Transcript Growing for the Future

Research
Integrating sustainable development
principles into professional practice: Initial
training requirements for environmental
scientists
PP4SD November 2006
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Purpose today
• To report on the findings of a research project
to identify curriculum priorities for the initial
training of professionals in the field of
environmental sciences that are needed
to support the integration of sustainable
development principles into their professional
work.
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UK government 2005
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The Process
• Electronic questionnaire
– Sustainable development aspects
– Current and previous post
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Sample of IES members
46 returns
Graduation from 1960s to last year
Degrees in many science related subjects
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Support for SD learning
• Overwhelming support for the inclusion of
SD in undergraduate environmental
science related courses
“It defeats the purpose if not included”
• Post graduate studies more specialised
and less holistic than undergraduate
studies
5
0
score 10
score 9
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score 5
score 4
score 3
score 2
score 1
score 0
Need for SD in current post
10
8
6
Numbers
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2
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What competencies/skills?
• List what you consider are the
sustainable development knowledge
and competencies/skills needed …
• Responses fell into categories:
– Knowledge related
– Skills related
– Attitude/personality related
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Knowledge related
• Specific - tied to their professional work
– waste minimisation, management of flood risk,
environmental impact assessment
• Less specific - professional areas
– environmental management, environmental law
• General
– broad knowledge of the components of SD, impact
of human activities , knowledge of systems
thinking
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Skills related
• Specific to a profession
– social impact assessments,
• General skills
– good social and communication skills to
work with stakeholders, working across
disciplines
• Adapting existing skills to SD context
– procurement
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Values, attitudes, behaviour
• Not asked for in the research
• SD a moral issue
– equity, participation, future generations
• Personal characteristics
– “Don’t get too hung up on the academic qualifications – three
of the most dedicated sustainable development practitioners
I know have degrees in textile design, archaeology and
media and TV studies. …. It is a matter of 30% training, 30%
upbringing/experience and personal history, 30% inspiration
and 10% luck/determination and character!”
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How helpful was degree in providing SD skills?
10
9
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7
6
Needed
5
Degree programme
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3
2
1
0
score 0
score 1
score 2
score 3
score 4
score 5
score 6
score 7
score 8
score 9
score 10
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Summary
• Strong support for SD skills /competencies
from professionals
• Strong support for including SD in degree
programmes
• Start made in identifying profession specific
and generic competencies
• Degree programmes not providing adequate
education and training for SD
• Perceived need for CPD in SD
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