Walters, S. (2010). 'The planet will not survive if it's not a learning planet': sustainable development within learning through life

Walters, S. (2010).  'The planet will not survive if it's not a learning planet': sustainable development within learning through life.  International Journal of Lifelong Education, 29(4), pp. 427-436.  Retrieved on October 18, 2010 from http://ejscontent.ebsco.com.ezproxy.usq.edu.au/ContentServer.aspx?target=http://www.informaworld.com/smpp/ftinterface%3Fcontent%3Da923422231%26format%3Dpdf%26magic%3Debscohostejs||AA3D3EFB68C36A3B40C78D54581474B7%26ft%3D.pdf%26userIP%3D139.86.13.152

Walters offers a contemporary critique of Learning through Life which she says is a report to influence UK practitioners and decision makers.  While the report offers nothing out of the ordinary, the practical aspects offer considerable opportunity for reflection as new methods are applied and refined.

Introduction
The combined effects of climate, political and economical upheaval at the turn of the century has thrown the spotlight on the focus of lifelong learning in the report, as it commenced investigations at the end of an economic boom and was completed during the sharpest point of a recession.

Sustainable development
Walters infers that there is lack of clarity in the term sustainable development and questions the scope and breadth of definition (e.g. does it include more than climate and environment, is it sustainability for the UK alone or for the planet).  Holistically the report refers to the accountability of each individual to be financially aware by equating consumption with need, indicating climate control and change in lifestyles correlate.  Citizens are required to shift from understanding and being adaptable to being proactive about shaping the future, and should consider themselves global citizens.  Walters states that takes sustainable development to mean more than environmental sustainability.

Crisis?  What crisis?
Walter indicates a serious lack of attention to detail in the report in clarifying current economic and environmental crisis as the beginning sees the issues as a temporary phase soon to be over, yet further along indicates a need for long term re-structuring.  She cites from Wallerstein who argues from the perspective of historical patterns of capitalism that this is a deep structural crisis that can be amended to form similar hierarchical systems as present, that do not alleviate polarisation or exploitative attributes, or it can be changed to suit a more egalitarian society.

Wallenstein proposes the need to integrate political choices with moral preference, although the situation is made confusing as it is unstable.  He provides practical advice about the steps that individuals should be applying that will culminate in a change of philosophy and approach to lifelong learning.  He proposes that discourse on future world system and strategy should be debated by every individual as a matter of course, the details of which are subject to personal life choices.  His argument infers that by doing so, we begin to negate inequalities of gender, race or class, and religion.

Walters makes a distinction between literature that critiques capitalism and those that are a critical analysis.  She proposes that critiques make links between socio-economic factors and adult education and so work within the system to improve or reform, whilst a critical analysis provides the theory of change.

Sustainable development can no longer be an issue to dabble in, Walters states, but a real need to forge through environmental damage and displaced corporate responsibility.  She identifies a curious lack of urgency in the report as to the strategy for change in either the UK or world.

Sustainable development across the life span
The report looks at the four stages of development each individual goes through and suggests more emphasis is placed on engaging adults through education, advice and guidance.  Walters argues the paradoxical issues of lifelong learning are related to changing demographics.  For example, children aged between birth and fourteen in Brazil make up 28% of the population while in the UK its 18%.  This is a challenge for some researchers in countries where history and tradition is not commensurate with the ideology of imported literature and practice.  However, Walters states that there are some circumstances that could be enhanced by implementing the four life stages of development in curriculum.

The pandemic proportions of HIV/AIDS is prevalent in rural communities of the Eastern Cape which means that lives revolve around caring for those in ill-health.  Grandparents work to support children and grandchildren so different support systems are required.  The definitions of adult education and student also have implications.  Walters states that mature students are those who carry financial and social responsibilities and have gained complex experience. She questions how appropriate the content of adult education would be for the children who have become heads of household and for all intents and purposes provide the same function.  She warns against rushing to implement foreign pedagogy without first considering the full implications of initiating action.

Life-deep learning
Walters notes the report has not included the concept of life-deep learning, which is the re-connect to spiritual support during times of significance.  The importance of bringing self into balance has become increasingly popular in adult education curriculum.  Spirituality and religion are two approaches that facilitate the holistic efforts of education towards a sense of freedom and equality.  She discusses the meaning perspective that can be gained for an older generation who face aging or poor health with trepidation.

Sustainable development - globally separate or interconnected?
Walters describes the report as inward-looking and does not support global sustainability.  Motivation to increase national ability to compete in a global arena is the priority.  Walters questions this strategy from the perspective of global sustainability, and states that further investigation and debate for alternatives should be developed.

Chapter two of the report states that social dysfunction stems from inequality which affects performance in education. A priority of adult education is to enable individual solidarity that transcends class, gender and other issues that potentially lead to reducing inequality.  Accepting each other for who we are is significant in building relationships that stem from equality.

Walters expresses surprise that with colonial history a large part of heritage, UK readers are not encouraged to feel more affinity to global citizenry.  While active participation is vital to the nation, it is less significant beyond its borders.  She suggests this perspective is narrow and not in keeping with Paul Belanger whom she cites "the planet will not survive if it is not a learning planet" (pg. 8).

Individual and collective learning
Walters believes there is merit to a citizens' curriculum expressed in the report as individual capacity to establish well-being.  The curriculum design has been sourced from transcripts of the inquiry and not from extensive research.  With lifelong learning a tool to make meaning of, adapt to and shape change, these ideas are meant to be a springboard for debate and development.  The potential for increasing community bonds, and raising individual and collective talent is high.

The report states that tensions in individual and group learning can be alleviated from community projects.  Walters proposes that further instances of applying greening systems could transpire if consumption and transport were included and used as models in global referencing.  The report makes clear that a learning philosophy is needed as aspirations are seen as too low and stems from the need to develop a different culture and climate for learning.  Walters states that this is the result of front-load approach to education that is prevalent internationally.  Champions of and for education are needed.

Walters notes that no financial or budget plan to incorporate a citizens curriculum was proposed.  She makes the link to local learning ecology found in Chapter nine where the community have developed local colleges of higher education, authorities, museums, sports councils, libraries, and employment networks.

Joined up approaches to lifelong learning
A multi-level and transdimensional perspective of budget, strategy, initiation and observation is required to sustain a philosophy that supports life-wide and lifelong learning which has been clearly stated in the report.  It proposes that local authorities be given more authority that reflects the strategy of developed role models at national level.  As this strategy has been implemented previously, the question remains what will mitigate circumstance to prevent successful outcomes this time.  Was research undertaken to determine cause, and does it support implementation strategy?

Similarly, questions are raised as the report proposes additional tools to improve practice.  Walters indicates that it is not clear whether detailed research has taken into account inhibiting factors, and suggests that the structure of qualifications and accreditations in the UK should be regarded as an opportunity for collaboration in education, practice, training and development.  The National Qualifications Framework of South Africa has worked to accomplish this task and serves as a role model for systems that encourage collaboration and cohesion.

Information gleaned from current practice and tradition can reveal insight to understand the social bonds that make up these constructs.  Full and holistic understanding must take into consideration the economic and political factors of an era.

Towards a conclusion
The report is intended for policy-makers and practitioners in the UK and encapsulates initiatives taken from the broad-based inquiry.  Innovation in integrating lifelong learning through lifespan has emerged as a result of pushing forward an agenda for individual and collective lifelong learning as a means to engage in and support sustainable development.  The report is more of a critique than an analysis that predicts alternative methods of practice for business and education.

Walters re-iterates that the report is not out of the ordinary, and should be regarded as contemporary measures to sustain what is rather than progress towards what could be.  This structure provides the support to encourage the required discourse and debate when trialling new methods that do progressively evolve to more sustainable practice.


Study: China and Britain lead global clean-energy efforts
China and Britain are leading the world's clean-energy efforts, with the U.S. and Japan trailing, according to a study. Britain spent $29.30 per metric ton of carbon emissions on clean-energy technologies, China spent $14.20 per metric ton and the U.S. spent at a rate of $5.10. China led in absolute spending, pouring $35 billion into clean-energy systems in 2009 -- almost twice as much as the U.S. spent on clean tech in the same period.Google/Agence France-Presse (10/19)

Hopkinson, P., Hughes, P. and Layer, G. (2008). Sustainable graduates: linking formal, informal and campus curricula to embed education for sustainable development in the student learning experience

Hopkinson, P., Hughes, P. and Layer, G. (2008).  Sustainable graduates: linking formal, informal and campus curricula to embed education for sustainable development in the student learning experience.  Environmental Education Research, 14(4), pp. 435 - 454.  Retrieved on September 18, 2010 from http://dx.doi.org/10.1080/13504620802283100

Institutions of higher education have encouraged debate on issues of sustainable development (ESD), or the greening of curricula, as the foci of formal curriculum is the experience of learning.  Hopkinson, Hughes and Layer state that there is further potential in exploring sustainable development within an higher education setting.  An integrated approach, that of combining formal, non-formal and campus curriculum (where campus curriculum is the study of environmental management used as a teaching aid) reinforces sustainable development.  Hopkinson, Hughes and Layer use the University of Bradford to model their approach to embedding education for sustainable development.  The authors reflect on the strategy and development of curricula   that involves the entire institution.


Part 1: sustainable development within UK HE - the context
Recognised bodies for education (e.g. The Higher Education Academy, the Scottish Higher Education Funding Council) have implemented strategies for ESD by creating Regional Centres of Excellence.  Hopkinson, et al. state that at the time of publication, two such centres had been approved.


As sustainable development can be categorised under several headings, Hopkinson, Hughes and Layer propose three - formal, non-formal and campus curriculum.  They are interdependent, yet the potential to explore knowledge and practice has not been systematically or comprehensively introduced.  The headings provide a perspective on the areas that make up university life to link strategy and implementation.


Formal curriculum
The intent of the Higher Education Funding Council for England (HEFCE) is to have the UK play a major role in sustainable development by 2015.  Supporting research demonstrates the creative ways in which sustainable development can be integrated with any discipline if the community are willing to engage.  Hopkinson, Hughes and Layer indicate that the challenge lies in engaging the community.


In addition to debating the existing levels of engagement, is the research and application of sustainable literacy and skills.  Contributions range across the scale of divergence and convergence indicate a lack of common description for sustainability.  Some believe that it may be the move from scientific to sustainable literacy that require reforms in the dynamics of the teaching-learning experience to develop a generation of graduates who emerge with an environmental sensitivity.  Other definitions maintain that sustainability literacy is delivered through knowledge-based curricula.  Hopkinson, Hughes and Layer view sustainability literacy as moving from education being about sustainable development to education that is for sustainable development.  Definitions clearly link sustainability literacy positively with employment opportunities and allegiance to country.  The exact nature of sustainability literacy defines the presentation and delivery of learning, requiring forethought and clarity.  Promoting sustainable development is challenging as the following are some of the barriers that impede engagement with ESD:

• Overcrowded curriculum;
• Perceived irrelevance by academic staff;
• Limited staff awareness and expertise; and
• Limited institutional drive and commitment.

The alleged lack of interest in students for sustainable literacy may be due to the morality clause that disrupts academic freedom.  In spite of these barriers, there appears to be a significant amount of evidence indicating that sustainable development is being taught, but goes under different titles and is individual-led rather than being part of the institution's curriculum.


Informal curriculum
A typical list on informal activity could consist of the following:

• Volunteering;
• Internships;
• Clubs and societies;
• Events.

Many of the activities could be regarded as service-learning, a culture highly developed in US-based institutions of higher education.  The UK has fewer such instances, although the authors highlight Liverpool Hope University, known for its long-standing program in service-learning.  Research from the University of Leicester conclude that such programs affect student outlook which is instrumental in generating creativity, and the development of a group concept that enhances positive cultural awareness.


Informal curriculum is generally speaking a voluntary and unrestricted (e.g. open to all) student-led activity.  Attendance is regulated through open-door policies, and the level of involvement required if assessed for credits.


Analysis of the integration of informal curricula and student learning may not be widely recognised as those involved in teaching may not be professional academics. Unrestricted freedom from traditional curricula has generated improvisation that is effective.


Campus curriculum
Students are often portrayed as living in an unconnected or idealistic environment that reveals limited analysis of values upheld by society at large and is a reflection of epistemic beliefs.  The Higher Education Funding Council for England (HEFCE) suggests that higher education concentrate on practicing sustainability on campus as a way to structure an holistic framework with a long-term view of the future.  In doing so, the occupants align architecture with natural systems creating news ways and tools to further integrate the university holistically with sustainable systems.  Although the instances of such practice is still a rarity, methods for directing or using estate management for ESD may include:

1. Demonstration of and communication about sustainability principles and technologies in design and operation;
2. Embodying participative and inclusive design processes around sustainability; and
3. Development of spaces that support well-being; mixing students from different cultures and backgrounds; and, different forms of inquiry and learning.

Hopkinson, Hughes and Layer refer to Temple's research when stating that well-kept grounds positively affect student psyche enhancing self-worth and commitment, and should be a matter of concern for any institution.


Part 2: The Bradford Ecoversity ESD programme
The university implemented an ecoversity approach, due in part to stimulation from the Higher Education Funding Council for England (HEFCE) and from environmental apathy.  A corporate strategy developed through an awareness campaign to increase enrollment, included two key features that embedded sustainable development:

1. across the operations and culture of the university; and
2. in the learning and living experience of all students.

Developing the latter is neither a straightforward nor linear process.  A team was formed for the purpose of providing clarity of vision and devising a method of preparation and delivery.  A multi-strand approach included:

• top-down policy;
• locally-led bottom-up initiatives and developments; and
• side-on engagement with external groups and bodies.

A grant from the HEFCE supported the vision as this funding provided the impetus and awareness to employ requisite staff to bring the community together.  Hopkinson, Hughes and Layer state that the period from 2005 - 2007 should be viewed as the planning and process stage of sustainable development.  The second stage of progress includes delivery, implementing and evaluating the strategy.


Formal curriculum
In 2006 a panel of academics, the educational development unit and the Pro-Vice Chancellor was formed to discuss the implementation of sustainable education.  Priority considerations are:

• Definitions and interpretations of education for sustainable development are still being debated and contested amongst academics, which means that validation can only occur from working models; and
• Previous national attempts at greening the curricula have met with limited and short-lived success, the reasons for which are still contested.

Implementation of sustainable development required a structure to attract academic and student interest.  Flexibility to incorporate critical analysis that incorporated meaning at local and global dimensions were core values to enhance the living and learning experience at university.  UNESCOs framework provided benefits and shared strong similarities to the vision the university wanted to implement:

• Sustainable development in curricula is a lived experience, rather than an accumulation of theoretical knowledge, so both students and staff are well-versed in influencing and shaping the future (e.g. practice makes perfect);
• The practice of sustainable development is embedded in campus curricula, the day to day living that affects us all (e.g. what we see is what we are reminded of);
• While sustainable development has its roots in environmental and resource issues, socio-economic health and responsibility to community and local environment are significantly correlated with developmental well-being.  UNESCO challenges traditionally held concepts that ESD is an environmentalist undertaking;
• The goals and objectives of the university are met in order to develop values that promote justice, sustainability and diversity;
• Contextual experience can be gained from the university's multi-ethnic and diverse student body.

Bradford's Ecoversity project was formally introduced in 2007 to endorse:

• an institutional academic policy for ESD;
• implement ESD approaches in all curricula; and
• a program of activity for mass-scale student engagement around ESD.

The project director undertook one-to-one interviews with academics and staff to discuss prior or fixed sustainable development concepts.  Generally speaking, a very narrow conception of ESD was held.  As UNESCO briefs were explained, individuals came to understand the breadth of structure that allowed implementing sustainable development at their point of interest.  UNESCO statements were integrated with ecoversity policy were presented and agreed to post discussion.  Policies effectively stimulate and act as the benchmark for future developments.


Formal curriculum review and development
An internally funded pilot for ESD had been implemented to run concurrent to the policy document, that was used to identify tacit knowledge (e.g. defining the intangible) and refine options for delivery.  Program content was entwined with UNESCO framework, and then compared to statements on sustainable development by accrediting or professional bodies to effectively measure and evaluate coverage and strategies for evolution.  Content is explicit, and delivered as a means to connect sustainable development to the subject.


The pilot streamlined the focus of implementing sustainable development.  Key to achieving the concept was regulating the seven academic departments.  Curriculum pioneers were employed to head the schools whose primary function was to assess the corresponding degree programs that were implemented in the pilot.  Next, they were to prepare a three year plan to embed sustainable development in all curricula programs.  Thus ends the review process, culminating in a report with action plans to deliver embedded learning programs on sustainable development.  Delivery methods must also adhere to the standards of Course Approval and Review Process (CARP) who perform reviews annually.  Major amendments to CARP standards to include sustainable development efforts were introduced in 2008.  Hopkinson, Hughes and Layer state that academics at Bradford Ecoversity are largely contained with championing hidden curricula - that which is the underlying foundation of all programs.  These hidden aspects of curriculum planning form the basis for knowledgeable strategic planning and future action.


Informal curriculum
Informal curriculum develops student-led activities and initiatives and is the second strand in developing the formal curriculum.


(1) ESD ambassadors
Students are employed to create awareness campaigns (e.g. promoting learning).  The Harvard Green Campus initiative supports student leaders with training on leadership and sustainable development to ensure propriety and affect.  In truth, the ambassadorial role is practical pedagogy in action:

• Students are not assessed, and gain no qualification or academic credit.  Instead they are asked to develop learning blogs that sustain reflexive practice;
• As long as students remain within legal and health and safety requirements, they are encouraged to explore and manifest any area of sustainable development that holds particular interest; and
• The objective is to attract the majority of the student body.

The first phase of the pilot project determined the need for fine and detailed planning by the students to work around course assessment and employment.  The Harvard model was adapted to suit sustainable local practice.  Project implemented by the ambassadors are monitored and evaluated to assess longitudinal impact.  Hopkinson, Hughes and Layer note student observations that even the most simple project can be exhausting to implement.  Furthermore, the immediate returns to such projects may not always be evident.


(2) ESD volunteering and interns
The student volunteer program was initiated as a means to structure a networked connection from the university to environment to support community funded service learning.  These activities are related to external body qualifications.


(3) ESD-related events
Guest speakers, exhibitions, conferences and competitions are ways of introducing and promoting informal curricula.  Attendance and ensuing participation are excellent measures of successful planning.  Establishing grass-roots connections indicates an awareness of current and local interest.  A full evaluation and analysis of multi- and trans-dimensional methodology generates data on current levels of affect and stimulus.


Campus Curricula
Embedded learning incorporates physical structure and locality, and has influence on daily living.  Sustainable development is entrenched in learning opportunities to:

• support, advocate and challenge sustainability in concept, principle and technology by including architecture, refurbishment and operation;
• advocate open or transparent communication and participation in planning to sustain collaboration; and
• make campus operations visible and subject to professional observation to provide a practical, working model for the community to learn from.

Sustainable methodology is open to interpretation, so creative development is a process of evolutionary collaborative synergy.  Recent developments include:

1. Student village - Part of Ecoversity vision is to create an eco village that incorporates all and any external body criteria for sustainable design specification.  Intense collaboration between the Estates Department and a private developer is ongoing.  Interviews and consultation of the student body, for whom housing is reserved, are precise and detailed.  Each round of interviews conducted generates detailing for component parts of sustainable living (e.g. recycling, effluent); and
2. Ecoversity Action Group and task groups - Monitoring budget performance is necessary for effective and valuable collaboration.  Ignorance about actual or potential activity limits the ability of staff and students to engage and influence (e.g. help drive the objective to completion).  Bradford Ecoversity's intention is to adopt reflexive practice as a strategy for decision-making.  A task force of seven individuals from across the ecoversity participated in a residential program to structure a more transparent, bottom-up model.  Leaders were instructed to develop a theme outside their comfort zone, allowing recognised prior learning (RPL) to generate new perspectives.  Each leader set up task groups that were attended by 100 committed individuals from staff and student body.  Subsequent seminars and meetings generated a wish list and draft strategies for implementation.  Performance indicators and targets are identified during more formal planning to document progress and performance.

Hopkinson, Hughes and Layer model their recycling system which had been a source of anxiety for both staff and student body.  An experimental task force was created to devise and implement a sensible economic plan to develop a sustainable recycling infrastructure.  A blueprint of features and necessary additions emerged after reflective consultation.  A budget of £50,000 was deemed necessary to initiate recycling facilities at every level of each building.  Other actions such as maintaining links to community through free shuttle service, natural fuel management, food and drink consumption are projects that are observed, monitored and documented, and which significantly affect lifestyles for a majority of students.


Discussion and conclusion
Bradford Ecoversity was the conceptual approach to develop a sustainable way to retain prominence in a community and as a measure of their level of integrated participation with the local environment.  The initial approach to sustainable development was acknowledged as seemingly top-heavy.  However Hopkinson, Hughes and Layer state that senior level acceptance led to communicating epistemic belief and practical knowledge.  Whilst devising the strategy for implementation, the community were clearly supported in order to live the implications of the concept and gain further clarity in sustainable development.  There was a window of opportunity to make a bold statement on ESD that contributed to the ongoing success of Bradford and its Ecoversity. They have brought to life the conceptual and discipline-based study of sustainable development for learning communities.


Part 3: achievements, problems and learning points
Achievements and key successes

Factors seen to have directly contributed to transformation are:

• The initial decision to adopt a guiding framework with emphasis on social, economical and ethical considerations of sustainable development;
• An academic bottom-up focus that integrates curriculum with sustainable development strategies;
• Senior level backing to champion the curricula project; and
• External funding.

An approval of policy and implementation methods took place over eighteen months, with intense collaboration and consultation.  CARP supplemented their guidelines and criteria with ESD.  Decisions were made to take into account the views of staff, to remain consistent by adding to the work of pioneers and earlier policy, to align with other curricula to review and evaluate specifications, thereby ensuring a true fit with sustainable activity.


As the Ecoversity has only been operating eco-friendly initiatives recently, more time is needed for students to accept knowledge, observe practice and reflect on activity before it becomes an unconscious process.  Senior management had prior indication from exit surveys that trickle down processes are gentle engagements with students to prepare for experience in sustainable development.  Holistic acceptance is negotiated, and correlates with increasing participation of the student body.


Role models, or co-ordinators, are dedicated positions that engage student groups and act as gatekeepers between the top and the bottom.  The first year of delivery has revealed substantial lead-in time is a key component that must be factored into the strategy when devising curricula.


Involving the student body in decision-making that ostensibly affects their learning experience has proven to be effective in raising awareness and the practice of sustainable development.  Creating task groups has increased the participation levels of the student body.  Students from other institutions have been attracted by the sustainable practices popular at the Ecoversity, and frequently ask for information to relay to their own institute.


Ecoversity - problems and issues
Despite widespread interest and acceptance to change, resistance was encountered.  Specifically, the diverse entry points to sustainable development  became the focus of many individuals who reacted negatively to higher authority.  The majority of the population were unable to grasp the complex vision or the time it would take to achieve the planning stage.  It was felt that the Ecoversity were unable to accurately communicate aims and objectives, and that bureaucracy had a stranglehold.


Learning points
While not deliberate, the Ecoversity has combined an historical tradition with sustainable modes of practice based on theoretical conjecture and domain-specific experience.  Hopkinson, Hughes and Layer state that negotiating between the two identities has been challenging.  The art of communication becomes a priority and develops through experience.  In navigating integrating sustainable development and curricula, effective engagement between the student body and staff was achieved.  The Ecoversity has not had much time to develop the culture of sustainable development as a casual practice (e.g. third year students only benefited in their last year, etc.).  Holistic acceptance occurs naturally as role models gain experience.


Wider communication to attract a uni-directional engagement was established through newsletters, which transformed into a seasonal newspaper.  Canvassing student opinion facilitated discovery of concerns, and enhanced the momentum to provide an informal delivery of sustainable development to stimulate and inspire debate.

Chansomsak, S. and Vale, B. (2008). The Buddhist approach to education: an alternative approach for sustainable education

Chansomsak, S. and Vale, B. (2008).  The Buddhist approach to education: an alternative approach for sustainable education.  Asia Pacific Journal of Education, 28(1), pp. 35 - 50.  Retrieved on September 18, 2010 from http://dx.doi.org/10.1080/02188790701850063

"This article aims to explore one current Thai educational practice that presents the possibility of responding to sustainability concepts via culturally sensitive education.  The practice is based on the three Buddhist principles of learning: sila sikkha (moral conduct); samadhi sikka (mind training); and panna sikkha (wisdom development)" (Chansomsak & Vale, 2008).

Sustainable education: learning for sustainability

Educational reform takes into consideration the significant correlation between humanity and ecology.  Environmental, global, developmental and peace education, implemented in the 70s and widely adopted by the 80s, is gaining more currency since the 1992 Earth Summit, re-iterated at the 2002 World Summit and developed into a Decade of Education for Sustainable Development to run from 2005 - 2014.

Terminology is creating some confusion as to how sustainable development may be defined.  Education For Sustainability (EFS) and Education for Sustainable Development (ESD) are concerned with educational philosophy, and propose the nature and purpose of education.  Chansomsak and Vale define sustainable education as activity related to education that is for (purpose), about (content), and as (an integrative or whole process of) sustainability.  Sustainability can then be said to be a dynamic and flexible system that connects, applies to its context, is inclusive as a naturally occurring outcome, enables each domain to integrate to form a whole, and accepts any discipline.  Sustainable education takes into account professional and personal identity that incorporates present and future concerns as they relate to local social and environmental conditions.

Chansomsak and Vale state that archetypal worldview has led to unsustainable practice and behaviour.  An ecological worldview is the preferred perspective, but is a process that can't be measured by time.  The three stages of evolutionary development are:

1. Accommodation - change that does not explore core values or epistemic philosophies (content), and may treat sustainability as a stand alone curriculum subject;
2. Reformation - epistemic values are questioned to devise a strategy for re-orientation (e.g. greening of schools or environmental management practices); and
3. Transformation - a level of knowledge acquisition will start the transformation process that continuously creates and revises.

An ecological framework presents global issues with sustainable practice in resolving problems through experience and connection with the environment.  Behavioural skills that include good citizenship, high levels of reflective communication, and civic engagement facilitate documenting and improving evolving practice.  Action research for education and developing communities share inherent epistemic characteristics of sustainable education, leading the authors to suggest that metatheory be applied to integrate all domains under sustainable practice.

The Buddhist approach to education: an alternative for Thai education

Sustainable development in Thailand developed after inclusion in the National Economic and Social Development Plan (NESDP 1992 - 1996).  By the 8th NESDP, an abstraction of sustainable practice had been established.  Chansomsak and Vale place emphasis on education 1) as a tool for human development; and, 2) for developing strong environmental links between individual and environment.  Implementing sustainability concepts in existing curricula have been sporadic owing to a higher priority weighting given to topics such as lifelong learning, innovative technology, non-formal and informal education, and basic education for all.

An education reform in 1997 led to the development of five different approaches to education:

1. Autonomous schools;
2. Buddhist approach schools;
3. Bilingual schools;
4. ICT schools; and
5. Plans and strategies for the talented.

The Buddhist school approach is an entirely localised approach towards national culture and religion.  As this holistic approach has characteristics that tie humanity to nurturing their environs, it can be considered more ecologically friendly by way of comparison.

Ideas of education in the Buddhist approach

Sikkha, meaning 'education, is the Buddhist principle of learning.  In Buddhism,  education conveys the practice of a way of living, so the principle of Buddhist teaching is to practice self-development through living well.

1. Sila sikkha - moral conduct that promotes peaceful existence; the practice of self-regulation that controls speech and behaviour;
2. Samadhi sikka - the study of the mind and subsequent training that promotes self-awareness and self-evaluation to activate goal-setting and sustain intrinsic motivation; and
3. Panna sikkha - an analysis and study of interconnectedness and the Laws of Cause and Effect.

It is understood that these principles must be taught together.  The practice of  one discipline without the others leads to severe shortcomings in behavioural conduct.  The awareness and concentration that is required of working memory to perform these tasks reflects the need for coordinated mental and physical activity.  Perceived states of turmoil cease to have primary significance.  Panna sikkha embeds reflexive processes crucial to engaging reason.  Chansomsak and Vale use food as an example of simple reasoning according to internal needs and wants.  When children are taught to understand that food nourishes and supports the vehicle that carries their being, they choose how to maintain their body through an understanding of the purpose and benefits of nutrition.

In order to support Buddhist concepts of human development, strong links to the environment become crucial to sustain the culture.  The level and contextual development in communication sustain students' motivation to continue living in clarity.

Implementation of the Buddhist approach to education in Thailand

The Buddhist approach to education was implemented in 2003, and by 2006 the 80 schools that were used as a pilot study had increased to more than 20,000 developed and encouraged by both government and religious institutions.  Budget issues were not a consideration, as the Buddhist approach requires no new equipment, just a change of attitude.

The application of Buddhist philosophy requires five actions:

1. Physical space must be clean, tidy and have sufficient access to natural surroundings that are peaceful.  Displaying precepts or images of Buddhism acts as a reminder of doctrines and are viewed as teaching aids;
2. Meditation, developing consensus on tasks in the classroom, or similar activities that relate to Buddhist practice and way of life are embedded into the curricula;
3. Buddhist principles are included to form an active, context-related and integrated learning that relates to students holistically as evaluation measurements are based on knowledge acquisition and behavioural objectives;
4. Promoting positive interactions between students and teachers and amongst each other is accentuated when the entire school body is regarded as a role model;
5. Management becomes a dynamic and cyclical sequence of strategy, performance, situation monitoring and adaptation or revision to understand cause and effect.  Participation and activities depend on physical location.

Integration of Buddhist teaching transforms both content and structure of formal  curricula and purpose, indicating a change in the methodology of schooling.  Innovative approaches to implementing the interrelation of cause and effect, the balance of yin and yang, in school curricula have included themes entitled "Picking up a flower affects the earth".  Harmony is the core essence of learning.  Topics are scaled according to age groups, so first-graders learn about the interrelation of mind and body, and their network of support (e.g. school, home).  Second grade students are introduced to the interconnections between human, animal and biological environs to understand the concept of relations and position within the community.  The practice of personal responsibility is an underlying philosophy that is embedded throughout the curriculum.  Environmental care and concern extends to include national statistics in third and fourth grade that introduces the binding ties of people and culture.  The exploration of these ties is deepened or strengthened with the introduction of ecology and cosmos in fifth and sixth grade.  Practical activities sustain the knowledge acquired.  Example activities for third grade student are growing organic vegetables and trips to padi fields.  When learning about crops, links between country, biological and physical environments, and culture, are developed to represent the holistic view of consumption and the proper way to consume.  This approach challenges urban lifestyle and strong links between school and parents is a fundamental requirement.

The practice of Buddhist ritualism and custom is essential to sustain activities and personal practice.  Tradition is dictated by developing the ideology of proper living.  For example, the tradition of studying and observing religious rites all night on Father's Day and Mother's Day, on sacred Buddhist days, and during Buddhist Lent is regularly practiced as is Dharma camp.  Local temples host yearly camps for seventh and tenth grade students that were initially sponsored by the teachers, and are currently sponsored by the townsfolk.  Family members are invited, strengthening the bond between school and community.  Since the children of Thailand began attending Buddhist approach schools, positive developments have occurred.  Gambling addiction and alcohol abuse rates are lower, and the physical school has become a place where the community convenes.

Since inception, behaviour of the children in Buddhist approach schools has improved.  Initially, many children were opposed to the activities and had no or very little focus.  After induction, students became aware of the benefits and habits that had developed, marking an improvement in studies and attitudes.  Camp visits often have children returning with an increased wisdom to act in accordance with their harmony and release negativity (e.g. asking forgiveness from teachers)

The practice of panna sikkha is interpreted to mean the evaluation and archiving of documents that are supported activities of a learning community.  Publications are kept as records of progression and distributed as a public relations exercise.  The successful approach to education reform is entirely due to location, however clear intent to practice and develop is the source of achievement.  In schools that have transformed, acknowledgement has been given to the principals and academic bodies who have been consistent in their practice and understanding.  Buddhist principles are fundamental to life and is a multi-level discipline that encompasses school, home and community holistically.  Parental involvement extends beyond the learning derived from books (e.g. presenting food to monks), and re-affirms values learned at school.    Strong ties between school and community enhanced by activities supports and binds the moral outlook of students.  The deeper the ties, the more effective the practice.

Buddhist approach schooling currently has focus on primary level.  Younger students are more open to the influence of teachers than those in secondary levels, hence curriculum for primary schools concentrates on delivering basic knowledge of existence and high school is categorised by specific subjects as entrance to further education is compromised by needing requisite knowledge, rather than accepting students who have been holistically trained for knowledge acquisition and professional conduct.

With government support, Buddhist approach schools have established a buddy network.  One or two schools identified for experience and potential are used as role models to mentor both regional and national schools.  The bi-directional transfer of knowledge improves and increases the learning concept of school management.  To maintain the quality of core discipline, enhancing individual ethics and moral conduct, frequency of evaluation and monitoring is established.

The Buddhist approach to education: an alternative for sustainable direction

Thailand's decision to implement Buddhist approach schools is representative of sustainable education.  While Buddhist approach schools are not specifically aimed at sustainability, its conceptual foundation supports sustainability.  Instead of viewing humans as a distinction in nature, Buddhist teachings focus on the natural co-existence of ecological sustainability and harmony.  Chansomsak and Vale propose that Buddhism be seen as an eco-religion, and argue that every single problem faced by the world today has been caused by "wrongful relationships" (pg. 13).  Transformation can only occur through human development.

Buddhism dictates that all humans are creators of themselves with the ability to develop and condition self to change or eliminate behavioural attitudes.  Improvement should be regarded as situation monitoring and constant evaluative analysis of experience.  In developing the self, individuality emerges and the ensuing celebration of self is found and determined by the chosen environment.  Understanding that humanity and nature is one develops the concept that exploitation for self-image and wealth is unsustainable practice.  Instead, behaviour is attuned to an harmonious co-existence.  When humanity makes the distinction that there is no difference between self and other, accepting diversity for what it is, self-interest is supported by activity that sustains global interest.  In conducting ecologically balanced lives, individuals see the inter-dependence and -connection of all phenomena.  The Buddhist approach to life is a process of cultivating responsive behaviour based on ecological practice.

Educating according to the Buddhist approach not only teaches internal factors, it teaches how to embrace the external.  It is the essence of sustainable practice as it portrays inclusion, contextualism and connectivity.  It is practiced formally and non-formally, so synchronicity is key to supporting the community in an integrative and holistic manner.

Chansomsak and Vale conclude that the Buddhist approach to education is a clear illustration of the ties that bind environment to learning.  Community support lingers and is more easily practiced.  Local knowledge is developed to sustain and improve living conditions.  Developing the human self is a universal responsibility which can be connected to the spiritual and ecological wisdom of all religion (e.g. Taoist balance and harmony, Native American circle of life).


Students direct their education at Manhattan Free School
The Manhattan Free School in New York City's East Harlem neighborhood offers an unconventional alternative to the city's traditional schools. The small private school is based on a philosophy of allowing students to direct their education, offering courses in comic-book making while omitting calculus. "It comes down to trust," the school's principal said, "the trust that given time, they'll find their passions, and when they do, they'll be eager to learn." The New York Times (10/4)


The Triple Bottom Line
The concept of the triple bottom line -- people, planet and profit -- is no longer useful and may even be counterproductive, argues Dave Stauffer. The triple bottom line encourages companies to see their social and environmental responsibilities as distinct from their moneymaking operations -- and that can lead CEOs to assume profitability and corporate social responsibility actually stand in opposition to one another. We need a new sustainable-business paradigm that enshrines the reality of CSR as a driver of corporate profits and longevity, Stauffer writes. TriplePundit.com (10/6)

Voulalas, Z. D. and Sharpe, F. G. (2005). Creating schools as learning communities: obstacles and processes

Voulalas, Z. D. and Sharpe, F. G. (2005).  Creating schools as learning communities: obstacles and processes.  Journal of Educational Administration, 43(2), pp. 187 - 208.  Retrieved on June 5, from 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740430204.pdf

Introduction

Learning communities are better prepared for an era of global networking.  As such, educational bodies are structuring reforms to create learning communities in schools.  Although there is little theoretical research in this domain, the authors have identified several schools that have transformed with documented evidence.  Core to the transformation process has been maintaining a flexibility in administration and decision making, and by strengthening community bonds within the environment.  Teachers are role models for lifelong learning; have influence in major decision making tasks; and make firm links between parents and the school.  Parents become proactive in engaging in lifelong learning, leading to deeper involvement in child development.  Within the core, the principal is also required to act as an intermediary to ensure a shared vision; the source of barriers that disrupt or hinder learning; and that the change process is monitored constantly.

The research

Schools that signaled imminent change were observed to provide an artefact for others interested in transformation.  Not only did the study clarify the structure of a learning community in a school environment, nominated principals displayed prominent leadership qualities that lead to proactive transformation and change, and barriers that hinder transformative processes were identified.

The questions: 

1. What are the special characteristics of schools as learning communities?
2. What motivates schools to become learning communities?
3. What are the barriers to schools becoming learning communities?
4. What steps can be taken to overcome these barriers and transform a school to a learning community?
5. What leadership characteristics are important in the success of this process? and
6. What are the outcomes of schools becoming learning communities?

As memory is subject to false associative recall,  Voulalas and Sharpe were stringent in documenting their interviews.  Data was coded and categorised according to themes in first stage analysis.  Each theme was recorded for frequency and relevance to the questions before conclusions were drawn.  In organising the framework of inquiry (e.g. categorisation), the authors revealed further insights about the transformation process.  Comparisons were made between schools with different socio-economic and geographic backgrounds.  A template based on responses from a pre-interview questionnaire provided stability in triangulation (e.g. viewing from different perspectives).

Findings

The concept of schools as learning organisations/communities

A comprehensive and in-depth analysis reconciled the definition of a learning community as understood by those involved in the change process to be continuous lifelong learning that encompasses personal growth and development.  Teachers are regarded as role models and mistakes are acknowledged as experiences requiring further knowledge and know-how, where the physical setting is a contributory factor to learning.

Voulalas and Sharpe indicate that the majority of respondents had in fact no clear idea how to communicate the concept of a learning community even when  standing at the cusp of transformation.  They further state that the concept may be too abstract to define succinctly.

Retrospectively it appears that members were intuitively feeling their way by discussing personal teaching philosophies to identify and distinguish characteristics that made transformation a viable process.  The lack of absolutes allowed for individual creativity.

Commitment to lifelong learning and professional development was seen to significantly improve student outcomes and enthusiasm.  A culture of belonging and open communication develops leading to an increased vitality and sense of empowerment.  Voulalas and Sharpe noted that respondents did not talk of the reviews and evaluative processes frequently mentioned in literature.

Motivation to change

Decisions to change were normally instigated at the principle's behest.  School culture and values were deemed outmoded by 21st century socio-economic and technological standards.  Motivation was derived from a developing culture of belonging and the overt support from the Department of Education and Training (DET) sustained and encouraged transformation.  In some schools, change stemmed from existing internal issues.

Barriers impeding transformation

Voulalas and Sharpe used Combs' model to categorise the four primary barriers that restrict transformation: 

1. administrative;
2. philosophical;
3. physical; and
4. psychological.

Time was seen to be the most significant factor in allowing progress as a naturally occurring outcome of implementing and sustaining change.  Development and growth of a culture is subliminally dependent on the level of commitment members undertake to adhere to new and adaptable methods of practice.  The foci of management conflict lay in organisation, scheduling and outlying responsibilities and duties.  Common issues include a lack of clarity and understanding between individual member and proposed activity; a lack of resources; the dynamics of power relations; and, the size of the institution.  Voulalas and Sharpe state that large schools find the process of transformation more complex.  Furthermore, skeptics were unconvinced by the proposition put forward by the DET on structuring learning communities and the school's interpretation of the same.

What was apparent and viewed as the biggest hurdle to transformation was resistance to accept a new discipline and culture.  Long standing and established culture proved the most difficult to replace.  Voulalas and Sharpe noted that skeptics were members who would lose rank and power with the change.  Hierarchical structures and power play limit knowledge sharing that is the fundamental characteristic of learning communities.

Processes for overcoming barriers

Principles who display strong leadership qualities are crucial for transformation to occur.  Confidence, trust, and satisfaction facilitated improvements in relations between school members; and school and environment ties.  Leaders were able to identify the change process and clearly communicate a sequence of activity and reasoning that required input from members.  Ensuing professional development courses alleviated many fears when members were able to re-attach epistemic belief to current philosophy, establishing a new culture of lifelong learning, sharing knowledge, and understanding that failure is a process of getting it right.

Leadership

Primary qualities of the principle required a professional awareness at all times in order to self-acknowledge, and accept the status of student while supporting and advising key members in transmission and maintenance of the shared vision.  Honesty, trust and integrity were emphasised as crucial to the process.  Professional awareness strengthens the ability to identify inherent talent and skills of stakeholders; receive criticism as constructive; and, diffuse power by accepting help and contributions from others.

The outcomes of a learning community school

Observable improvements came from staff morale, an increase in commitment levels, and student learning outcomes.  Bonds between school and parents was significantly deepened and made more meaningful.  Participants commented on the amount of time the process took, and the adverse effects that took its toll on professional and personal life, for example the division of members who support or oppose the concept, disappointments and controlling elements from highly involved members.

Summary of major findings

1. High levels of involvement or commitment does not necessarily mean that the concept of a learning community is any better understood or communicated;
2. Belief in the concept sustains the progress of positive transformation;
3. Principles, or leaders, are outstanding role models for lifelong learning and their vision is the key factor for transformation to begin;
4. Transformation occurred when leaders' epistemic and ontological philosophies, in either favourable or unfavourable conditions, drove the motivation to start change processes;
5. Obstructions or hurdles stem from a plethora of sources, each individual to the school.  Within this, traditional structures and culture, time constraints and lack of environmental support were seen to be chronic factors impeding progress;
6. Effective practice in changing epistemic belief is commitment to lifelong learning from both parents and staff, and the recognition and acceptance of vision and inevitable direction;
7. Validity of participants could raise questions as evaluative appraisal of performance was conducted informally to adapt flexibly to time constraints;
8. Schools situated in lower socio-economic environments were prone to hiring less expensive staff, usually those in a young age bracket who are more inclined to the change process than those from higher income brackets, who were stoic in their attitude to preserve the status quo; and
9. Participants acknowledged feeling left in the dark by the DET, who originally proposed the idea and yet left principals to work it out for themselves.

Implications

Clarifying the concept

As there is confusion in communicating a definition or clarification as to what a learning community is, there are implications for both theory and practice.  Literature is seen to occupy the theoretical formulations of knowledge acquisition so that even the most dedicated are unable to communicate their precise intent.  Critics blame scholars who present an evolution rather than a blueprint, or expound on philosophy instead of a program.  Practitioners have to face uncertainty and confusion as there are no standards from which to measure performance.

The categorisation of a learning community is also in dispute, as to define a learning community as a good school or with any other descriptive label is to limit the unique quality and conditions that exist within the immediate environment.  The model proposed by the NSW DET inspires many interested schools, but only those willing to accept the unknown as inevitable are willing to accept transformation.

Voulalas and Sharpe explore the core concept of learning communities.  They suggest that as teachers are the core element of any learning environment, then only schools, universities, colleges and training facilities could be deemed a learning community.  However, associated literature clearly states that any organisation can transform and become a learning community. Voulalas and Sharpe categorically state that a learning organisation is one that is nimble, and learns from past endeavour to create the present whilst contemplating the future.  The capacity for success depends entirely upon the commitment of members to adapt and grow into sustainable relations.  Developing into a culture of continuous change requires members to maintain professional links with current affairs, and reduce the perception of failure by acknowledging the activity as a learning experience.

Voulalas and Sharpe include in their findings two other categories that facilitate the process of transformation, and are included in literature.  Enabling factors include:

• Boundary factors - competition, the need for resources;
• Leadership factors - necessary for direction;
• Vision factors - community wide shared, nurtured vision;
• Personal and interpersonal factors - team building, collaboration;
• Psychological and cultural factors - motivation, commitment, adaptability;
• Factors related to structures and processes - flexibility; and
• Evaluation factors - effectiveness of processes.

More tenuous connections to the core include the category of helpful influences:

• Appraisal for achievements;
• Arrangements of suitable physical spaces;
• Availability of resources;
• Community involvement;
• Empowerment of stakeholders;
• Encouragement for open discussion among departments and teams;
• Encouragement of the whole organisation to change and adapt;
• Inservice education;
• Mutual support;
• Physical environment that is conducive to organisational learning;
• Restructuring;
• Rewards and sanctions;
• Shared celebration of success;
• Staff renewal;
• Staff selection process; and
• Support for risk taking.

The preceding model is still in concept form and requires further analysis and verification.  However, Voulalas and Sharpe state that in practice the core concept translates as the ultimate goal; enabling factors could be the first areas to begin transformation.  From this perspective, the essence of the concept is protected from displacement.

Implications for schools and school systems

Stakeholders valuing the process of transformation understand the need to adapt to flexible working solutions that include using consultants to reduce the principles' workload for the duration of change.  All or any feedback received is used as constructive criticism to achieve the objective.  Inclusion becomes a naturally occurring outcome, so does not require a focus.   Cultural change may be seen as a simplification of methodology and attitude.  Improved lines of communication enhance collaboration and team work.  Hierarchy is diffused and flattened to favour lateral processes.

Implications for principles

Change is a chronic and unabated constant in education today.  To lead through change successfully requires a solid foundation of current knowledge to stay ahead of the process.  Visionary leaders take on the responsibility for establishing lifelong learning through role modeling, and are expected to share their information with the community to maintain a consistently updated and current outlook.  When stakeholders are entitled and expected to contribute to the community, its welfare becomes paramount.

Implications for teachers

In choosing a focus for involvement, individuals can be distracted by excelling in one area in favour of others.  In the case of some educators, excelling at teaching students becomes such a priority that it overwhelms the need for personal development.  Principles rely on teaching staff who recognise, and are proactive, in professional development as a means of staying abreast.  Self-reflection and self-regulation are crucial as a means to facilitate self-improvement for the benefit of the individual and the community.  Positive attitudes as a result of professional development greatly enhanced staff-student-parent relations.

Implications for parents

Strong parental involvement enables improved programs and ambiance.  Learning communities extend involvement throughout the institution to encourage personal development in lifelong learning opportunities that facilitates contributions by sharing information.  A high degree of professionalism is required to forge and maintain such connections.

Implications for further research

The proposed model of schools as learning communities can be further developed by testing components against academic research and practitioner feedback.  Investigation into causality is warranted.

Conclusion

In spite of apparent ambiguity, Voulalas and Sharpe argue that the concept of learning communities in schools is a valid and practical approach from which to structure educational reforms.