Universities have played key roles in transforming societies, by educating decision-makers, leaders, entrepreneurs and academics. However, education and research on sustainability and inclusive development in universities, is... [ view full abstract ]
Universities have played key roles in transforming societies, by educating decision-makers, leaders, entrepreneurs and academics. However, education and research on sustainability and inclusive development in universities, is still at an early stage in many institutions. Over the last decades several integrated studies were undertaken in Northern and Eastern European countries to evaluate how Education for Sustainable Development (ESD) has been applied in the institutional frameworks of Higher Education Institutions (HEI). In Portugal, the Government promoted the effective institutional autonomy of HEI and the diversity of higher education systems focusing on building human capital. Nevertheless, to date, no attempts were made to evaluate the incorporation of ESD by HEI or by the Government both in their plans, programs and in the development policies regarding, in particular, Universities engagement to embed Sustainable Development (SD) in their academic systems. This study’s aim is to determine, from a key actors’ perspective, how sustainability was integrated into policies and strategies of HEI, particularly in Portuguese public Universities, within the framework and goals of the United Nations Decade of Education for Sustainable Development (DESD) 2005-2014. Semi structured exploratory interviews were conducted after gathering a sample of 15 key actors of decision-making processes namely from (i) Education, Science and Higher Education Ministers, as well as the Ministry´s General Secretary and the General Director of Higher Education, (ii) Chairpersons of the Portuguese University Rectors Council, representing Portuguese Universities Chancellors and, with (iii) HEI and non-governmental key persons who designed and implemented Portuguese ESD. Considering that beforehand only a relatively small number of not particularly insightful documentary resources were gathered and analyzed, these interviews goal was to obtain complementary information either from the key actors themselves or from other documentation they could have accessed. Seven interviews were analyzed to provide a better understanding of the compromises concerning ESD in Portuguese public Universities, as well as the possible forms of the DESD goal implementation and their impact in their strategies and actions. Interviews with key actors led to other hidden or not publicly accessible plans, policies and programs. Preliminary results confirmed the documentary analysis findings that there is a lack of national integrated strategies or policies. Nevertheless, not only there are some relevant international drivers as well as a few good examples at specific national Universities level that have already their own Sustainable Reports published. It is also of critical importance for the effectiveness of the process concerning Inclusive ESD the commitment to the implementation of public policy and sustainability at universities level. Subsequently, there is an urge for a change in Portuguese universities paradigm and characteristics and still several boundaries to overcome. Further investigation will be undertaken, including the analysis of plans, policies and strategies at universities level and a questionnaire survey will also be applied to the person responsible for the sustainability implementation in the HEI, to better understand how the sustainability for development in Public universities in Portugal was accomplished.
Keywords: DEDS – Decade for Education for Sustainable Development, Environment/Environmental, Sustainability/Sustainable, Inclusive Development, Universities
1c Role of academia (advocacy and education in sustainable development science)
