Charles University in Prague

Environment Center

Sustainability in higher education: The Central and Eastern European

(CEE) case

Bedřich Moldan Jana Dlouhá

Communist part of the World

Communist (red) and formerly Communist (orange) countries

The Eastern Bloc – former USSR and its satelites

UNECE Strategy for ESD, 2005

Eastern Europe, the Caucasus and Central Asia

National Implementation Reports, 2010:– Similar challenges in the field of ESD– Sub-regions EU/West and EECCA follow largely the

same pattern in many areas Difference: ‘participation in democratic

decision-making’– Rated the lowest in the EECCA region and

among the highest in the EU/West

HE system in CEE before 1989

Hierarchical structure– Supervision by Communist Party (CP)– Teachers – CP members

Ideological tool– Marxism = cross-cutting theme, basis for

interdisciplinarity in social science & beyond

Teacher education: high importance– Separate faculties & system of in-service

Science in CEE before 1989

Central planning & Western system:– Technology – leading force in economy

Central planning X Western system:– CEE: linear technical development– Western: innovation

CEE science– Separate from HE – institutions, personnel– Fragmented: training, basic X applied

research, development…

CEE policy before 1989 – envi & SD

Planned economy– Resource intensive, inefficient– Mass production, no envi care

Environmental degradation– Air, water, soil, hazardous waste,..– Correlation with health problems

Environment –> civic movement– Bulgaria, Poland, Hungary, Slovakia, …– State response – censorship on envi data

Polish Bełchatów – brown coal mine & power plant (Source: Wikipedia)

Energy intensity – CEE compared to other regions

According to the United States Department of Energy, the Communist states maintained a much higher level of energy intensity than either the Western nations or the Third World – after 1970.

Source: EIA, International Energy Outlook 2004

Energy Intensity by Region, 1970-2025

EU membership

HE in CEE: 3 periods of transition

First period (1990‑1993): Liberalisation and decentralisation processes

– Academic self-governance– Academic freedoms

De-politicisation (X ideological ballast) Building of democratic structures Re-connection with research

Autonomy: prerequisite “to restore the university in CEE to its former vitality“

Second period (1994‑1999)

Challenges of systemic transition: Growing numbers of students Lack of financial resources New private higher education providers Quality-issue turn:

– demand for accountability, and – well-defined academic performance

“Liberal absolutism” replaced with civic and market accountability

Third period (1999 till now)

HE – stakeholder in the “knowledge society”Education – driving force for economy… for political & cultural renewalEmerging pragmatism – competitiveness

Change in degree structure and quality assurance – to be comparable EU/West

CEE still special caseeducation systems X needs of a market economy political turbulence – changing rules of the game

HEIs sustainability transition – general principles

Top-down:management, governance

Bottom-up:due to autonomy of universities & academics

Deep changes (Tilbury, 2011):social learning, participative, active approachesvalues, systemic thinkingvisions, tradition vs innovation, …

“Third role“ of universities: social involvement

HE ESD indicators (UNECE Strategy)

OBJECTIVE 5. PROMOTE RESEARCH ON AND DEVELOPMENT OF ESD

Indicators: Research, development, dissemination promoted

… research that addresses content and methods for ESD

… programmes :(1) on ESD: (a) for Masters level; (b) for Doctorate level(2) addressing ESD: (a) for Masters level; (b) for Doctorate level

… support for innovation and capacity building

… scientific publications: (a) specifically on ESD; (b) addressing ESD

HEIs should provide leadership throughout the system of education, especially important for teacher education

Ratio of gross expenditure: R&D

Gross expenditure: R&D, CR vs EU

Relative expenditures, R&D, CR

RCI, envi science, international

RCI & publications, envi sci, CR

CEE challenges in sustainable HE

History: expectations –> changes –> reality

–> envi problems solved–> no visions for futureSustainable development:

concept misunderstoodor replaced by environmental approachcontradicts value system in society

(restrictions on economy)

Unbalanced institutional policies

Competitiveness agendafocused on research and technology

transferCEE wants to “catch up” with the West

X Social agendamore regional focus

+ Funding: per student & R&D resultsR&D quality criteria applied

–> competitiveness prevails

Lack of driving forces

Liberalization of HEIs – intensivecalcified old structures

No consistent policy frameworktools to influence HEI: funding, accreditation

No deep structural changesdisciplinary structure persistspedagogical faculties – not fitting in the

system

No research for self-reflection

Top-down versus bottom up

Top management:no long term visions

Bottom up processes:random individual activitieslittle potential for systemic changes

Consequence:Unrestrained development of faculties,

departments, teacher positions,…

Old science model widely accepted

Changing science paradigms:Not reflected by professionals

Not discussed by policy makers

Mode 1 applied – abstract knowledgeTransfer of technology into practice

Mode 2 – socially relevant knowledgeInnovation potential lacking

Intellectual capacities produced by HEIs – wasted

HEIs – Ivory Tower model

Structural & value based problems

Institutional structureStructure of universities, departments, …Design of study programs

Disciplinary structureHumanities versus scienceExpanding economic disciplines & law

Underlying values in academiaAccreditation procedures, quality assessmentPerception of learning process and outcomes

University outreach & management

Cooperation with NGOsTeacher education

Dialogue with stakeholdersRequired by grant schemes – but ???

Management – perceived as:in contradiction to academic exclusivenessnot a field for initiative

Lack of transparencyGaming the system

Success factors

Tradition & leadershipEnvi discourse –> democratization, public

discussionEnvi values – valid across regimesScience –> fulfils humanistic visions

Disciplinary excellenceFormer opposition –> professionalizationLegislative challengesNew disciplines: technology, social sci, economy

Value based approaches

Opportunities

Continuous reform of the educational systemBUT: criteria of academic quality

Re-connection of HE and researchEU driven frameworks and grant schemes

Inclusion of HEIs into international structuresBUT: long term visioning, accountability needed

HEIs management issuesBUT: overall institutional approach is lacking

Reflection – research on undergoing processes

Research question

Examine social dimension of HEI activitiesSocial capital X intellectual capital

-> receive similar attention

Social capital – measurable concept3 dimensions:

norms (trust)networksconsequences

Academic community => com. of practice

Conclusion

Education – lagging behind scienceCEE – double delay & political turbulence

ESD – opportunityVision in transformation processes: East & WestCEE: build authentic reform strategies

ESD – stabilising factor in educationSD – long term perspective, rational basisShared grounds for cooperation:

educational resourcesexchange of relevant research & expertise

Thank you

Jana DlouháJana.Dlouha@czp.cuni.cz

Bedřich MoldanBedrich.Moldan@czp.cuni.cz

Charles University Environment Centerhttp://www.czp.cuni.cz/

Wikimedia Commonshttp://commons.wikimedia.org/