There appears to be increasing interest by university leaders around the world to commit to sustainability in principle by signing key frameworks, declarations and charters (Beringer et al., 2008; Wright, 2002) (see table 2.1). Wright (2002) asserts that most of these documents address foundational sustainability themes such as improving universities’ physical operations; embedding interdisciplinary approaches to sustainability into academic research and teaching and learning practices; addressing universities’ ethical and moral responsibility; and, improving sustainability public engagement and outreach through cooperation and partnerships with governments, Non Governmental Organisations (NGOs) and industry. Grindsted (2011) identifies more than 31 sustainability higher education declarations worldwide and affirms that, globally, more than 1,400 universities have signed a declaration. Table 2.1 presents the key international sustainability documents.
Table 2.1 International sustainability declarations and charters in higher education
Yea
r Declaration/Charter Partners involved Scope Short description/Keywords
199
0 Talloires Declaration University Leaders for a Sustainable Future (ULSF)
Global First declaration specifically targeted to the higher education sector.
Keywords: leadership for sustainability;
support; mobilisation of resources. 199
1 Halifax Declaration Consortium of Canadian Institutions, International Association of Universities (IAU), United Nations University (UNU)
Global The ethical and moral obligation of universities in addressing sustainability was recognised.
Keywords: ethical obligation; shape present
and future; leadership; development of policies and practices.
22
199
3 Kyoto Declaration on Sustainable Development
IAU Global Closely tied to Agenda 21 and the United Nations Commission on Environment and Development (UNCED) Conference in Rio de Janeiro 1992. It called for specific sustainability plans.
Keywords: sustainability action plans; ethical
obligation; sustainability imperative;
environmental education; sustainable physical operations.
199
3 Swansea Declaration Association of Australian Government Universities
Global The declaration stressed the commitments outlined in previous documents.
Keywords: review of physical operations;
environmental literacy and curriculum; ethical obligations; research and public service. 199
4 COPERNICUS University Charter for Sustainable Development Association of European Universities Regional
(Europe) It called for a paradigm shift in European universities.
Keywords: core social mission; new frame of
mind; whole-institutional commitment; environmental ethics and attitudes; education of university employees; programmes in environmental education; interdisciplinarity; dissemination of knowledge; cooperation and networking; partnerships; continuing education programmes; technology transfer. 200
1 Lüneburg Declaration Global Higher Education for Sustainabilit y Partnership (GHESP)
Global In preparation for the 2002 World Summit on Sustainable Development (WSSD) in
Johannesburg.
Keywords: key role of universities; catalyst for
social change; globalisation, poverty alleviation, social justice, democracy, human rights, peace and environmental protection; generation of new knowledge; training of future trainers; curriculum re-orientation; lifelong learning.
200
2 Unbuntu Declaration UNU, UNESCO, IAU, Third World Academy of Science, African Academy of Sciences and the Science Council of Asia, COPERNICUS -Campus, GHESP, ULSF
Global Called for the development of a global learning environment for learning for sustainability. It suggested the creation of networks and Regional Centres of Expertise (RCEs).
Keywords: review of programmes and
curricula; attract future trainers; meet the Millennium Development Goals (MDG); knowledge transfer; development of an action-oriented tool kit for universities; development of sustainability strategies for reform; development of an inventory of best practice and case studies.
23
200
5 Graz Declaration on Committing Universities to Sustainable Development COPERNICUS CAMPUS, Karl- Franzens University Graz, Technical University Graz, Oikos International , UNESCO
Global Stresses the key opportunities which the Bologna Process creates for embedding sustainability across higher education.
Keywords: give status to sustainability in
universities’ strategies and activities; sustainability as a framework for the enhancement of the social dimension of European higher education.
200
5 Bergen Communiqué European Union (EU) education ministers, European Commission and other consultative members Regional
(Europe) EU universities should build upon sustainability principles. For the first time since 1999, made a strong reference to the Bologna Process as a key mechanism to establishing a European Higher Education Area by 2010 and promoting the European system of higher education worldwide. The process should be based on the principle of sustainability.
Keywords: university reform supporting
education for sustainability; interdisciplinarity; innovation to address social challenges; sustainability skills and learning objectives; employability.
200
6 American College and University Presidents Climate Commitment Association for the Advancemen t of Sustainabilit y in Higher Education (AASHE) National (United States of America - USA)
Aims to make campuses more sustainable and address global warming by bringing
togetherinstitutional commitments to reduce and neutralise greenhouse gas emissions on campus.
Keywords: creation of emissions inventory; set a date for universities becoming
‘climate neutral’ within two years;
sustainability into the curriculum and part of the educational experience; development of action plans, inventory and progress reports made publicly available.
200
8 Declaration of the Regional Conference on Higher Education in Latin America and the Caribbean (CRES)
UNESCO Regional (Caribbea n and Latin American )
CRES was intended to be a contribution to identifying the major issues of Latin America and the Caribbean, looking toward the UNESCO World Conference on Higher Education in 2009.
Keywords: sustainability for social progress;
cultural identities; social cohesion; poverty; climate change; energy crisis; culture of peace; democratic relations and tolerance; solidarity and cooperation; critical and rigorous intellectual ability.
200
8 G8 University Summit Sapporo Sustainability Declaration
G8 University Network
Global The aim was to develop common recognition of the need for global sustainability, to discuss responsibility of universities and provide messages to G8 leaders and societies.
Keywords: universities working closely with
24 Source: Adapted from Tilbury (2011c)
Evidence exists to confirm that these declarations have influenced universities’ decision- making and policy development (Clarke & Kouri, 2009; Grindsted, 2011; Wright, 2004). Calder and Clugston (2003b) acknowledge the importance of these documents as they reflect the prominence of the sustainability movement and agenda, and indicate sustainability trends and future directions. However, criticisms arise as no official evaluation exists to (i) report whether these declarations have been implemented in the universities which have endorsed them (Bekessy et al., 2007; Tilbury et al., 2005) or (ii) capture the challenges, opportunities and lessons learned throughout the implementation process (Wright, 2002). Research in this area acknowledges that whereas some universities have utilised these statements to guide the development of sustainability policies and strategies, many others have signed them for public relations and marketing purposes (Grindsted, 2011; Wright, 2002). Walton (2000) reminds us that endorsing these declarations is not a proof that universities are making genuine efforts and progressing in change towards sustainability.
orientation of education and curriculum; dissemination of information; training leaders; interdisciplinary perspective.
200
9 World Conference on Higher Education UNESCO Global Called on governments to increase investment in higher education, encourage diversity and strengthen regional cooperation to serve societal needs.
Keywords: advancement of understanding of
multifaceted issues and our ability to respond; interdisciplinary focus; critical thinking; active citizenship; peace, wellbeing, human rights; education for ethical citizens.
200
9 Turin Declaration on Education and Research for Sustainable and Responsible Development G8 University Network
Global The aim was to acknowledge the pivotal role that higher education institutions and scientific research organisations should play in
supporting sustainability at global and local levels.
Keywords: new models of social and economic
development consistent with sustainability principles; ethical approaches to sustainability; new approaches to energy policy; focus on sustainable ecosystems.
25 Tilbury (2011c) asserts that it is the combination of government support and international partnerships which are driving authentic innovation and change for sustainability in higher education. International partnerships are directing efforts to support sustainability innovation in all areas of universities through the creation of networks and partnerships, exchange opportunities, development of publications and resources, collection of best practices, and development of research and assessment tools to assist organisations in their journeys towards institutional change for sustainability. For example, in Europe, the Copernicus-Campus10 (2010) have developed guidelines to improve the integration of sustainability within the Bologna Process. In North America, AASHE11 and Second Nature12 work actively to help in embedding sustainability principles in every aspect of higher education. In Africa, the Mainstreaming of Environment and Sustainability in Africa (MESA)13 Universities Partnership helps to embed sustainability in African universities. In the Asia-Pacific region, the Promotion of Sustainability in Postgraduate Education and Research Network14 (ProSPER.Net) supports the integration of sustainability into postgraduate courses and curricula. At the international level, the Global University Network for Innovation (GUNI) contributes to the strengthening of the role of higher education in society through the renewal and innovation of higher education’s main issues (see GUNI, 2011). Finally, at national levels, initiatives such as the Duurzaam Hoger Onderwijs15 (DHO) in the Netherlands or the CRUE-CADEP16 (Conferencia de Rectores de las Universidades Españolas – Comisión de Calidad ambiental, el Desarrollo sostenible y la Prevención de riesgos en las universidades) in Spain are good examples of national networks and associations which are responding to the rhetoric of the declarations.