WORKSHOP : COMPTENCES FOR THE SUSTAINABLE DEVELOPMENT GOALS ( SDGs )

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Dries Bernard Adam
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1 WORKSHOP : COMPTENCES FOR THE SUSTAINABLE DEVELOPMENT GOALS ( SDGs ) Jos van Hal, MSc 24th May 2019 Recent publication: SDGs INSPIRATIONAL OR ASPIRATIONAL? HOW TO OPERATIONALISE AND IMPLEMENT THE SUSTAINABLE DEVELOPMENT GOALS AT HIGHER EDUCATIONAL INSTITUTES

2 Welkom Workshop 2.3. Het ontwikkelen van SDG competenties- Van hoogover naar de praktijk Omschrijving Tussen geïnspireerd zijn voor Duurzaamheid en de haalbaarheid ervan zit jezelf: dat levert professionele en persoonlijke uitdagingen op. De workshop geeft inzicht in beschreven SDG competenties maar wil de spanningsboog tussen inspiratie en haalbaarheid verder uitdiepen met de deelnemers.

3 NWO website nov 2017 Een stap verder in het integraal realiseren van de Sustainable Development Goals iedere onderzoeker zou zich moeten afvragen: Hoe kan ik bijdragen? Een eerste stap zou een beoordelingskader voor output kunnen zijn, uitgebreid met populair wetenschappelijke publicaties, met daarin andere media opgenomen dan slechts de geëigende journals.

4 Twee lastige kronkels; wie hertaalt het in een persoonlijk dilemma.? Intergenerational asymmetries Long Time laps between the adoption of measures to achieve the Goals and the realisation of benefits means for those that can undertake effective mitigation measures must pay the costs but will reap only a fraction of the benefits (Young et al p. 65 in Kanie and Bierman 2017 ). Time inconsistency problem How much would skipping one short-term-beneficial-behavioral-action actually jeopardise the achievement of the ultimate end Goal? Hal. van J p. 33

5 Competences for Sustainable Development ESD- Education for Sustainable Development

6 VUCA Preparing students for dealing with sustainability issues is a challenge in the field of education. This is a challenge because we don t know exactly what we are educating for, as there are no defined answers or outcomes to the issues; the future is unpredictable ( Gullikens a.o. 2019) stimulating students to go through boundary-crossing learning processes critical for getting a grip on the unpredictable future. In other words THE WORLD WE FACE IS : VUCA Volatile Uncertain Complex Ambigue

7 VUCA or VUCATI In other words THE WORLD WE FACE IS : VUCA Volatile Uncertain Complex Ambigue Time inconsistencies Intergenerational asymmetries

8 Competence Model Wiek a.o 2011, 2015

9 Model Wiek a.o 2011, 2015 Systems Thinking Competence Interpersonal Competence Anticipatory Competence Future scenarios Non-Intervention based Complex problem constellations ( historic and current) Sustainability visions- Intervention(s) Sustainability based visions- Intervention(s) Sustainability based visions Sustainability transition strategies Sustainability transition strategies Sustainability transition strategies Normative Competence Strategic Competence

Sustainability visions- Intervention(s) Sustainability based visions- Intervention(s) Sustainability based visions- Intervention(s) based

10 Adapted Model by van Hal on the basis of Wiek 2011, 2015, Oonk 2016, Perez Salgado 2017 Systems Thinking Competence Interpersonal Competence Anticipatory Competence Boundary Crossing Competence Future scenarios Non-Intervention based Complex problem constellations ( historic and current) Sustainability visions- Intervention(s) Sustainability based visions- Intervention(s) Sustainability based visions- Intervention(s) based Sustainability Sustainability transition transition strategies strategies Sustainability transition strategies Intervention Competence Normative Competence Strategic Competence

11 Transformational Competences

12 Mentimeter Code There s a curious mechanism that clicks into action when you publicly declare you want to be a force for positive change and contribute to society s grand challenges: you get measured by a more forward-looking standard than the rest. Source RSM Eva Rood, Director, Positive Change Initiative

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