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Sustainability and Leadership (Dzulkifli Abdul Razak)

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This presentation was part of the 2015 ProSPER.Net Leadership Programme in Sabah. Malaysia.

Published in: Education
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Sustainability and Leadership (Dzulkifli Abdul Razak)

  1. 1. © DAR Sustainability and Leadership Dzulkifli Abdul Razak President International Association of Universities, Paris TRANSFORMATIONAL LEADERSHIP IN IMPLEMENTING AND ASSESSING SUSTAINABILITY PROJECTS, 24-25 August, Kota Kinabalu, Sabah
  2. 2. © DAR The United Nations Decade of Education for Sustainable Development (UNDESD 2005-2014)
  3. 3. © DAR Activity/Implementation 1992 96 00 02 05 09 12 14 Mainstreaming ESD Year Declaration UNDESD Bonn Agenda21 UNDESD UNDESD (2005-2014) ?
  4. 4. © DAR
  5. 5. © DAR
  6. 6. © DAR What is Education for Sustainable Development? ...to enable us to (re)learn our way towards a more sustainable future... Source: Education, Public Awareness and Training (ESD) (Chapter 36 of Agenda 21) training programmes mindset shift
  7. 7. © DAR ESD is recognised as crucial for SD institutionally The Human Development Report 2011 Sustainability and Equity: A Better Future for All, published by UNDP, mentions the role of ESD in promoting sustainable consumption 36th session of the UNESCO General Conference (2011) 68 countries explicitly supported ESD The report of the United Nations Secretary-General’s High-Level Panel on Global Sustainability, published in 2012, refers to the importance of ESD
  8. 8. © DAR Envisioning the post-2015 future Global Impact by 2030 A world where extreme poverty has been eradicated and where the building blocks for sustained prosperity are in place. A world where no one has been left behind, where economies are transformed, and where transparent and representative governments are in charge. A world of peace where sustainable development is the overarching goal. A world with a new spirit of cooperation and partnership. This is not wishful thinking. - The Report of the High-Level Panel of Eminent Persons on the Post-2015 Development Agenda, p. 30
  9. 9. © DAR (modified) So, what is the edge? Leadership ‘challenge’ let’s imagine!
  10. 10. © DAR Sustainability is to meet the needs of the present without compromising the ability of future generations to meet their own needs. - Report of the World Commission on Environment and Development: Our Common Future Transmitted to the General Assembly as an Annex to document A/42/427 - Development and International Co-operation: Environment The ‘sustainability’ edge…
  11. 11. © DAR Sustainability is improving the quality of human life while living within the carrying capacity of the Earth’s supporting eco-systems. - The Union of Conservation Scientists (IUCN), United Nations Environment Programme (UNEP) and World Wide Fund for Nature (WWF) The ‘sustainability’ edge…
  12. 12. © DAR http://celfeducation.org/WhatWeDo.html © DAR
  13. 13. © DAR • Promote ESD’s contribution to all of education and to achieving quality education • Increase public awareness and understanding about sustainable development and ESD • Mobilize adequate resources and funding in favour of ESD • Re-orient education and training systems to address sustainability concerns through coherent policies at national and local levels • Develop and strengthen existing international, regional and national enabling mechanisms and cooperation for ESD that respect cultural diversity Priorities of Bonn Declaration 2009 UNESCO World Conference on ESD http://www.esd-world-conference-2009.org /fileadmin/download/ESD2009_BonnDeclaration080409.pdf © DAR
  14. 14. © DAR Priorities of Bonn Declaration 2009 UNESCO World Conference on ESD “We need to put knowledge into action.” © DAR http://www.esd-world-conference-2009.org /fileadmin/download/ESD2009_BonnDeclaration080409.pdf
  15. 15. © DAR Manitoba, Canada Education Goal “To ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable manner.” Manitoba Education, 2010 © DAR Source: Charles Hopkins, UNESCO Chair, U Toronto
  16. 16. © DAR A Global Programme Regional Centre of Expertise on Education for Sustainable Development - 1. Governance - addressing issues of RCE management and leadership 2. Collaboration - addressing the engagement of actors from all levels of formal, non-formal and informal education 3. Research and development - addressing the role of research and its inclusion in RCE activities, as well as contributing to the design of strategies for collaborative activities, including those with other RCEs 4. Transformative education - contributing to the transformation of the current education and training systems to satisfy ambitions of the region regarding sustainable living and livelihood.
  17. 17. © DAR Aichi-Nagoya Declaration on ESD We, the participants of the UNESCO World Conference on Education for Sustainable Development held in Aichi-Nagoya, Japan, from 10 to 12 November 2014, adopt this Declaration and call for urgent action to further strengthen and scale up Education for Sustainable Development (ESD), in order to enable current generations to meet their needs while allowing future generations to meet their own, with a balanced and integrated approach regarding the economic, social and environmental dimensions of sustainable development. This Declaration recognises that people are at the centre of sustainable development and builds on the achievements of the United Nations (UN) Decade of ESD (2005-2014); the deliberations of the UNESCO World Conference on ESD in Aichi-Nagoya; and the Stakeholder Meetings held in Okayama, Japan, from 4 to 8 November 2014, namely, UNESCO ASPnet International ESD events, the UNESCO ESD Youth Conference, the Global Regional Centres of Expertise Conference, and other relevant events and consultation processes, including regional ministerial meetings. We express our sincere gratitude to the Government of Japan for hosting the UNESCO World Conference on ESD. 1. CELEBRATING the significant achievements made by the UN Decade of ESD (2005-2014), in particular, in putting ESD higher on national and international agendas, advancing policy, improving the conceptual understanding of ESD, and generating substantive good practice amongst a wide range of stakeholders, http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ERI/pdf/Aichi-Nagoya_Declaration_EN.pdf
  18. 18. © DAR The Nagoya Declaration on Higher Education for Sustainable Development was adopted by the participants of the International Conference on Higher Education for Sustainable Development in Nagoya, Japan on 9 November 2014. It reaffirms the responsibility of higher education for pursuing of sustainable development and commits their support to further advancing sustainable development through education for sustainable development. Nagoya Declaration on Higher Education for Sustainable Development 1. We, the participants and supporters of the International Conference on "Higher Education for Sustainable Development: Higher Education Beyond 2014 " and the associated University Student Summit on ESD, held at Nagoya University in Aichi, Japan on 9 November 2014, reaffirm previous relevant commitments including those made within the framework of the UN Decade of Education for Sustainable Development (DESD, 2005-2014), the Higher Education Sustainability Initiative for Rio+20, Rio+20 People's Sustainability Treaty on Higher Education and the IAU Iquitos Statement on Higher Education for Sustainable Development, and hereby declare our renewed commitment to and support for actions by the higher education community towards sustainable development. http://www.c-linkage.com/for/hesd/declaration.html
  19. 19. © DAR http://celfeducation.org/WhatWeDo.html © DAR
  20. 20. © DAR Dzulkifli Abdul Razak, FASc
  21. 21. © DAR The ultimate yardstick for measuring the success of a university is the improvement in the lives of the people it serves. A society will attain full value from its university , if society and the university are linked together and confront the realities of today and the development needs of the country.
  22. 22. © DAR Research and Innovation Accelerated Programme for Excellence since Sept. 2008 APEX Special Presentation 24 June 2011, MOHE, Putrajaya 2009-2013 USM Case (2000-2011)© DAR
  23. 23. © 2008 Endpoints: Quality of Life - MDG* (2015); EFA* (2015); EfSD* (2014) Millennium Development Goals by 2015; Education for All by 2015; Education for Sustainable Development by 2014* USM as a sustainability-led university *Talent, Resources, Governance Enablers:Values: Jamil S (nd) World Bank * Nexus of Natural capital, Social capital, Cultural caoital, Economic capital. Bottom of the Pyramid *Nexus of People, Ideas, Wisdom. It refers to the 4 billion people who make up the base of the economic pyramid worldwide - primarily the world’s poor - and the potential benefits of increasing the linkages of the base of the pyramid to knowledge.
  24. 24. © DAR UKM UM UPM USM 1. Strategic Intent Medium Medium Medium High 2. Culture Medium Low- Medium Medium Medium- High 3. Leadership Medium Medium Medium High Preparedness for Change  Evidence of cohesiveness around strategic intent.  Was the plan well-communicated, bought-in, internalized?  Existing and/or emerging culture.  Will it support or impede transformation plan.  Cohesiveness of the leadership team.  Driver of the transformation plan.  Risks of changes in leadership.  Succession plan. The Emergence: Framework for Reform Source: APEX Evaluation Committee, 20089/8/2015© DAR 2009
  25. 25. © DAR UKM UM UPM USM 1. Theme & Strategic Direction Medium Medium High High 2. Transformation Approaches/ Strategies/ Initiatives Medium Low- Medium Low- Medium High 3. Current/ On-going Efforts Medium Medium Low- Medium High  Well-defined.  Differentiated positioning.  Unifying and exciting.  Aligned to theme & direction.  Well-defined projects leveraging on strengths.  Project management & culture change elements.  Evidence of transformation taking shape.  Foundation formed. The Transformation Plan Source: APEX Evaluation Committee, 20089/8/2015© DAR 2009 The Emergence: Framework for Reform
  26. 26. © DAR • Here & now! • Consume • 4Ws: Waste! Waste! Waste! Waste! • Maintain - status quo • Incremental • Individual-focus • Learning  Future-oriented  Conserve/Preserve  4Rs: Refuse, Reuse, Reduce, Recycle  Challenge - status quo  Transformational  Community-focus  Un-, Re-, Co-Learning, Life-long & -wide Learning Relationships Policy Shifts UNsustainable Sustainable Mind-set change
  27. 27. © DAR Facilitating the Shift Enhancing the Shift Sustaining the Shift 3 Basic Policy Goals The Whole Institution Strategy (Relationship)
  28. 28. © DAR Leadership Capacity Building Ownership “Walk the Talk” Facilitating the Shift Enhancing the Shift Sustaining the Shift • transformational • risk-taking • across the board • team/network • competency-based • new mindset • translational • consistent commitment • open-minded • participative 3 Levels of Practice The Institution Leadership Strategy
  29. 29. © DAR Leadership Capacity Building Ownership “Walk the Talk” Evaluation & Monitoring Incentives & Recognition Flexibility & Context Facilitating the Shift Enhancing the Shift Sustaining the Shift • adaptive • co-creative • relevance • diversity • tangibles vs intangibles • consultative vs directives • hi-tech vs hi-touch • developmental • transformational • risk-taking • across the board • team/network • competency-based • new mindset • translational • consistent commitment • open-minded • participative 3 Levels of Practice The Institution Leadership Strategy
  30. 30. © DAR ESD MDG let’s imagine!
  31. 31. © DAR The State of Humanity Today
  32. 32. © DAR ..some 100 years ago… when the world was not so global… ...just about a decade ago… PACIFIC OCEAN HUMANITY HAS FAILED
  33. 33. © DAR farm4.static.flickr.com/3102/2752981528_2d51b... http://blog.lib.umn.edu/muss0051/architecture/30mali600.1.jpg …a global tipping point?…
  34. 34. © DAR Leadership Capacity Building Ownership “Walk the Talk” Evaluation & Monitoring Incentives & Recognition Flexibility & Context Facilitating the Shift Enhancing the Shift Sustaining the Shift Successful Mindset Shift The Institution Leadership Strategy
  35. 35. © DAR FEEL THINK ACT
  36. 36. © DAR 3 H Model : Hand-Head-Heart
  37. 37. © DAR 3+1 H Model +
  38. 38. © DAR What is Education for Sustainable Development? ...to enable us to (un,re,co)learn our way towards a more sustainable future as part of life-long & life-wide learning processes… Source: Education, Public Awareness and Training (ESD) (Chapter 36 of Agenda 21) training programmes mindset shift
  39. 39. © DAR Thank you very much!
  40. 40. © DAR Acknowledgement & Disclaimer This presentation and the opinions expressed are those of the author as of the date of writing and are subject to change. It has been prepared solely for purposes of education, information and discussion by the recipients. Any reference to past data/indicators are not necessarily a guide to the present and future. The information and analysis contained in this publication have been compiled or arrived at from sources believed to be reliable, and are duly acknowledged. The author does not make any representation as to their accuracy or completeness and does not accept liability for any loss arising from the use hereof. Neither this document nor any copy thereof may be sent to or taken into territories/places where the use and the distribution may be restricted by local law and/or regulation. This document may not be reproduced either in whole, or in part, without the written permission of the author © DAR 2007-2015

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