578
M. F. Cavalcanti-Bandos and A. Paucar-Caceres
implementation of SD, it is important to link the SDGs with Environmental Public
Policy emerged from The Municipality Green Blue Programme in the city of Franca,
with the Policy and SD Strategy of the HEI.
Experiencing how SD practices have been implemented at MMU has been valuable. The useful lesson has been adjusted into the process of VERSAS Project implementation. Our main conclusion is that if we continue to adopt this experience and
adapt them to the Brazilian context, the VERSAS Project will help Uni-FACEF to
shape its SD strategy by consolidating the following actions:
(a) integrative approaches and development of holistic approaches;
(b) vertical integration giving a coherence between policy frameworks at supranational, national, regional and local levels;
(c) teaching, and learning, research and outreach activities;
(d) incorporate SD into the institutional framework, because the policy needs
to consider curricula, research, campus operations, community outreach,
university collaboration, assessment, and reporting, transdisciplinary;
(e) major involvement of students and teachers in projects that will impact cultural
change, with specific strategies for the changes to being incorporated.
Finally, and from our experience at MMU, we believe that Uni-FACEF needs to
create an SD agenda, developed with university priorities in ESD, also implement a
circular economy and create cross-faculty network research.
During the next stage, we expect the implementation of a sustainable culture that
adheres to the principles of a circular economy (procurement and awareness from the
purchase of consumer items in the university to its final disposal). We also expect to
consolidate practical actions on the ecological disposal of solid waste in the city. At
the educational level, we expect to continue fostering among students discussions and
actions about their local performance as a change agent, with the view of achieving
the SDGs. Thus, the intention is to act locally to meet world premises, teaching, and
learning, research and doing outreach activities in SD.
As future lines of research, we envisage investigating ways of creating economic
and social indicators to measure the gain of the educational institution to change to
a sustainable culture; and try to compare SD practices between institutions with the
same size and nature in Brazil.
References
Amaral LP, Martins N, Gouveia JB (2015) Quest for a sustainable university: a review. Int J Sustain
High Educ 16(2):155–172
Carpenter D, Meehan B (2002) Mainstreaming environmental management: case studies from
Australasian universities. Int J Sustain High Educ 3(1):19–37
Cocchiarella F, Vargas V, Titterington S, Haley. (2018) Research informed sustainable development
through art and design pedagogic practices. In: Leal Filho W (ed) Implementing sustainability
in the curriculum of universities: approaches, methods and projects, World Sustainability Series.
Springer, Cham, Switzerland, pp 207–221
M. F. Cavalcanti-Bandos and A. Paucar-Caceres
implementation of SD, it is important to link the SDGs with Environmental Public
Policy emerged from The Municipality Green Blue Programme in the city of Franca,
with the Policy and SD Strategy of the HEI.
Experiencing how SD practices have been implemented at MMU has been valuable. The useful lesson has been adjusted into the process of VERSAS Project implementation. Our main conclusion is that if we continue to adopt this experience and
adapt them to the Brazilian context, the VERSAS Project will help Uni-FACEF to
shape its SD strategy by consolidating the following actions:
(a) integrative approaches and development of holistic approaches;
(b) vertical integration giving a coherence between policy frameworks at supranational, national, regional and local levels;
(c) teaching, and learning, research and outreach activities;
(d) incorporate SD into the institutional framework, because the policy needs
to consider curricula, research, campus operations, community outreach,
university collaboration, assessment, and reporting, transdisciplinary;
(e) major involvement of students and teachers in projects that will impact cultural
change, with specific strategies for the changes to being incorporated.
Finally, and from our experience at MMU, we believe that Uni-FACEF needs to
create an SD agenda, developed with university priorities in ESD, also implement a
circular economy and create cross-faculty network research.
During the next stage, we expect the implementation of a sustainable culture that
adheres to the principles of a circular economy (procurement and awareness from the
purchase of consumer items in the university to its final disposal). We also expect to
consolidate practical actions on the ecological disposal of solid waste in the city. At
the educational level, we expect to continue fostering among students discussions and
actions about their local performance as a change agent, with the view of achieving
the SDGs. Thus, the intention is to act locally to meet world premises, teaching, and
learning, research and doing outreach activities in SD.
As future lines of research, we envisage investigating ways of creating economic
and social indicators to measure the gain of the educational institution to change to
a sustainable culture; and try to compare SD practices between institutions with the
same size and nature in Brazil.
References
Amaral LP, Martins N, Gouveia JB (2015) Quest for a sustainable university: a review. Int J Sustain
High Educ 16(2):155–172
Carpenter D, Meehan B (2002) Mainstreaming environmental management: case studies from
Australasian universities. Int J Sustain High Educ 3(1):19–37
Cocchiarella F, Vargas V, Titterington S, Haley. (2018) Research informed sustainable development
through art and design pedagogic practices. In: Leal Filho W (ed) Implementing sustainability
in the curriculum of universities: approaches, methods and projects, World Sustainability Series.
Springer, Cham, Switzerland, pp 207–221