Strategy for ESD

Our current approach was approved by Kent's Education Board in October 2020. This paper summarises the work completed by the Education for Sustainability Steering Group, and offers a vision/context for moving forward, a draft set of institutional objectives for ESD, and potential implementation mechanisms for implementing in line with QAA guidelines.

Coming Soon - Strategy for 2025 and beyond

The newly formed Sustainable Curriculum and research Steering group are currently working on our new strategy for 2025 and beyond. 

This will take forward the learnings from our current approach and set out significant actions to deliver a university-wide agenda to deliver our mission.

The University of Kent commits to embedding ESD across the formal curriculum, enabling all students to gain skills and knowledge required to address global challenges

Education Board, October 2020

Governance and Reporting

A Sustainable Curriculum and Research Steering Group has been established to drive activity towards embedding sustainability in the curriculum.

Progress and activity towards achieving the institutional commitments to ESD are reported to the Sustainability Steering Group (SSG) chaired by DVC Richard Reece. More details and terms of reference for the SSG can be found by following the link below.

Our Framework for ESD

Note: Implementation of this framework was previously delayed by the ongoing covid-19 pandemic. Although target completion dates are given, it is expected phases 1 and 2 will be ongoing to allow for integration of new research and engagement of new academic staff.

Phase 0 – Commitment 

An institutional commitment would be made to embed ESD across the formal curriculum, enabling all students to gain skills and knowledge required to address global challenges - COMPLETED October 2020

Phase 1 - Research (by September 2022)

Good practice of ESD will be identified across the sector using the Responsible Futures model. Baselines should be established for existing ESD in the curriculum and institutional policy, and current staff and student engagement with ESD. - COMPLETED September 2022

Phase 2 – Capacity building (by September 2023)

Engagement and learning opportunities should be developed for staff and students, to raise awareness of ESD, enhance the co and extra-curricular experience for students, as well as train and build sustainability teaching capacity in academic staff. Furthermore, ESD initiatives that are already in place should be grown and connections should be created between them, to foster interdisciplinary approaches to teaching. Staff capacity building would follow the Competencies for Educators framework. ONGOING September 2023

Phase 3 – Curriculum reform (by September 2024)

Taught curriculum should be developed to embed the principles of ESD through a consultative and co-creative process with academic staff and students, and informed by findings during phases 1 & 2.

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