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Emergency Funding Appeal. As a charity Hawkwood is in a critical financial time. If you are in a secure position please consider donating funds to support. Click here to donate.

Hawkwood is an arts and educational charity providing courses, facilitating training and offering venue hire, set in a stunning location in the Cotswolds.

Upcoming Courses & Events

Our Community Work

Our grounds are open to the public and free of charge all year round. We work closely with local community groups in and around Stroud, developing environmental and sustainable practices. We provide a neutral, levelling space, bringing diverse groups together and offering space for thinking, creativity and decision making. We spark new ideas, unique collaborations and cutting edge conversations, working towards positive change and improving the quality of life for communities.

Following the Path of the Wild and the Sacred

Nature's capacity to heal

Moving to a thriving mindset

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Emergency Funding Appeal. As a charity Hawkwood is in a critical financial time. If you are in a secure position please consider donating funds to support. Click here to donate. Our grounds are open to the public and free of charge all year round.

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The Education and Global Challenge

Humanity faces intense challenges of an unprecedented scale, complexity and interdependence. The current economic and environmental path is dangerously unsustainable. What contribution can and should the education sector play in responding to the impending crisis?

Through the experience of our Sustainability Education Programmes and our After Care Consultancy, delegates become equipped to develop and implement new strategies for incorporating Sustainability thinking into infrastructure, curriculum continuum and approaches to teaching and learning. Schools are able to derive synergy between why they have a school and how, when and where teaching and learning happens. As a result, schools are able to articulate how their moral purpose is also their unique selling point and a means by which to measure their own success. SusEd programmes enable your organisation to be a true change agent of society.

transformational programmes

The European Education & Sustainability Leadership Summit, at Berlin Brandenburg International School (BBIS), 30 May - June 1 2019 was the fifth SusEd programme and the inaugural European iteration of our Sustainability Leadership programme

Years Serving communities

SusEd programmes were first imagined in 2012 as a means to address humanity's most urgent issues. Our vision reflects the moral purpose of the United World College www.uwc.org movement and the mission of the International Baccalaureate www.ibo.org to make education a force to unite people, nations and cultures for a better, more peaceful world and a sustainable future

SCHOOLs and organisations

SusEd programmes have an active Alumni of more than 100 schools and organisations. Our Alumni become part of a network of thought leaders in education and sustainability, who are committed to the development of the programmes in their own contexts and regions

SusEd Programmes are intensive three-day immersion experiences designed to disturb and disrupt, challenge orthodoxy, nurture deep reflection and ultimately inspire delegates to re-imagine education and re-commit to leading change. Following the andragogy of Otto Scharmer's U Theory, the programmes are designed by recognised leaders in the fields of education and sustainability, to cultivate new appreciation for the relationships between approaches to teaching and learning, the curriculum and the architecture of schools.

sustainability

This aspirational programme brings together education leaders, students and teacher "champions" of Sustainability in its broadest sense, with policy makers, so that one can inform the other, so that the future path of global education can be aligned with the most urgent challenges facing humanity. Delegates are invited explore the systems level, interdependent causes and consequences of sustainability, encompassing the key environmental, social and economic drivers relationships in relation to approaches to teaching and learning, the curriculum and the architecture of schools.

PEACE

Our Peace programme provides a challenging, immersive experience for diverse cross sections of delegates from education, politics and non-governmental organisations from around the world. Delegates explore the relationships between education, conflict transformation and peace, learn from the contexts in which we live and work, and imagine and design strategies that can respond to one of humanity's most urgent issues. The programme has been designed to be intensive and participatory, with the maximum opportunity for dialogue, debate, experiential learning, listening and analysis, so as to provide delegates with ideas and strategies to take back into policy and planning in their organisations.

Mindfulness

We work in partnership with schools and organisations to implement aspirational Mindfulness and Wellbeing (MW) programmes, which challenge delegates to re-imagine how they can optimise their professional and personal lives.

With discreet focus on body, mind and spirit, the programme experience creates opportunities for delegates to imagine and design strategies for implementing Mindfulness and Wellbeing into the daily life of their organisation in ways that reflect their context, meet their aspirations and redefine how they measure success.

MArCH 2015

"I had to critically reappraise my own practice and reorient what I do. I had been complacent. I know now that my real work is only beginning" .

Principal / ESLP United World College of South-East Asia, 2015

Our Team

SusEd programme faculty are drawn from a pool of acknowledged leaders in Sustainability, Leadership and Education from leading global institutions around the world, including the Cambridge Institute for Sustainability Leadership www.cisl.cam.ac.uk the University of Cape Town www.uct.ac.za and the United World College movement www.uwc.org supported by a diverse network of active Alumni and students. All SusEd programmes happen in partnership with host schools.

Experience a SusEd programme. Become a partner with SusEd by hosting your own Education and Sustainability Leadership programme, a Peace programme, or a Mindfulness programme in your school or organisation. The SusEd team will work with you to design a programme reflecting your context, whilst there is the opportunity for leaders, teachers, and students in host partner schools to contribute as members of SusEd faculty. There are also opportunities to contribute as a SusEd intern.

Sign Up For a ProgramME

Watch out for news of a series of dynamic series of SusEd programmes for 2020. At the moment there are two upcoming Education & Sustainability Leadership Summits in May and June. One is in Dollar, Scotland, while the other is in Florence, Italy.

INternship opportunities

SusEd welcomes applications for internships from young people aged 17-30, to work on our portfolio of Sustainability Education initiatives either in person or remotely. The SusEd Internship provides opportunities to contribute to marketing, logistics, programme design and as a member of faculty at our events. Internship scope and duration are negotiable.

become a sponsor

S usEd invites organisations to sponsor our programmes. The SusEd programme models rely on corporate sponsorship as part of our funding, to ensure that our delegates come from a broad range of backgrounds. This model ensures equality of access to our programmes. Bursaries are available on a discretionary basis for delegates who need assistance with programme fees, accommodation and travel costs.

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Through the experience of our Sustainability Education Programmes and our After Care Consultancy, delegates become equipped to develop and implement new strategies for incorporating Sustainability thinking into infrastructure, curriculum continuum and approaches to teaching and learning. Schools are able to derive synergy between why they have a school and how, when and where teaching and learning happens.

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Kate Raworth | Exploring Doughnut Economics

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Humanity's 21st century challenge is to meet the needs of all within the means of the planet. In other words, to ensure that no one falls short on life's essentials (from food and housing to healthcare and political voice), while ensuring that collectively we do not overshoot our pressure on Earth's life-supporting systems, on which we fundamentally depend - such as a stable climate, fertile soils, and a protective ozone layer. The Doughnut of social and planetary boundaries is a playfully serious approach to framing that challenge, and it acts as a compass for human progress this century.
The Doughnut of social and planetary boundaries (2017)
The environmental ceiling consists of nine planetary boundaries, as set out by Rockstrom et al, beyond which lie unacceptable environmental degradation and potential tipping points in Earth systems. The twelve dimensions of the social foundation are derived from internationally agreed minimum social standards, as identified by the world's governments in the Sustainable Development Goals in 2015. Between social and planetary boundaries lies an environmentally safe and socially just space in which humanity can thrive.

If you want to look deeper into the Doughnut, and Doughnut Economics, join us at Doughnut Economics Action Lab where we dive into much more detail on what it means for transforming our economies.

See you in the Action Lab!

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The doughnut of planetary boundaries and social boundaries defines a safe and just space for humanity to thrive in.

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'Climate Change Education is Mandatory Now'

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'Climate Change Education is Mandatory Now'

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Live Kindly, on education in Italy

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It will soon be compulsory for students in Italy to participate in a course on climate change. Italy is the first country in the world to institute such a program at its public schools.

From next year, Italian students will spend just under one hour per week learning about the ongoing climate crisis and sustainable development. Students will also study traditional subjects including physics, math, and geography with an emphasis on sustainability and climate change. The Education Ministry is developing the course with the help of scientific experts.

"The entire ministry is being changed to make sustainability and climate the center of the education model," Italian Education Minister Lorenzo Fioramonti told Reuters.

"I want to make the Italian education system the first education system that puts the environment and society at the core of everything we learn in school," added Fioramonti.

The Education Minister is part of the "populist" Five Star Movement, which formed a ruling coalition with the Democratic Party in September. The coalition formed to keep Matteo Salvini's right-wing League Party from government.

Fioramonti said: "I want to represent the Italy that stands against all the things that Salvini does."

Fioramonti has called on the government to introduce new taxes on plastics, sugary foods, and airline tickets. The money from these taxes could help fund further education. He has received both support and criticism for his ideas, though the latest Italian budget proposal presented to parliament included both sugary drinks and plastics taxes.

The Climate Crisis

In September, Fioramonti encouraged Italian pupils to participate in international climate strikes.

According to movement organizers Global Climate Strike, September's global actions saw a record 7.6 million people protest. Many protesters were students taking part with the blessing of school officials.

The New York City Department of Education said prior to the strikes that it would not penalize students for participating.

The strikes were first inspired by Swedish activist Greta Thunberg. The teenage vegan environmentalist inadvertently started a global movement by skipping schools on Fridays to protest for climate action.

Staff Writer | Bristol, United Kingdom
Liam writes about environmental and social sustainability, and the protection of animals. He has a BA Hons in English Literature and Film and also writes for Sustainable Business Magazine. Liam is interested in intersectional politics and DIY music.

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Climate Change Education Is Mandatory In Italy Now

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It will soon be compulsory for students in Italy to participate in a course on climate change. Italy is the first country in the world to institute such a program at its public schools. From next year, Italian students will spend just under one hour per week learning about the ongoing climate crisis and sustainable development.

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Deep Time Walk - explore Earth history and geological time

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Explore Earth history like never before with the Deep Time Walk. Walk 4.6km through 4.6bn years of Earth history, learn about key concepts from Earth's evolution and experience a unique perspective of deep time. A transformative experience across Earth's geological timeline for iOS and Android.

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https://www.curriculumforlife.com/

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Beyond Business as Usual: Higher Education in the Era of Climate Change. Keri Facer, 

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Beyond Business as Usual: Higher Education in the Era of Climate Change. Keri Facer, 

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A HEPI paper, 10 Dec 2020

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With climate change continuing to be the biggest global threat, this paper argues that universities and colleges should take a leading role in putting the world on a more sustainable footing.

Making use of the latest research and powerful case studies, Keri Facer, Zennström Professor of Climate Change Leadership at Uppsala University, Sweden and Professor of Educational and Social Futures at the University of Bristol, UK, makes a series of recommendations for students, staff and policymakers that would deliver a new approach, from changes to day-to-day operations to the core educational missions and civic role of the university.

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Beyond business as usual: Higher education in the era of climate change - HEPI

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With climate change continuing to be the biggest global threat, this paper argues that universities and colleges should take a leading role in putting the world on a more sustainable footing. Making use of the latest research and powerful case studies, Keri Facer, Zennström Professor of Climate Change Leadership at Uppsala University, Sweden and Professor [...]

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This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website.

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Designing Vibrant and Purposeful Learning Communities 

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Designing Vibrant and Purposeful Learning Communities 

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From the WISE Foundation, Qatar

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A consensus is emerging that education and learning need to become "everyone's business", and that the more connected, intertwined and interdependent societies become, the greater the opportunity to leverage our collective efforts to address learning gaps and societal challenges.

Learning ecosystems bring together diverse providers - not only schools and universities but also non-formal learning institutions, private sector organizations, and government institutions - creating new community-based learning opportunities and pathways to success, both for learners of all ages and for communities. This model, however, challenges conventional education hierarchies and decision making.

How do learning ecosystems emerge and evolve? What enables or prevents their development? How do they impact a community and to what extent can we measure that?

This is the first of a series of special focus collections that will be released as part of the WISE Learning Ecosystems Living Lab Program launched in 2020. This collection on designing vibrant and useful learning communities will seek to better understand the potential of place-based learning ecosystems in helping communities address critical education challenges and meet societal goals such as resilience and sustainability.

A consensus is emerging that education and learning need to become "everyone's business", and that the more connected, intertwined and interdependent societies become, the greater the opportunity to leverage our collective efforts to address learning gaps and societal challenges.

Learning ecosystems bring together diverse providers - not only schools and universities but also non-formal learning institutions, private sector organizations, and government institutions - creating new community-based learning opportunities and pathways to success, both for learners of all ages and for communities. This model, however, challenges conventional education hierarchies and decision making.

How do learning ecosystems emerge and evolve? What enables or prevents their development? How do they impact a community and to what extent can we measure that?

This is the first of a series of special focus collections that will be released as part of the WISE Learning Ecosystems Living Lab Program launched in 2020. This collection on designing vibrant and useful learning communities will seek to better understand the potential of place-based learning ecosystems in helping communities address critical education challenges and meet societal goals such as resilience and sustainability.

Filter by: Filter by:

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Designing Vibrant and Purposeful Learning Communities - WISE

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A consensus is emerging that education and learning need to become "everyone's business", and that the more connected, intertwined and interdependent societies become, the greater the opportunity to leverage our collective efforts to address learning gaps and societal challenges. Learning ecosystems bring together diverse providers - not only schools and universities but also non-formal learning [...]

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YXY - what if youth designed the future of education?

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YXY - what if youth designed the future of education?

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Teacherhead, Tom Sherrington

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This post is based on my talk for #PedagooLondon14 at the IoE. Having offered to run a workshop ages ago, when finally pressed for a title by the wonderful, patient organiser Helene Galdinoshea, I'd just been reading another rather tedious, acrimonious tit-for-tat twitter exchange. Progressives vs Traditionalists acting out The North vs The South or Roundheads vs Cavaliers. My thought was: I don't get this. I don't understand the heightened righteousness of each position; it's not how I relate to my job as a teacher and school leader. So the title was "Walking the Traditional-Progressive Line; why it pays to have a foot in both camps".

My general argument is that, however we define the supposedly opposing poles of traditional and progressive pedagogy, they both have a vital role in a child's education. I am not suggesting that there is no distinction. I've probably been wrong in talking previously about a false dichotomy because there are certainly definable elements of each disposition that are distinct. The two camps are real enough. However, for me, the important thing is that they are not inherently in opposition; they are intrinsically linked facets of excellent learning and an excellent education overall. They might even be considered to exist in a symbiotic relationship.

There are lots of ways to define the elements of traditional and progressive education as in these examples. The first is my own gathering of the usual associations and clichés. 'Sage on the stage' is one of the more cringe-inducing; others are more neutral and prosaic.

This one is pro-progressive. http://www.wingraschool.org/who/progressive.htm The idea that traditional education leads to a sense that 'school is a task to be endured' whereas progressive education means 'school is challenging and fun part of life' is hilarious nonsense.

This one is pro-traditional. The loaded anti-progressive language is clear: 'fads, fuzzy, anti-faith, un-vetted, equal outcome, the 4Ps: posters, portfolios, projects, Powerpoint'. 'Experts are questioned'. Heaven forbid! 'Grades inflated so all students success'. That pretty much does it for the credibility of the prog-camp.

There is also a strand of argument that looks for evidence-based 'proofs'. Hattie effect sizes here are lined up to show how traditional methods (Teacher as Activator) beat progressive methods (Teacher as Facilitator):

The numbers tell the story. Case closed! Q uod erat demonstrandum! Er...well hang on. Even if we accept effect size averages as a meaningful indicator of what might be possible when things are done well, who says that Feedback or Reciprocal Teaching or Meta-cognitive strategies etc belong in the Trad camp more than the Prog camp? Is that a productive or meaningful debate to have? I don't think so... we've got better things to do surely.

Another slide I've seen (and used) suggests that there's a virtuous journey to be made from 'Power and control' to 'Trust and Openness' as if those things are not entirely compatible and that moving towards the right on the slide is the desired direction of travel.

In my talk I suggested that the reason for much of the debate is that people are continually forced on the defensive. Traditional teachers feel that they been have told they've been doing it wrong for years, by OfSTED and 'the system' in general. They're made to feel guilty for 'chalk and talk' and favouring testing that knocks students' self-esteem. That's all too 'Gradgrindian'. Traditionalists are legitimately kicking back against a sense that straight teacher-led knowledge transmission is wrong in some way - even when this is highly effective in many situations.

Similarly, the progressivisionistas, are always fighting the accusation of dumbing-down education with too much woolly student-centred 'fun' and the absence of rigour - as if fun and rigour are incompatible. It's odd that traditionalists sometimes end up denouncing 'fun' as if learning in a traditional way can't be inherently enjoyable; as if motivational processes that engage students in learning are somehow distinct from the mechanics of acquiring knowledge. They also disparage the idea that students can have legitimate input into the learning process: How can students' possibly make meaningful decisions about their own learning when they know so much less than their teachers? Isn't progressive pedagogy a really bad choice in terms of opportunity cost when the basics haven't been mastered? And so on.....it's as if these territories are mutually exclusive.

It's just all very unhealthy isn't it? I think so.

Of course, if we are to talk about poles in a debate, we need to have some sense of what we mean. Very crudely, rightly or wrongly, and seeking to avoid bias in any direction, I think of them in the following way:

Traditional: Leaning towards an emphasis on content, structures, ordered systems, formal learning, measurable outcomes
Progressive: Leaning towards an emphasis on processes, experiences,organic systems, informal learning, intangible outcomes

Straight away, you need some caveats. Of course a strong traditional education is rich with experiences and intangible outcomes; similarly a strong progressive education delivers plenty of measurable outcomes and is rich in content. It's not an absolute separation we're talking about; it's a question of the elements that are foregrounded and given greater value.

My experience working at KEGS is my immediate reference point. In what might be regarded as a traditional Grammar school, albeit with a modern outlook, the learning experience of students comprises multiple elements:

Without question there are aspects of learning at KEGS that are classic traditional experiences. But there are very many aspects that are deeply rooted in a progressive philosophy. And here is the key point: some aspects of progressive education - the idea of discovery learning, for example - don't need to be delivered at school because our students arrive with those dispositions embedded already. Our students, on average, are already strongly resilient, curious about learning, effective self-starters and disposed to engage in collaborative learning through debate and discussion. We can do all the traditional stuff because the conditions that they live and learn in support that.

Here's another set of examples:

At KEGS, there are countless examples of learning where students are bringing together both progressive and traditional ideas. House Drama has no teacher input but the self-directed performances are stunning; Project 9, where students deliver courses in programming to Year 9 is also student run and the students design and select their own curriculum; Y13 Physics coursework enables all students to explore their own hypothesis using a diverse set of ideas and apparatus. In each of these examples, solid knowledge is key but the skills needed are dependent on them having had opportunities to gain the confidence to work independently and to make decisions and take risks. At this level it's possible to see how traditional and progressive ideas weave together symbiotically. One can't flourish without the other.

This symbiosis is evident in our recent Learning by Heart project as described in this post. Learning poetry by heart in the ways described has a strongly traditional aspect and a strongly progressive aspect.

However, it's not a simple case of blurring the two sets of ideas; it might be more a case of sequencing them appropriately At KEGS, across several subject strands, there is a general pattern across Year 7 to Year 13 where student are encouraged to learn strong core skills in the earlier years, building up to more sophisticated synoptic activities later on. The teaching in the earlier years is often characterised by the most traditional methods. The more progressive methods build on the traditional foundations. For example in Geography, there is an emphasis on drilling key skills earlier on but at A level some very sophisticated group activities are used to bring multiple ideas together. Similarly in DT and in Art the Year 7 and 8 projects are tightly controlled so key skills are developed but at GCSE and A level there is total freedom for students to express their ideas.

Even that sounds too simple: traditional approaches first, then progressive. Partly this is because, at all times, both elements are involved. As I discussed at PedagooLondon, the football metaphor is useful. You can't develop as a team without practicing the component skills through drills OR without gaining responsive match fitness and the overarching motivation to improve through playing whole games. It's not one of the other; it's a question of sequencing both - as I describe in an earlier Skills and Drills post.

In Martin Robinson's book Trivium 21st Century, he reconciles traditional and progressive ideas in a such a sophisticated manner that people from both sides of the divide claim that it proves their point. It's a fabulous book. In fact my talk could have been simply: Read Martin's book. Goodbye. This sequence captures some of the ideas:

In this table he shows how the grammar, dialectic and rhetoric of the trivium can be mapped by a logical sequence of modes of assessment, each of which could fall into stereotypical Trad-Prog silos.

In Martin's hands the distinctions are used as a way to define the sequence of learning that might make the most sense in creating that fully rounded education we'd probably all want for our kids.

Back to KEGS, the idea of sequencing makes sense in general. But, to reiterate, the conditions in which the majority of our students have grown up are home learning environments where those typically progressive ideas about discovery and student-centredness have been fostered beyond the school gates. In many senses, our early traditional pedagogy is dependent on the progressive fertility of the learning conditions that families have created. But what happens when those conditions don't exist? Surely it is sensible and even necessary for schools to be responsible for creating those conditions. Can you really narrow gaps through traditional methods and structures when the environment in which those structures need to take hold, can't support them? Where the organic, intangible essence of being a curious learner, able to function in a social learning environment, isn't addressed in parallel with the knowledge that you want to construct? I'd say not.

The Pedagogy Tree metaphor is emerging.....

The roots need to be strong and continuously nourished by fertile soil. These are the preconditions for learning effectively. This is where progressive ideas abound. This is where the nutrients, the educational soul-food is so important. We need these early on in a child's education of course. Learning through play IS learning in the early years. But we also need our roots nourished continually thereafter.

BUT, we can't grow tall without structure. Out of the nourishing environment we need to create ordered ideas that follow a path that others have been down before. This is the key role of traditional pedagogy. It can dominate for some time as the mainstay of educational progress.. but only if the roots remain in fertile ground. (still with me...)

But as the structures of a tree trunk develop, giving that structure and strength, we can diverge in different directions. Our branches can take many forms. The stronger our (traditional) structural framework is and the richer the ongoing (progressive) soul-food, the more diverse our learning can be beyond that. The tree canopy is a matrix of progressive and traditional forms that make up our learning in all it's glory.

And then I ran out of time.....

Oliver Quinlan asked a good question. He suggested that, whilst he agreed with much of what I'd said, he felt it may be that, rather than seeking to diminish the value of a discussion of traditional vs progressive dispositions, I might be suggesting that we should embrace it further so that we're better equipped to understand how they inter-relate. He's probably right. The point is not to pit one against the other but to seek the best understanding of the symbiosis.

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This post is based on my talk for #PedagooLondon14 at the IoE. Having offered to run a workshop ages ago, when finally pressed for a title by the wonderful, patient organiser Helene Galdinoshea, I'd just been reading another rather tedious, acrimonious tit-for-tat twitter exchange. Progressives vs Traditionalists acting out The North vs The South or...

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Cambirdge Institute for Sustainable Leadership 

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Cambirdge Institute for Sustainable Leadership 

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Cambridge Institute for Sustainability Leadership |

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Read more at: Centre for Business Transformation

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Dame Polly Courtice's inspiring Lifetime Achievement Award acceptance speech

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Dame Polly Courtice's inspiring Lifetime Achievement Award acceptance speech

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edie newsroom

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Dame Polly Courtice delivered a galvanising call to action for future business leaders as part of her Lifetime Achievement Award acceptance speech at edie's Sustainability Leaders Awards 2021 Wednesday afternoon (3 February), claiming "this is the generation that still has time to change everything for the better".

The director of the University of Cambridge Institute of Sustainability Leadership (CISL) was the official Guest of Honour and Lifetime Achievement Award-winner at edie's virtual Sustainability Leaders Awards on Wednesday.

Delivering her opening address to edie's first-ever virtual awards audience, Dame Courtice's speech noted the severity of the climate and ecological crisis that humanity is faced with, but reaffirmed that "this is the generation that still has time to change everything for the better".

"I'm lucky enough to have had a long career in sustainability and see it emerge from a rather abstract concept into a recognised professional field that the corporate sector is really trying to get to grips with," Dame Courtice said.
'Big trouble'
"The business community has stepped up, the agenda has changed, the scientific evidence and our understanding of it has grown dramatically and the options and solutions available to us have grown many times over. This didn't just happen by chance, it is the result of tens of thousands of people building the evidence, making the business case and holding companies to account and coming up with alternative ways of doing things.

"We are still in big trouble. Our current economic model, despite all the benefits it has bestowed, still results in the erosion of human and natural capital and fails to create the long-term social and environmental value that we want. Right now, we can have little confidence that we can do what it takes to avert catastrophic climate change."

Dame Courtice Founded CISL in 1989, with the aim of helping businesses, academics, financial institutions and policymakers collaborate to deliver positive outcomes for society and the environment.

The body has grown steadily over the years and now works with more than 250 organisations including corporates, global banks and national governments. It employs more than 100 staff in three countries and has an international network of more than 16,000 people. This work earned Dame Courtice her OBE in 2016, for services to Sustainability Leadership, following a nomination from the University of Cambridge.

Last year, Dame Courtice announced that she would be stepping down as director of CISL. She has selected Clare Shine as her successor, who steps into the role this Spring.
'Unique moment'
During her speech, Dame Courtice noted that efforts to embrace sustainability had changed from the "why to the how", but that people and companies had to feel the importance of climate action "viscerally" and "work out what they can and want to do".

"If there's anything positive to take from this current crisis, it is the sense that we're having a unique moment in history together," Dame Courtice said. "7.8 billion us, facing a collective challenge and reminding us of just how fragile our social, political and economic systems are, especially in the face of nature.

"This experience has the potential to create an unprecedented bond between us and might just cause us to do things differently, to recognise that we are not simply victims of the future, trapped in an unchangeable system. Each and every one of us can play a part in shaping the future we want, especially those of us who have disproportionate access to power and influence.

"This is the generation that still has time to change everything for the better, to lead the change we need with courage and determination. I hope that you find being part of the sustainability movement is a wonderful, unstoppable force in your lives, as it has been in mine."

Dame Courtice is the third recipient of edie's Lifetime Achievement Award, following Forum for the Future's founder-director Jonathon Porritt in 2020 and ex-Unilever chief executive Paul Polman in 2019.

The very best of sustainable business connected from the comfort of their homes for edie's 2021 Sustainability Leaders Awards, which celebrated the individuals and organisations that are making sustainability and climate action 'Mission Possible', despite grappling with the impacts of the coronavirus pandemic.

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WATCH: Dame Polly Courtice's inspiring Lifetime Achievement Award acceptance speech

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Dame Polly Courtice delivered a galvanising call to action for future business leaders as part of her Lifetime Achievement Award acceptance speech at edie's Sustainability Leaders Awards 2021 Wednesday afternoon (3 February), claiming "this is the generation that still has time to change everything for the better".

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An army of Greta Thunbergs: One Mother's Mission by Melanie Harwood

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An army of Greta Thunbergs: One Mother's Mission by Melanie Harwood

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eduCCate Global

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This short documentary follows eduCCate Global's CEO, Melanie Harwood on a trip to an eduCCate Global School in Dubai to go behind the scenes on the motivation and mission of eduCCate Global.

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An army of Greta Thunbergs: One Mother's Mission | eduCCate Global Newsroom

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eduCCate Global Newsroom Feb 01, 2020. This short documentary follows eduCCate Global's CEO, Melanie Harwood on a trip to an eduCCate Global School in Dubai to go behind the scenes on the motivation and mission of eduCCate Global.

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Founder Cindy Forde

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An education platform aligned to the UNSDGs with the potential to reach over 40 million children in 5 years.
The core offerings are:

Makerzines

Downloadable lesson plans and classroom resources

Digital media adventures

Our mission is to empower children with the knowledge and skills to be the innovators, entrepreneurs and global citizens who protect the planet and ensure the wellbeing of all its inhabitants.

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An education platform aligned to the UNSDGs with the potential to reach over 40 million children in 5 years. The core offerings are: Makerzines Downloadable lesson plans and classroom resources Digital media adventures Our mission is to empower children with the knowledge and skills to be the innovators, entrepreneurs and global citizens who protect the planet and ensure the wellbeing of all its inhabitants.

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Co-founded by Melanie Harwood and Denise Meissner.

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eduCCate Global is a joint partnership between the United Nations Institute for Training and Research (UNITAR) and Harwood Education to develop and deliver an innovative Climate Change Education Programme for schools globally. eduCCate Global's initiatives include the Climate Change Teacher Training Course and Accreditation, an interactive teaching program for students and the eduCCate Global Community.

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Peter Higgins: Learning to Love Your Planet

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Peter Higgins: Learning to Love Your Planet

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Global Intimacy: Learning to Love Your Planet | Peter Higgins | TEDxUniversityofEdinburgh

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Johan Rockström: 10 years to transform the future of humanity - or destabilise the planet

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Johan Rockström: 10 years to transform the future of humanity - or destabilise the planet

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"For the first time, we are forced to consider the real risk of destabilizing the entire planet"

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Johan Rockström: 10 years to transform the future of humanity -- or destabilize the planet

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"For the first time, we are forced to consider the real risk of destabilizing the entire planet," says climate impact scholar Johan Rockström.

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Teach students about climate change.

Students need to be taught about the climate emergency and ecological crisis: how they are caused, what we can do to mitigate them and what our future lives and jobs are going to look like due to them. ​Sustainability and these crises need to become key content in all subject areas. Educators need to be trained in how to teach about these difficult topics in a way that empowers students, and they need funding and resources to do this.

Include green skills in many vocational courses.

The UK needs a workforce able to bring us to net-zero emissions and make us world leaders in sustainable technologies. Therefore, vocational courses need to include the green skills needed to achieve this.

Make educational buildings climate-friendly.

Our education buildings play an essential role in how and what we learn, by retrofitting them to net-zero emissions by 2030, we can create green jobs across the country and inspire students to live sustainably.

We've written Teach the Future policy documents that explain how we want these changes to happen and outline why they are necessary (+ some research). You can check them out here.

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Teach students about climate change. Students need to be taught about the climate emergency and ecological crisis: how they are caused, what we can do to mitigate them and what our future lives and jobs are going to look like due to them. ​Sustainability and these crises need to become key content in all subject areas.

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Founded in 2014, Project Drawdown® is a nonprofit organization that seeks to help the world reach “Drawdown”— the future point in time when levels of greenhouse gases in the atmosphere stop climbing and start to steadily decline.

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It is critical that human rights are always centered, that gender equality is the aim, and that benefits to the planet are understood as positive ripple effects of access and agency.

Solution Summary*
Educating Girls
Education lays a foundation for vibrant lives for girls and women, their families, and their communities. It also is one of the most powerful levers available for avoiding emissions by curbing population growth. Women with more years of education have fewer and healthier children, and actively manage their reproductive health.

Educated girls realize higher wages and greater upward mobility, contributing to economic growth. Their rates of maternal mortality drop, as do mortality rates of their babies. They are less likely to marry as children or against their will. They have lower incidence of HIV/AIDS and malaria. Their agricultural plots are more productive and their families better nourished.

Education also shores up resilience and equips girls and women to face the impacts of climate change. They can be more effective stewards of food, soil, trees, and water, even as nature's cycles change. They have greater capacity to cope with shocks from natural disasters and extreme weather events.

Today, there are economic, cultural, and safety-related barriers that impede 62 million girls around the world from realizing their right to education. Key strategies to change that include:

make school affordable

help girls overcome health barriers

reduce the time and distance to get to school

make schools more girl-friendly.

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Family Planning
Securing women's right to voluntary, high-quality family planning around the world would have powerful positive impacts on the health, welfare, and life expectancy of both women and their children. It also can affect greenhouse gas emissions.

Some 225 million women in lower-income countries say they want the ability to choose whether and when to become pregnant but lack the necessary access to contraception. The need persists in some high-income countries as well-including the United States, where 45 percent of pregnancies are unintended. Currently, the world faces a US$5.3 billion funding shortfall for providing the access to reproductive health care that women say they want to have.

Carbon footprints are a common topic. Addressing population-how many feet are leaving their tracks-remains controversial despite widespread agreement that greater numbers place more strain on the planet.

Honoring the dignity of women and children through family planning is not about governments forcing the birth rate down (or up, through natalist policies). Nor is it about those in rich countries, where emissions are highest, telling people elsewhere to stop having children. When family planning focuses on health-care provision and meeting women's expressed needs, empowerment, equality, and well-being are the result; the benefits to the planet are side effects.

We model the influence of two rights-based solutions on global population: universal education and family planning. Increased access to and quality of voluntary reproductive health care, family planning resources, and 12-13 years of schooling are essential components to achieve the United Nations' 2015 medium global population projection of 9.7 billion people by 2050. If investment and support of these fundamental human rights-centered solutions does not materialize, the world's population could come closer to the higher projection, adding another 1 billion people to the planet.

We model the impact of this population difference in more-developed as well as least-and less-developed countries, in terms of how much energy, building space, food, waste, and transportation would be used. The resulting emissions reductions across the entire system could be as high as 85.4 gigatons of carbon dioxide, just within the window of 2020-2050. Health and education have a compounding impact, however, with greater climate impacts into the future.

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It is critical that human rights are always centered, that gender equality is the aim, and that benefits to the planet are understood as positive ripple effects of access and agency. Solution Summary* Educating Girls Education lays a foundation for vibrant lives for girls and women, their families, and their communities.

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Challenging Conventions—A Perspective From Within and Without 

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Challenging Conventions—A Perspective From Within and Without 

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Scientists Warning Foundation, Richmond, CA, United States

Academics globally are calling for urgent and proportionate action on the climate and ecological crisis (CEC), not only from governments and corporations but from leaders of academic institutions themselves. In this article, I argue that academic institutions are failing in their over-arching mission to humanity and the planet, and that they are increasingly part of the problem, not the solution. I explore the widespread use of league tables and metrics to capture and assess teaching and research performance and argue that these tell us little about how well academic institutions are faring in terms of their fundamental mission. I go on to chart the lackluster response of academic institutions to the CEC and a tendency to develop responses to the CEC that are centered on achieving carbon neutrality across estates and operations. I explore the moral and ethical case for transformative change within academia and give some examples of actions that institutions could readily take. The article concludes by stating that responsibility can no longer be shirked and that academic institutions must embrace Radical reform.

"Knowledge implies responsibility."

Introduction

"We can no longer tolerate the failure of the Australian government, or any other government, to take robust and urgent action to address the worsening ecological crisis."

That so many academics, including many distinguished scholars, around the world are openly calling for action on the CEC and supporting activism lends credibility to a key premise of this volume-that our academic institutions have somehow failed in their fundamental civic duty to enhance the quality of human life by intellectual, cultural, educational, technological, and practical means. In fact, it was this conclusion that led me to resign from my post as Pro Vice-Chancellor and to trade academia for advocacy. I had experienced at first hand over some years the numerous ways in which financial sustainability considerations drove decision making.

This perspective article will explore some of the constraints within which many academic institutions currently operate and argue that these serve to hamper both the evolution of curriculum and the generation of research and scholarship that adequately prepares students to play a part in enabling humanity to live well within planetary boundaries. What are we to make of these demands from academics and scientists that they be permitted to act, rather than simply calling for action on the part of academic institutions? How did the situation arise? Are calls for action being heeded? How might the sector respond and evolve, so that it becomes part of the solution to the CEC?

A Self-Perpetuating Problem

Academic institutions around the world are the intellectual homes to many thousands of scientists, scholars and students. They develop and host courses on a range of subjects, from the traditional Arts, Sciences and Humanities to more vocational courses. Qualifications by and large serve as a "ticket" toward a chosen career, some tickets conferring advantages including what has come to be known as the "graduate premium. An irony of course is that one such example, classical economics, is widely seen as part of the problem ( Wiedmann et al., 2020) yet institutions have tended to regard such courses as "jewels in the crown."

League tables are regularly published, providing information on which universities perform best according to set criteria. The THE for example publishes the World University Rankings. Here, the performance indicators are grouped into five areas: Teaching (the learning environment); Research (volume, income and reputation); Citations (research influence); International outlook (staff, students and research); and Industry Income (knowledge transfer). Teaching, research and citations collectively make a 90% contribution to an institution's ranking.

In the case of the CEC, climate scientists have delivered the requisite research yet have been powerless to drive meaningful and proportionate action. Warnings and calls for action from scientists have been many, and yet a key indicator of planetary health-concentration of atmospheric CO ₂ -shows that with each new summit and convention, the situation has worsened rather than improved. Academic institutions have certainly delivered in terms of advancing our knowledge of science, but where does the responsibility sit for the implications and outcomes of the research? It certainly does not sit with the climate scientists. It is a fundamental question that must be addressed.

Maxwell (2012) has long argued that we must shift our focus from knowledge enquiry to wisdom enquiry, and this allows for an understanding of the essence of the problem. How do we then move from that understanding to effecting change across a distributed and diverse global sector?

The Sector's Response To The CEC

On the 10th July 2019, the Alliance for Sustainability Leadership in Education (EAUC), the United States-based higher education climate action organization Second Nature and UN Environment's Youth and Education Alliance, published an open letter stating that 7,000 higher and further education institutions from six continents were declaring a "climate emergency." The signatory institutions agreed a three-point plan to address the climate crisis:

* Committing to going carbon neutral by 2030 or 2050 at the very latest.

* Mobilizing more resources for action-oriented climate change research and skills creation.

* Increasing teaching and learning about environmental and sustainability education across curricula, campus and community outreach programmes.

The organizers commented that it was the first time further and higher education establishments have come together to make a collective commitment to address the climate emergency.

As 2021 unfolds, it is fair to say that while growing concerns about the CEC have been heard, the bold and dramatic action required of academic institutions has simply not happened. In November 2019, the Climate Commission for UK Higher and Further Education was established, almost certainly in response to the increasing pressure worldwide that nations and organizations declare a climate emergency. While this was noted by Universities UK, a body that curiously has not itself led in this regard, it is unfortunately the *only* item of news that is centered on the climate and ecological emergency that is noted by UUK. UUK hosted an event centered on "The role of universities in tackling the climate emergency" in Feb 2021 ahead of the postponed COP 26, but the brief for the event did not to include a discussion of the future purpose of universities:

"University research has allowed us to understand the threat that climate change poses and is leading the way in offering us solutions through new technology and innovative policy. But what further role can universities play in addressing this global challenge? How can we make our campuses carbon neutral and ensure that internationalization goes hand-in-hand with sustainability?"

Some work is underway in terms of "greening" academic campuses, but even there, progress is patchy. For example, UN Environment has produced the Greening Universities Toolkit V.2.0 to inspire universities to develop strategies for green, resource-efficient and low carbon campuses.

A problem is that there are different views on what it is that academic institutions could and should be doing in response to the current climate and ecological crisis, and in the case of the UK, seemingly little appetite from the sector for a serious discussion of transformative change. The objective of the UN Environment toolkit was stated thus:

"The objective of this Toolkit is to inspire, encourage and support universities to develop and implement their own transformative strategies for establishing green, resource efficient and low carbon campuses."

This is a stark contrast though with the relentless demands of Fridays for Future and young activists, and now academics themselves, that immediate and proportion action is taken-action that includes academic institutions, and that must go beyond institutions merely achieving carbon neutrality across estates and operations.

Groundhog Day?

In some regards, criticisms of the failure of academic institutions to help humanity and indeed all life flourish on a finite and increasingly fragile planet are curiously reminiscent of those made of the failure of the international negotiations to adequately address the CEC. There is a sense of déjà vu in these very diverse cases, in that problems are identified and acknowledged, yet not adequately addressed.

The Intergovernmental Panel on Climate Change (IPCC) and numerous Conference of the Parties (COP) events hosted by the United Nations Framework Convention on Climate Change (UNFCCC) have demonstrated the gravity of the situation since the first COP on Climate Change took place in Berlin in 1995.

Speaking at COP 1 in Berlin in 1995, Helmut Kohl noted:

The United Nations Environment Programme (UNEP) has hosted related COP events centered on biological diversity. These have similarly tracked global concerns around loss of biodiversity and environmental degradation since their first event in Nassau in 1994. The President of the 49th session of the General Assembly of the United Nations, stated at that first event:

Scientists now speak openly and candidly about their frustrations with the failed COP process over decades, , , . A key point is that neither the science nor the scientists have failed-the science is sound, and scientists have diligently kept to their brief. Similarly, some academics have long expressed disquiet about the trajectory of education. One point is that recurring problems preventing progress have been identified and these speak to pernicious challenges, not only at the science and policy interface, but within academic institutions themselves. Maxwell (2019), puts it thus:

"What has gone wrong is the pursuit of science and technology in a way that is dissociated from a more fundamental concern with our problems of living, including our global problems, and how best to solve them. We have failed to develop a kind of academic inquiry centrally and fundamentally concerned to help humanity learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways, science being an important but subordinate part of such an academic enterprise" (p. 108).

Maxwell has made these points often, and they are not new. In an address made in 1995, coincidentally in the year of the first COP, and shortly before he died, Ernest Boyer, then president of the Carnegie Foundation for the Advancement of Teaching, said:

"What I find most disturbing? is a growing feeling in this country that higher education is, in fact, part of the problem rather than the solution. Going still further, that it's become a private benefit, not a public good. Increasingly, the campus is being viewed as a place where students get credentialed and faculty get tenured, while the overall work for the academy does not seem particularly relevant to the nation's most pressing civic, social, economic, and moral problems" ( Boyer, 1996, p. 1).

In the case of academic institutions, there has been a collective failure to acknowledge their part in a system that is bringing humanity to the brink of catastrophe, and a failure to lead with the requisite integrity, strength and vision needed to combat the vested interests of corporations consuming the research and employing graduates. Leading climate scientist, Mann (2021) exposes the decades long campaigns of denial, delay and deflection mounted by various actors from the pro-gun lobby to the tobacco industry and now the fossil fuel corporations. The vested interests of big oil and big money are not new, and academia is not immune to them.

Breaking The Impasse

A vital first step is to recognize that there is a problem-that academic institutions are failing in their over-arching mission to humanity and the planet, and that there exists a huge opportunity for them to play a major role in anticipating and preparing communities both local and global for the changes we will see as we approach the "safe operating space for humanity" ( Rockström et al., 2020).

Deliberative democracy, in which ordinary citizens are carefully briefed on a complex matter and then deliberate ways forward, is a promising approach to addressing deeply entrenched political problems. Dryzek et al. (2019) found that properly implemented, deliberative democracy can circumvent some of the problems that arise in present day democratic politics, such as manipulation and polarization.

Academic institutions may not be as prone to incivility as political institutions, but they are nonetheless typically complex, hierarchical bodies with distinct constituencies and "tribes," and a wealth of diverse and at times conflicting views and values. Effecting organizational change is notoriously slow and difficult. Surveys of academic staff in the UK at least have revealed at times alarming levels of dissatisfaction with senior management. Could a more inclusive approach be a way forward in terms of addressing not just pervasive and corrosive feelings of staff being under-valued and over-worked, but also the immense challenges of harnessing the goodwill, creativity and energy that will be needed if academic institutions are to effectively rise to the challenges of the CEC described by Facer (2020)?

The Moral and Ethical Case for Transformative Change

"It never ceases to amaze me that policymakers assess the relative merits of climate action in terms of GDP, rather than in terms of life."

In a similar way, many academic institutions are beholden to the same economic forces that drive the CEC. But there are some actions that can and should be taken, particularly as the "Greta Generation" looks to academic institutions in search of courses and careers that anticipate a rapidly changing world in which precarity is the norm.

That same duty of care extends to academic and administrative staff too, and much has been reported on the glacial speed at which institutions have grudgingly moved toward divesting from fossil fuels. There are many stark illustrations of the failure of university leaders to take responsibility for the knowledge and scholarship they have generated, and it is troubling indeed that some institutions that are home to renowned climate scientists and ecologists have failed to take timely and commensurate action. Divestments have implications for staff who teach, research and support those areas that will be culled. These issues must be addressed, rather than kicked into the long grass because they entail "difficult decisions." Introducing more inclusive, deliberative processes could help institutions to initiate and hold much needed conversations about their future role in global societies.

Academics globally are calling for action, willing to play their part in finding solutions and interventions, and increasingly turning to activism ( Gardner and Wordley, 2019). Two important areas that could be tackled are (i) curriculum and (ii) study leave and sabbaticals. "Greening" the curriculum will not suffice. Courses centered on a "carbon economy" and on business as usual will simply perpetuate the CEC. They must give way to curriculum that anticipates a different future. Academics have already expressed a willingness to use their contractual study leave to work on solutions-focused endeavors. Making this happen requires executive decisions and mechanisms that recognize and incentivise alternative uses of study leave and sabbatical time.

Concluding Comments

While the coronavirus pandemic has challenged the capability of academic institutions to deliver on their missions, the climate and ecological crisis has exposed some of the flaws and paradoxes at the heart of higher and further education. It has also shown what can be achieved when something is deemed "essential." Many academic institutions and schools deemed maintaining tuition essential to their survival. Montgomery (2021) notes the enormous efforts that were made to ensure that tuition did not suffer, much of this brought about via exceptional processes.

Author Contributions

The author confirms being the sole contributor of this work and has approved it for publication.

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Footnotes

References

Dryzek, J. S., Bächtiger, A., Chambers, S., Cohen, J., Druckman, J. N., Felicetti, A., et al. (2019). The crisis of democracy and the science of deliberation. Science 363, 1144-1146. doi: 10.1126/science.aaw2694

PubMed Abstract | CrossRef Full Text | Google Scholar

Mann, M. E. (2021). The New Climate War: The Fight to Take Back Our Planet. New York, NY: Public Affairs.
Google Scholar

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Challenging Conventions-A Perspective From Within and Without

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Academics globally are calling for urgent and proportionate action on the climate and ecological crisis (CEC), not only from governments and corporations but from leaders of academic institutions themselves. In this article, I argue that academic institutions are failing in their over-arching mission to humanity and the planet, and that they are increasingly part of the problem, not the solution.

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Paul Lavlani

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About Empower

Empower is a leading global digital learning and capacity building organization and has worked across 100+ countries in multiple languages to strengthen the institutional and HR capacity of global health & humanitarian programs through design and development of e-learning content; design, development, deployment, hosting, and maintenance of learning management systems; conduct training and capacity building exercise; develop learning technologies and innovation; and perform impact assessment/ measurement activities, etc.

Our service approach is depicted as below:
In total, Empower has developed and delivered more than 1,000,000 (one million) hours of capacity building content to nearly 200,000 public health and supply chain professionals in 100+ countries. Empower serves key healthcare organizations and decision-makers around the world, spanning government agencies, donor agencies, academic organisation, CSOs, NGOs, life science and healthcare companies, consumer health, and medical device manufacturers and others.

Our highly experienced teams from our global practices bring special skills and insights from large international mandates. Our team has worked on over 100 relevant projects globally and helped some of the world's largest organizations to deliver challenging programs and projects in the areas of digital learning and large-scale capacity building mandates. Empower has provided its expertise to numerous health agencies across the world, including:

Our Global Presence

Public Health Stakeholder Framework

Empower works with a broad range of stakeholders to strengthen health system building blocks and address key barriers to care through digital learning.

Our Capabilities

Empower has expertise in developing end-to-end solutions for digital learning, from developing technical content, digitization of content (storyboarding, authoring), deploying to a Learning Management System (LMS), to sales, marketing, and management of the course. We have developed our own learning platform and extended our services to other organizations in the health and humanitarian sector.

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About Empower Empower is a leading global digital learning and capacity building organization and has worked across 100+ countries in multiple languages to strengthen the institutional and HR capacity of global health & humanitarian programs through design and development of e-learning content; design, development, deployment, hosting, and maintenance of learning management systems; conduct training and capacity building exercise; develop learning technologies and innovation; and perform impact assessment/ measurement activities, etc.