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5.4.3 Institutional Level of Governance
As presented in the literature review, there are three key ideologies that underpin
education: Neo-classical, Liberal-Progressive and Socially Critical. These ideologies impact the methodology and strategy of public and private higher education
institutions (HEIs). There are two key areas of analysis for understanding ESD strategy at the institutional level: access and investment. In order to understand if ESD
is being implemented, access is important. At the local level, this multi-stakeholder
analysis presents key points of disconnect amongst global, governmental and local
actors. This impairs the capacity building abilities of private institutions based on
the political and economic motivations of governments. Thus, with the hindered
interdependency of HEIs and organizations on government funding, there are temporal limitations on the ease with which ESD can be implemented in the short term
in order to have more sustainable long-term outcomes. The interlinkage of education and economic policies presents a key institutional challenge to establish a
framework that can sustainably foster ESD. This can be best managed and sustained
through greater partnerships. As presented in the section below, partnerships for
collaboration in ESD present a key opportunity to sustain strategies and means of
implementation, yet limiting and fostering factors in collaboration for ESD need to
be paid greater attention.
5.4.4 Stakeholder Networks Governing ESD
Evidence from the research indicates there are several aspects that have a substantial
impact on stakeholder networks and their interactions. These factors can either foster or limit collaboration for ESD. The principal limiting factors include but are not
limited to contextual factors, governance issues, lack of resources (both tangible
and intangible) and academic constrains. On the other hand, there are enabling or
fostering factors that have the potential to strengthen stakeholder networks and foster collaboration, such as knowledge and expertise, skills across stakeholder networks and research approaches and resources. These various factors are explained
further below.
5.4.4.1 Limiting Factors
Contextual dynamics have impacted on higher education institutions and their
stakeholders. Exacerbated by a long history of confrontation, some networks have
witnessed political violence in the contexts where they operate. This, unfortunately,
has influenced the ways they collaborate or do not collaborate with external stakeholders. The ESD Network in Guatemala argues that the political context in which
they are immersed prevents them from actively engaging in sustainability initiatives
I. B. Franco and E. Derbyshire
5.4.3 Institutional Level of Governance
As presented in the literature review, there are three key ideologies that underpin
education: Neo-classical, Liberal-Progressive and Socially Critical. These ideologies impact the methodology and strategy of public and private higher education
institutions (HEIs). There are two key areas of analysis for understanding ESD strategy at the institutional level: access and investment. In order to understand if ESD
is being implemented, access is important. At the local level, this multi-stakeholder
analysis presents key points of disconnect amongst global, governmental and local
actors. This impairs the capacity building abilities of private institutions based on
the political and economic motivations of governments. Thus, with the hindered
interdependency of HEIs and organizations on government funding, there are temporal limitations on the ease with which ESD can be implemented in the short term
in order to have more sustainable long-term outcomes. The interlinkage of education and economic policies presents a key institutional challenge to establish a
framework that can sustainably foster ESD. This can be best managed and sustained
through greater partnerships. As presented in the section below, partnerships for
collaboration in ESD present a key opportunity to sustain strategies and means of
implementation, yet limiting and fostering factors in collaboration for ESD need to
be paid greater attention.
5.4.4 Stakeholder Networks Governing ESD
Evidence from the research indicates there are several aspects that have a substantial
impact on stakeholder networks and their interactions. These factors can either foster or limit collaboration for ESD. The principal limiting factors include but are not
limited to contextual factors, governance issues, lack of resources (both tangible
and intangible) and academic constrains. On the other hand, there are enabling or
fostering factors that have the potential to strengthen stakeholder networks and foster collaboration, such as knowledge and expertise, skills across stakeholder networks and research approaches and resources. These various factors are explained
further below.
5.4.4.1 Limiting Factors
Contextual dynamics have impacted on higher education institutions and their
stakeholders. Exacerbated by a long history of confrontation, some networks have
witnessed political violence in the contexts where they operate. This, unfortunately,
has influenced the ways they collaborate or do not collaborate with external stakeholders. The ESD Network in Guatemala argues that the political context in which
they are immersed prevents them from actively engaging in sustainability initiatives
I. B. Franco and E. Derbyshire