Sustainable Development

Australian Journal of Adult Learning: Call for Papers for a Special Issue on Lifelong Learning and Sustainable Development

Adult Learning Australia (ALA) has declared 2018 to be a Year of Lifelong Learning. This raises many questions about why Lifelong Learning should be a priority. How might policy to promote Lifelong Learning develop? Are there particular outcomes which should be anticipated from a year focused on lifelong learning? How to get the various stakeholders for formal, non-formal and informal learning across various age levels to work together to promote a more coherent and engaged framework for all people to see themselves on a lifelong learning journey?

Post date: 

Sunday, 11 February, 2018

New Project: Widening Regional Engagement of HE and TVET

The aims of this project funded under the aegis of an ESRC Impact Acceleration Account are to:

  • Support further work to review and enhance a template to map the engagement of universities with their cities and regions for use in the Technical and Vocational Education and Training (TVET) sector in Hong Kong, Italy and the UK
  • Adapt a revised benchmarking tool to create an online version; and
  • Promote its use nationally and in an international context.

Post date: 

Monday, 5 February, 2018

Widening Regional Engagement of HE and TVET

The aims of this project funded under the aegis of an ESRC Impact Acceleration Account are to:

  • Support further work to review and enhance a template to map the engagement of universities with their cities and regions for use in the Technical and Vocational Education and Training (TVET) sector in Hong Kong, Italy and the UK

  • Adapt a revised benchmarking tool to create an online version; and

  • Promote its use nationally and in an international context.

The template that we will use was originally based on a tool developed for the Higher Education Funding Council for England (HEFCE) in 2002. Since that time policy and practice in HEIs has been substantially developed, as has the policy environment in which HEIs operate. For example, UNESCO has strongly promoted the concept of learning cities and formulated a range of related performance indicators. Governments in many parts of the world now lay great stress on innovation eco-systems, and some have revised policy for HEIs and Further Education Colleges to place great stress on the meeting of regional development needs. The adoption of UN Sustainable Development Goals (especially 4 and 11) and the New Urban Agenda also add impetus to the expectation that HEIs and TVET will pay an important role in the delivery of these agendas. In the UK, there is resonance for this work in the context of both Global Challenges (e.g. the current GCRF call related to ‘Decent Work’) and Industrial Challenges within which stronger contribution from the education sector as a whole, including TVET are vital underpinnings. The template has potential to be applied in all these contexts. For the purposes of this small-scale piece of work, we are restricting ourselves to just three locations.

The template has been already piloted in Hong Kong University of Education in relation to HEIs and vocational education. That pilot will be evaluated both through scrutiny of the process of application and from appraisal of the benefits perceived, and future actions of the institutions and regional policy-makers concerned. The template has been administered by arrangement with local investigators using their resources. This study will scrutinise the output, and through interviews with relevant stakeholders, identify its utility and subsequent actions and impact. Similar work will be undertaken with the University of Catania in Italy and with the FE component of the University of Highlands and Islands in Scotland.

The project will be led by Professor Michael Osborne and supported by Honorary Senior Research Fellow, John Tibbitt.

 

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Forecasting Coastal Erosion

Following the National Coastal Change Assessment in Scotland, this project has been part of the next phase of the progamme Dynamic Coast. This phase of work mapped and categorised the resilience of Scotland’s natural coastal defences, identifying where low dunes may breach. It estimated how future climate change may exacerbate erosion on our soft (erodible) coast. It incorporated the latest monitoring techniques to inform natural resilience and vulnerability of the shoreline. The damage that climate change could cause to nearly one fifth of Scotland’s coastline and the steps that could be taken to mitigate was forecasted in this two year research project. The research was led by the Scottish Government and Scottish Natural Heritage (SNH) and was carried out by a University of Glasgow team from the Schools of Geography and Environmental Science, and Education. It launched in January 2018 and was funded by CREW (Centre for Expertise in Water). It focused on five specific 'super-sites' including Montrose Bay, St Andrews and Skara Brae to forecast future change and erosional damage and also worked with stakeholders including local authorities, Scottish Environmental Protection Agency (SEPA) and Historic Environment Scotland to develop plans to mitigate these effects. This helped demonstrate the applicability and need for adaptation actions across the public sector. Importantly it also considered the social justice implications of existing and climate change exacerbated coastal erosion in Scotland.

The CR&DALL contribution was led by Dr Ria Dunkley, who has been working mainly on explorating the relative social vulnerability of communities to coastal erosion. This a further example of work that CR&DALL is undertaking in the field of place-based informal learning.

A summary final report is found at this link, and a report entitled, Mapping Coastal Erosion Disadvantage in Scotland, was led by Dr. Dunkley.

Both reports are attached

 

Online PDF: 

Attachments: 

PDF icon Coastal Disadvantage
PDF icon Summary Final Report

CR&DALL Theme Tags: 

SUEUAA team welcomes British Academy representative Professor Caroline Knowles

The Strengthening Urban Engagement of Universities in Asia and Africa (SUEUAA) project team were delighted to welcome Professor Caroline Knowles, Programme Director of the British Academy’s Cities and Infrastructure Programme, this week for a meeting in the School of Education at the University of Glasgow. This year, the British Academy’s Global Challenge Research Fund (Cities and Infrastructure) funded 17 projects across the UK, all of which looking at aspects of how to create and maintain sustainable and resilient cities in developing countries, of which SUEUAA is one*.

Post date: 

Thursday, 25 January, 2018

First meeting and international seminar for the SUEUAA project - December 2017

We were delighted to be able to host delegates from all six partner countries at the first project meeting and international seminar for the Strengthening Urban Engagement of Universities in Asia and Africa (SUEUAA) project held at the University of Glasgow from 18-20 December 2017. This project funded by the British Academy under the Cities and Infrastructure programme, which is part of the Global Challenges Research Fund. The project led by the University of Glasgow includes six international partners from Iran, Iraq, the Philippines, South Africa, Tanzania and Zimbabwe.

Post date: 

Thursday, 21 December, 2017

Strengthening Urban Engagement of Universities in Asia and Africa

The Strengthening Urban Engagement of Universities in Asia and Africa (SUEUAA) project funded by the British Academy under the Cities and Infrastructure programme of its Global Challenges Research Fund is led by the University of Glasgow includes international partners from Iran, Iraq, the Philippines, South Africa, Tanzania and Zimbabwe.  It builds on earlier work, the Strengthening the Regional Engagement Role of Universities in Africa and Asia, funded by the Scottish Funding Council and the earlier PURE project within the PASCAL Observatory.The project addresses a core problem in emerging economies of strengthening the urban engagement role of universities, and ways they contribute to developing sustainable cities in the context of the major social, cultural, environmental and economic challenges facing the global south. It uses a set of well-proven benchmarking tools as its principal method, and seeks to strengthen the capacity of universities to contribute to city resilience towards natural and human-made disasters. Examples of urban engagement include supporting the development of physical infrastructure, ecological sustainability, and social inclusion (including of migrants). It calls upon contributions from science and engineering, the arts, environmental sciences, social sciences and business studies. It assesses the extent to which universities in 6 countries under study can respond to demands of society, and how through dialogue with city stakeholders this can be enhanced and impact on policy; it uses a collaborative team from the UK and emerging economies.

The PI is Professor Michael Osborne with Co-Is in Glasgow, Dr Muir Houston and Dr Lavinia Hirsu (School of Education), Dr Katarzyna Borkowska (School of Interdisciplinary Studies and Dr Neil Burnside.

Our international partners are:

Iran: Nematollah Azizi, Professor of Education, and Azad Yazdani, Professor of Earthquake Engineering, University of Kurdistan

Iraq: Kamal Ketuly, Associate Professor  in Environmental Chemistry and Sizar Dosky, Lecturer in Mathematics, University of Duhok, Iraq

Philippines: Felipe Ronald Argamosa, Vice President and Professor of Engineering, Technological University of the Philippines, and Zenaida Reyes, Dean of Graduate Studies, Philippines National University

South Africa: Marius Venter, Director of the Centre for Local /Economic Development, Nickey van Rensburg, Professor of Economics, University of Johannesburg

Tanzania: Heriel Moshi, Lecturer in Restoration Ecology and Bioenergy, Mpoki Mwaikokesya, Lecturer in Education, University of Dar es Salem

Zimbabwe: Charles Nherara, Professor of Education, University of Zimbabwe, Dr Tendai  Nhenga, Director, Child Rights Research Centre, Africa University

 

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CR&DALL Theme Tags: 

5 Research posts at the Global Centre for Sustainable Healthy Learning Cities and Neighbourhoods

I’m delighted to let you know that the job advert for the SHLC Research Fellow posts here at the University of Glasgow are now live!

Post date: 

Friday, 17 November, 2017

Dr. Rajesh Tandon, UNESCO Co-Chair on Community-Based Research visits School of Education, University of Glasgow

On Sept 15th and 16th 2017, we were delighted to host at the School of Education, University of Glasgow, Professor Rajesh Tandon, the founder-President of PRIA, global participatory research & training centre based in New Delhi, India. PRIA has completed 35 years of work in empowering citizens to claim their rights and organize their own communities. Professor Tandon has also been the UNESCO Co-Chair on Community-Based Research and Social Responsibility in Higher Education since 2012.

Post date: 

Thursday, 5 October, 2017

Roles & contributions of Higher Education in realizing SDGs

We are delighted to announce that Dr Rajesh Tandon, founder-President of PRIA, and UNESCO Chair on community-based research & social responsibility in higher education, will be speaking on the topic of ‘Roles & contributions of Higher Education in realizing SDGs’ at the University of Glasgow on 15 September 2017 from 1300-1400 in the Conference Room, Urban Big Data Centre, 7 Lilybank Gardens, Glasgow G12 8RZ.

Post date: 

Thursday, 7 September, 2017

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