Sustainability in higher education: what is happening?

This special issue focuses upon diverse facets of Education for Sustainability. The 33 documents within it are from authors in institutions of higher education from Europe, Asia, Africa, Australia, South America, Central America and North America. Some authors use discipline-specific foci to foster inclusion of sustainable development (SD) within their educational programs. Many other authors report on their experiences in working within interdisciplinary teams to re-focus education, research and outreach to help accelerate the rate at which educational institutions foster and underpin the values, knowledge and actions to help their students transform society from unsustainable to sustainable patterns.The authors of these articles underscore the importance of the Decade of Education for Sustainable Development that began on January 2005 to be an important framework and a catalyst for increasing SD educational, research and outreach efforts within all academic institutions, worldwide.The developers of this special issue hope that the lessons learned by the authors of these articles will help all in envisioning the way forward and in overcoming the resistance to change within and outside of academia as we work together on our joint journey toward sustainable societies.     

Sustainable utilization of regional water resources: experiences from the Hai Hua ecological industry pilot zone (HHEIPZ) project in China

Water resource scarcity is becoming more and more serious and greatly restricts sustainable development in many locations. In this paper, the characteristics and implementation of a regional water resource sustainable utilization project in the Hai Hua Ecological Industry Pilot Zone (HHEIPZ) are described. In the project, a three-level water cycle pattern was built to relieve local water resource scarcity. The project was designed to suit the local context and operated at the individual firm level, the inter-firm level, and the regional level. The results show that the three-level water cycle was effective and provided sufficient and continuous water supply for sustainable local development. This paper also analyzes the main responsibility, impetus, and interrelation of the three cycles and gives some suggestions on how to further promote implementation of the three-level water cycle.     

基于可持续性的城市总体规划环境影响评价指标体系

城市总体规划（简称“总规”）是实施城市可持续性战略的重要载体,战略环境评价（SEA）是连接抽象的、宏观的可持续发展战略与具体的、可操作的建设项目之间的桥梁,是实施可持续发展战略的政策工具;指标体系是SEA工作的核心工作和评价依据。然而,当前存在城市总体规划环境影响评价（总规环评）指标体系与城市规划内容、城市可持续性脱节,指标体系的设计缺乏理论支撑等问题。本文首先归纳出城市可持续性的一般内涵,然后通过逻辑关系分析、影响评价矩阵的方法,识别总规的可持续性影响,构建了可持续性总规环评指标体系框架,最后以太仓为案例说明框架的应用。     

Design for Sustainability (DfS): the interface of sustainable production and consumption

Nowadays design is faced with the challenge to contribute to the transition towards a sustainable society. Design for Sustainability (DfS) is the response to this challenge. It includes but goes beyond what Design for the Environment or ecodesign provides, by integrating social, economic, environmental and institutional aspects and by offering opportunities to get involved, express one’s own identity beyond consuming standardised mass products.DEEDS, a Leonardo research project, had the mission to embed sustainability in design and design in sustainability. For this behalf, the project partners approached the issue from the angles of design, sustainability science and sustainable consumption analysis, developing tools and rules (the SCALES principles) to support DfS and to incorporate it into design education and practice.The paper describes the framework conditions as explored by sustainable consumption research, the obstacles identified by DEEDS and gives hints how to overcome them based in the lessons learnt in the course of the project.     

环境教育与环境文献

根据我国环境类和教育类学术期刊上刊登的环境教育文献的比重和内容的调查结果来看，不管是环境科学界，还是教育界对环境教育的重视程度与环境教育本身的重要性不成比例，环境教育研究的落后已成为制约我国环境教育可持续发展的关键问题。     

Sustainable university: what can be the matter?

This article presents a comprehensive managerial model for a sustainable university created by D.Sc. L. Velazquez with empirical data collected from about 80 higher education institutions around the world. The sustainable university model offers a clear perspective about how people responsible for sustainability initiatives achieve their initial momentum to progress to advanced steps in the process to become a sustainable university.This model depicts a structured framework that is comprised of four phases in a strategic management process. In these phases, four diverging strategies, and many practices undertaken by key players of sustainability initiatives in higher education institutions are analyzed.     

Creating and implementing a model for sustainable development in tourism enterprises

The quest for sustainable tourism presents a challenge to integrate economic, social and environmental issues in tourism planning and—in order to implement this—to change attitudes and traditions among the different stakeholders within tourism. This calls for involvement of the different stakeholders in the change processes towards sustainable tourism and, accordingly, the creation of new patterns of interaction and collaboration between the stakeholders. This paper analyses how a project on sustainable tourism development in Mid- and North Jutland, Denmark, has engaged 26 small and medium sized tourism enterprises in an incremental change process towards sustainable tourism.Using the theory of collaboration, the paper analyses the process of identifying the common interests, defining the problems, setting the directions, and developing and starting the implementation of a four-step model for sustainable development in tourism enterprises. The question addressed is how to create a change process in the enterprises that is at the same time realistic and innovative.     

National forest policy as a platform for biosphere carbon management: the case of community forestry in Cameroon

Little attention has been given to the development of national policies relevant for the uptake, development and implementation of Clean Development Mechanism (CDM) projects. In this paper we examine the compatibility between forestry and related policy provisions in Cameroon and the CDM provisions for Land Use, Land Use Change and Forestry (LULUCF). For each CDM requirement such as eligibility, additionality, impact assessment and sustainable development, relevant national forestry policy questions are identified. These relevant policy questions are applied to community forestry policy instruments in Cameroon to analyse the likelihood that they can enhance or inhibit the uptake and implementation of biosphere carbon projects. We found that choosing a single crown cover value (from between 10 and 30%) presented a serious dilemma for Cameroon given its diverse vegetation cover. Adopting any single value within this range is unlikely to optimize national carbon management potential. The current forest institutional and regulatory policy framework in Cameroon is inadequate for promoting carbon forestry under current CDM rules. We conclude that national policy in Cameroon would need to recognise the need for and adopt a pro-active approach for biosphere carbon management, engaging in institutional development, integrated planning, project development support and providing adequate regulatory frameworks to enhance sustainable development through CDM projects. The need for CDM/Kyoto capacity building support for proactive national and local policy development is highlighted.     

Using campus concerns about sustainability as an educational opportunity: a case study in architectural design

Curtin Environment Awareness Team (CEAT) is a group of volunteers at Curtin University of Technology in Perth, Western Australia, who work together to promote awareness, activities and information dissemination related to sustainable use of the university campus. In 2003 an attempt was made to integrate a CEAT concern relating to a declining habitat for bird and animal life around a campus lake, with an undergraduate problem-based design project in the School of Architecture. After the students' work was completed, CEAT reviewed the projects and selected three schemes for possible inclusion in the program of capital works for the campus. CEAT members and students were surveyed after the design project was completed. The survey results indicated that CEAT members considered that student involvement enhanced the quality, scope and likely implementation of the project. The student survey results indicated that this project raised their awareness of the complexity of addressing sustainable use of the campus and identified the potential influence of architect designed projects on the natural environment. However, in spite of formal acknowledgement of the value of the project by the Vice Chancellor of the university, there was no indication that the university plans to move from the current ad hoc approach towards sustainability either in the management of the campus or in the core teaching programs.     

A new generation of designers: perspectives for education and training in the field of sustainable design. Experiences and projects at the Politecnico di Milano University

This paper is a contribution to the debate on the redefinition of needs and perspectives of university level education in the field of sustainable design. It discusses the role of design research in relation to the production of new educational forms, methods and tools for a new generation of designers (and designer educators) enabling them to more effectively confront the transition towards a sustainable society. The paper is based on two premises; Firstly: in today’s climate there is a need for a general redefinition of education, as a result of the influence of new technological opportunities and changed socio-cultural conditions. Secondly: the design activity itself needs to be redefined in order to positively and effectively contribute to the radical change required by the transition towards a sustainable society. Industrial designer, educators and other design practitioners are all searching for ways to enhance their environmental capabilities and to produce sustainable designs. The academic discipline of design education in Italy (at the higher educational level) has responded by broadening its scope to produce more ‘environmentally skilled’ designers sensitive to issues of sustainable production and consumption. The Interdepartmental Research Centre in Innovation for Environmental Sustainability (CIR.IS) of the Politecnico di Milano University has developed an innovative and highly flexible response to these new design education needs. A set of interrelated projects—co-ordinated by the author—is outlined in the following paragraphs. These projects are funded by the Italian Environmental Protection Agency (ANPA). A university network (RAPI.RETE) has been established and a group of innovative and technologically advanced tools (ECO.CATHEDRA, ECO.OFFICINA, ECO.DISCO and DPS.MANUAL) are being developed to support teachers and students in the educational content and processes. The tools are now going to be distributed (free of charge) in Italian Universities and, both the ANPA and the CIR.IS have given their consent for their translation/adaptation into other languages (without charge).     

试论未来教育与现代教育技术

本文从理论的角度对未来教育、现代教育技术进行了分析研究,阐述了现代教育技术的发展与未来教育及未来教育目标的密切关系。     

Global Climate Change Mitigation and Sustainable Forest Management — The Challenge of Monitoring and Verification

In this paper, sustainable forest management is discussed within the historical and theoretical framework of the sustainable development debate. The various criteria and indicators for sustainable forest management put forth by different, institutions are critically explored. Specific types of climate change mitigation policies/projects in the forest sector are identified and examined in the light of the general, criteria for sustainable forest management. Areas of compatibility and contradiction between the climate mitigation objectives and the minimum criteria for sustainable forest management are identified and discussed. Emphasis is put on the problems of monitoring and verifying carbon benefits associated with such projects given their impacts on pre-existing policy objectives on sustainable forest, management. The implications of such policy interactions on assignment of carbon credits from forest projects under Joint Implementation/Activities Implemented Jointly initiatives are discussed. The paper concludes that a comprehensive monitoring and verification regime must include an impact assessment on the criteria covered under other agreements such as the Biodiversity and/or Desertification Conventions. The actual carbon credit assigned to a specific project should at least take into account the negative impacts on the criteria for sustainable forest management. The value of the impacts and/or the procedure to evaluate them need to be established by interested parties such as the Councils of the respective Conventions.     

The FLASH Project: using lightning data to better understand and predict flash floods

The FLASH project was implemented from 2006 to 2010 under the EU FP6 framework. The project focused on using lightning observations to better understand and predict convective storms that result in flash floods. As part of the project 23 case studies of flash floods in the Mediterranean region were examined. For the analysis of these storms lightning data from the ZEUS network were used together with satellite derived rainfall estimates in order to understand the storm development and electrification. In addition, these case studies were simulated using mesoscale meteorological models to better understand the meteorological and synoptic conditions leading up to these intense storms. As part of this project tools for short term predictions (nowcasts) of intense convection across the Mediterranean and Europe, and long term forecasts (a few days) of the likelihood of intense convection were developed. The project also focused on educational outreach through our website http://flashproject.org supplying real time lightning observations, real time experimental nowcasts, forecasts and educational materials. While flash floods and intense thunderstorms cannot be prevented as the climate changes, long-range regional lightning networks can supply valuable data, in real time, for warning end-users and stakeholders of imminent intense rainfall and possible flash floods.     

项目环境影响评价与战略环境评价比较

结合国内外战略环境评价研究状况,对战略环境评价和项目环境影响评价的关系进行了较为全面地比较.通过分析项目环境影响评价的不足和战略环境评价的优点, 指出开展战略环境评价,可完善环境影响评价体系,促进可持续发展战略实施.并就战略环境评价与项目环境评价在研究对象、管理体系、技术特点、方法体系和技术手段等方面的区别作了明确阐述.最后分析了二者的联系,明确了二者的层次关系及可供借鉴之处.     

竖井排灌工程对环境影响的研究

新疆阿克苏地区乌什县依麻木竖井排灌工程是根据国务院批准的<塔里木河近期综合规划报告>、<阿克苏河流域灌区节水改造工程五年实施方案>中提出的在阿克苏河流域内新建的竖井排灌工程项目.项目的实施必将给乌什县秋格尔灌区的环境带来一定程度的影响.在系统地分析了项目区环境现状的基础上,从项目施工、水资源利用、地下水水位、灌区土壤盐渍化、社会环境等方面详细研究了工程实施后对灌区环境的影响.分析认为:竖井排灌工程不会对灌区的环境造成大的影响;不会影响灌区地下水资源的利用,相反还朝有利的方向发展;不会导致灌区地下水位的持续下降,更不会造成地下水资源的枯竭;工程的实施可以改善灌区内的土壤盐渍化问题.竖井排灌工程产生的灌溉效益达545.22×104元.最后为灌区的可持续发展提出了建议.      

A framework for assessing and implementing the co-benefits of nature-based solutions in urban areas

To address challenges associated with climate resilience, health and well-being in urban areas, current policy platforms are shifting their focus from ecosystem-based to nature-based solutions (NBS), broadly defined as solutions to societal challenges that are inspired and supported by nature. NBS result in the provision of co-benefits, such as the improvement of place attractiveness, of health and quality of life, and creation of green jobs. Few frameworks exist for acknowledging and assessing the value of such co-benefits of NBS and to guide cross-sectoral project and policy design and implementation. In this paper, we firstly developed a holistic framework for assessing co-benefits (and costs) of NBS across elements of socio-cultural and socio-economic systems, biodiversity, ecosystems and climate. The framework was guided by a review of over 1700 documents from science and practice within and across 10 societal challenges relevant to cities globally. We found that NBS can have environmental, social and economic co-benefits and/or costs both within and across these 10 societal challenges. On that base, we develop and propose a seven-stage process for situating co-benefit assessment within policy and project implementation. The seven stages include: 1) identify problem or opportunity; 2) select and assess NBS and related actions; 3) design NBS implementation processes; 4) implement NBS; 5) frequently engage stakeholders and communicate co-benefits; 6) transfer and upscale NBS; and 7) monitor and evaluate co-benefits across all stages. We conclude that the developed framework together with the seven-stage co-benefit assessment process represent a valuable tool for guiding thinking and identifying the multiple values of NBS implementation.     

Design of policy mechanism to promote cleaner production in China

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建立广泛参与机制促进城市的可持续发展

文章介绍了联合国开发计划署、中国国际经济技术交流中心和沈阳市政府于１９９７ 年开始在沈阳实施》沈阳可持续发展项目＂ 近两年的实践过程，结合沈阳市的实际情况，在确定重点问题，制定优先战略和行动计划，建立广泛的跨部门的合作和参与机制等方面进行了十分有益的探索，取得了较好的效果。并总结归纳了沈阳动员利益相关人士广泛参与的经验。     

Can teenagers educate children concerning environmental issues?

There are several questions coming from researchers and educators referring to the most efficient approaches for developing an environmental awareness; it is difficult to document which approach can generate increased sensitivity and behavioral changes for effective environmental protection. Therefore research and discussions on the issue are demanding.This paper presents observations concerning the sensitization process for environmental issues, initiated with environmental education classes. The educational work stimulated a group of Brazilian high school students to participate in an international distance learning course and convention (Global Environmental Youth Convention) about preventive environmental management. Both the course and convention were organized by Lund University in Sweden.During the distance course the high school students constructed and executed the project work. They decided to organize course content and prepare teaching materials on environmental issues for eight year old children. The project was presented in the convention.Among the results of this educational project it was observed that a very effective attitude can be obtained from an educational approach that sought a more affective link with nature. It was also observed that teenagers can be effective teachers and motivators of younger children.