Andrews is nurturing a sense of community and enabling community action for sustainability. This workshop was established to explore how these international changes might influence the way(s) in which we frame sustainability and how we can both build on interdisciplinary scholarship at the University of St Andrews and hence influence new agendas for sustainable development in practice. Aims The aims of the workshop were to explore the implications of recent and ongoing changes in sustainable development theory and practice in order to inform potential research, teaching, operational and community activities at the University of St Andrews and beyond. Introduction – Rehema White Sustainable development in policy within EU Rehema reminded us that there are different definitions and understandings of sustainable development. It is useful to recognise and respect this plurality of perspectives. It is interesting to observe how discourse regarding sustainable development has changed over time in the policy world. In the EU, the term sustainable development has been used less in recent years with the last major review of sustainable development strategy being in 2009. There has been an attempt to mainstream sustainable development into different sectors, with an emphasis on climate change, resource efficiency and other areas such as air pollution. “In particular, the EU has taken the lead in the fight against climate change and the promotion of a low-­‐carbon economy.” In the UK, DEFRA officially still promotes the sustainable development principles and framework shown below. 2 However, the original concept has been overtaken by concern over the economy and statutory obligations regarding climate change. The UK sustainable development vision for 2011 stated: “This means making the necessary decisions now to realise our vision of stimulating economic growth and tackling the deficit, maximising wellbeing and protecting our environment, without negatively impacting on the ability of future generations to do the same. These are difficult times and tough decisions need to be made…….” [my emphasis] In Scotland, there is now also a rather paradoxical emphasis on economic growth, with a focus on doing this through the low carbon economy. “Sustainable development is integral to the Scottish Government's overall purpose -­‐ to focus government and public services on creating a more successful country, with opportunities for all of Scotland to flourish, through increasing sustainable economic growth. For Scotland we are delivering this through our work supporting Scotland's transformation to a low carbon economy.” [my emphases] Hence in policy in the EU, UK and Scotland we have seen: • Some mainstreaming • Focus on (sustainable) economic growth • Focus on delivery through low carbon/ climate change mitigation/green economy Sustainable development as curriculum Rehema reminded the group of the contemporary issues matrix that had been used in SD teaching in the SD Programme here, with priority areas taken from DEFRA’s previous priorities (Sustainable production and consumption, Natural resource protection and environmental enhancement, Building sustainable communities and Climate change and energy) and cross cutting themes of Research and education, Policy, decision making and governance, Changing behaviour, Values, philosophies and ethics and Gender and equity. Whilst our curricular focus has changed over time, we have also strengthened our pedagogical focus on interdisciplinary learning, holistic framing, reflexivity and experiential and embodied learning amongst other areas. ! 3 Sustainable development in research SASI has managed to create sparks and light interdisciplinary collaborations. It has made it easier to pursue sustainability research across institutes and departments at the University of St Andrews. As sustainability teaching comprises curricular and pedagogical concerns, so does sustainability research focus on both a set of issues and research attributes. Sustainable development across a sustainable university There has been much recent debate over what might comprise a sustainable university recently. Certainly it involves more than merely teaching and research and also seeks demonstration through its operations, engagement with community and leadership in governance. governance teaching operations Sustainable university research community UN International policy Rehema reminded the workshop of the Millennium Development Goals that are finalised in 2015. These MDGs will shortly (this year) be superseded by the emerging Sustainable Development Goals (SDGs). 4 Implications of the SDGs May East, Chief Executive of CIFAL May East, who is a Special Fellow of the United Nations Institute for Training and Research and Chief Executive of CIFAL, then brought the latest news and insights on the progress of the emerging Sustainable Development Goals. Not only has she been involved in this process, she sits on the Post-­‐15 Working Group, which is the main body by which the Scottish Government is considering the format and implications of these developments for national and international strategy. May described a convergence of crises and processes that were making 2015 crucial in determining national and international agendas. Ø The end of the MDGs, Ø emergence of the SDGs, Ø the massive climate change conference planned for December Ø and the renewed role of business in considering funding of global sustainability initiatives are all reshaping our plans. The MDGs represented an agenda of the global north that was left to global south to implement. There were significant discussions about them at Rio + 20 but the outcome was largely an agreement on goals and not on how to achieve them. We are currently concerned with the legacy of MDGs and in considering this in the development of an appropriate and effective set of SDGs. One of the main reasons behind the development of the SDGs is a shift in the UN General Assembly with many countries from the global south in 2013 expressing a realisation that they will need to develop and clean together, not develop first and clean later as has happened in many other parts of the world. This led to some complex interactions. The SDGs will not be legally binding but will serve global south and north and the third sector in different ways from the MDGs. 17 goals and 164 targets were presented to the General Assembly by the Open Working Group (including support of sustained economic growth and sustained natural resource growth). Technical proofing of these SDGs is required and some member states fear that disagreements over detail will undermine them. Expectations are high and a lot of work remains to be completed. Proposed UN sustainable development goals Goal 1. End poverty in all its forms everywhere Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture Goal 3. Ensure healthy lives and promote well-­‐being for all at all ages Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Goal 5. Achieve gender equality and empower all women and girls Goal 6. Ensure availability and sustainable management of water and sanitation for all Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 5 Goal 10. Reduce inequality within and among countries Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable Goal 12. Ensure sustainable consumption and production patterns Goal 13. Take urgent action to combat climate change and its impacts* Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development Because there are so many goals and targets, a framework was proposed by the UN Secretary General in the Synthesis report to connect and support the 17 goals (UN 2014: . Six essential elements for delivering the sustainable development goals (UN 2014) What is happening in Scotland? Last year a post-­‐2015 Working Group was established. It includes some members under NIDOS, Sniffer etc and the Scottish and UK Governments, with some academic representation (DfID is the main negotiator on behalf of Scotland). This group has the responsibility of awareness raising, running events through the year with NGOs, LAs and others. Usually UN agenda items are signed at high level by head of state but there is a desire for this one to be informed by a civil society discussion that has already begun. The economic sector has an important role to play. Q: Is any one goal considered most important? A: Climate change is a game changer. Whilst the SDGs are not legally bound, climate change is; global south will prioritise human development and global north will prioritise sustainable consumption and production. Q: what is the overarching mission of the SDGs? 6 A: firstly not leaving anyone behind and secondly development within planetary boundaries. A UN Declaration will set out this vision. In pursuit of institutional sustainability Derek Watson, Quaestor, University of St Andrews Derek Watson, Quaestor, then gave an oversight of how the University of St Andrews is pursuing sustainability across all areas of activity. This aspiration is embedded in strategy and the Sustainable Development Working Group is assisting in making this real. • The University is aiming to be carbon neutral by 2016 – this is the biggest goal (although actual grid connection from the Kenly windfarm is currently planned for Feb 2017). • Guardbridge was acquired and will provide biomass energy; it will burn wood and hot water will be piped to heat North Haugh, Sports centre etc. We are trying to establish local supply of wood. Small woods in Fife locally are not attractive for big business but with the right machinery will be able to supply us. • Can also explore and demonstrate better food security, water security and circular economy at the University. For example, a project at Guardbridge is currently looking at increasing food production using LEDs developed here. • It is suggested in our University that we look at climate change as a bigger issue. There is a desire to develop this as a research theme that looks beyond energy provision, bringing disciplines together to allow individuals and groups to work across theory and practice. • With regard to governance, the Sustainable Development Working Group is doing a lot of ‘stuff’ – at present mostly small projects but there is an attempt now to focus on fewer and significant issues to be able to deliver. The group represents interests of research, teaching, energy, waste and transport but is also focusing on behaviour and convincing people that a sustainability agenda will work for the University. • In summary, we have high ambitions and strong goals to achieve these in our drive to be a sustainable institution. Q: is this drive for sustainability because we want to do this or because it makes a good business case? A: we believe it is the right thing to do, but it is also sensible risk management strategy. There has been a 15% rise per year in energy bills so it makes a good business case even when oil price is low. Q: how do we reconcile a sustainability emphasis with international students flying? A: it depends how you count carbon; in some businesses the travel to get there is not counted; but we are also encouraging sustainable travel as much as possible Q: why is climate change so important? A: we could develop a hub of good ideas and investment. Whilst energy is the real issue in the global north because it is cold in winter, food security is more of an issue in the global south. Natural and social scientists could work together. Jan Bebbington and others have been commissioned to look at carbon accounting around Guardbridge. Q: who else in Principal’s Office is involved? A: Quaestor also talks to VP Research and VP Teaching. 7 Transition: University of St Andrews: building a sustainable community David Stutchfield (for Georgina Stutchfield) Transition: University of St Andrews has been running for approximately 8 years now. The University initiative ties up with the wider Transition Network that is attempting to offer means for people to address climate change and peak oil. Here it is a group of people, students and staff, whose activities coalesce around different areas: • Circular economy; including skillshare, St And Reuse and Saint Exchange • Edible campus; including community gardens and now over 10 growing spaces across the university, training and food production • Low carbon living ; including carbon conversations, cook smarter classes and home energy assessments in partnership with StAndEn • Sustainable transport; including car club and bike maintenance group • Engagement with the wider community; including Green Week, Green Film Festival and other events • Knowledge and Research; including events like this, student dissertations in institutional sustainability, database, facilitating research on what we do Research group vignettes Institute of Environmental History John Clarke • In 1991-­‐2 Chris Smout managed to unite economic, social and environmental perspectives in this Institute. • Environmental History derives from the 1960s when many historians were environmentalists. There has been a critique within the discipline of mixing advocacy and academia. Historians can’t predict the future but by understanding the past we can inform future decision making. • The Institute includes work on coastal archaeology (Dawson) which engages the community and addresses the urgency forced by climate change. • The interactions between science, medicine and history are explored. • The rise of environmentalism and conservation are explored especially through the study of waste management eg looking at social inequalities and waste. • there are good research and teaching links eg contribution to the Great Ideas module and relevant Honours modules. Centre for Pacific Studies Tony Crook This is the only UK Pacific centre of research despite the colonial links. Whilst the centre has an interdisciplinary base it is mostly social anthropology. The shift to SDGs opens up opportunities for wider debates. A strong post-­‐colonial pushback from Pacific island states, inviting in non traditional parties and a critique of globalisation has begun. The Centre has a large EU project underway on climate change, gender and equality. There are plans to work with Pitcairn islands which will soon have the largest Marine Park in the world. PNG dancers will be visiting St Andrews as part of the EU project. Centre for Biological Diversity Will Cresswell This is an interdisciplinary group that is interested in measuring and monitoring biodiversity and in understanding biodiversity. Gaol 15 of the SDGs encapsulates much of what they do. 8 It is the most important because the natural world defines our limits. For example, migrant birds define our horizons and interactions eg whinchats migrate form Scotland to Nigeria. CDB thus works out the detail of such interactions but also uncovers and explores wider issues such as globalisation. Scottish Ocean Institute Although nobody could come to represent SOI, several people expressed interest and sent apologies. Their work will relate to the new SDGs strongly. • “The Scottish Oceans Institute is an interdisciplinary research institute studying the marine environment which forms a key focus for research excellence in marine-­‐
related science. • Our research interests range from the deep oceans to the coasts, and from the people who use and interact with the sea, to the biological and physical processes that make the oceans function.” Centre for Social and Environmental Accounting Research Although nobody could come to represent CSEAR because of a clash with a Management eeting, there was a request that it be noted. The Centre for Social and Environmental Accounting Research sits in Management. The wordle below shows its concerns; which overlap well not only with goals but with the implementation framework proposed by the UN. Learning for Sustainability at University of St Andrews Iain Matthews Iain Matthews introduced the newly formed Learning and Teaching Committee Working Group on Learning for Sustainability at the University. The remit has been approved and the group is co-­‐chaired by Iain and Rehema with others about to be invited to join with approval of Provost. The impetus for this group was threefold: 1) move beyond SD Programme in acknowledging LfS at the University 2) respond to new QAA guidelines for ESD in HE (not yet statutory but likely to become so in time): global citizenship, environmental stewardship, social justice, ethics and wellbeing, and a future facing outlook. 3) respond to high student demand for more sustainability learning as demonstrated in the NUS annual survey 2014 (60% of domestic and 75% of international students want to know about sustainability through their studies) and meet employer needs for sustainability skills 9 The group will set a baseline for LfS at the University, establish a monitoring programme and encourage more LfS. Discussion and comment People split into smaller groups and broadly discussed the questions: How do the SDGs relate to us and how might we influence them? Discussions ranged widely. Some plenary comments at the end included: • Need to break down elitism and get University of St Andrews more engaged with the community • need to make more explicit to students how our research relates to teaching and practice • SDGs demand holistic focus once again • the wording of ‘nobody left behind’ is a little worrying is we wish to stay within one planet resource use; those in global north currently use too much • SDGs do not directly relate to teaching in most schools, but our teaching could influence SDGs • the nature of interdisciplinarity remains challenging; the University needs to invest in this • how do we get a balance between the top down UN drive and community led balance • what level and how should we engage as an institution • It was concluded that the University of St Andrews is well placed to take forward a sustainability focus, and that our current emphasis on climate change mitigation and adaptation was appropriate but should not exclude other sustainability issues. Future Future actions that could emerge include: o workshop to stimulate interest in and around Guardbridge o specific foci from SDWG o input regarding SDGs to teaching in some areas o further interdisciplinary workshops permitting networking and discussion across areas Further reading The UN Secretary General recently produced a synthesis on the SDGs, found at: http://www.un.org/ga/search/view_doc.asp?symbol=A/69/700&Lang=E Other relevant UN documents can be found at https://sustainabledevelopment.un.org . The Scottish Government view on sustainable development can be found at http://www.gov.scot/Topics/Environment/SustainableDevelopment and analysis from the post-­‐15 working group can be found at http://www.nidos.org.uk/sites/default/files/Post%202015%20event%20report%202014%20
final.pdf . We hope you enjoyed the workshop. Any feedback or comments can be returned to Rehema White at rehema.white@st-­‐andrews.ac.uk . Rehema White and Georgina Stutchfield 10