1. RATIONALE and BACKGROUND

The Centre for Sustainable Practice began in Central Otago in 2006 when stakeholders gathered for a meeting to determine how the polytechnic could meet the needs of the communities. The answer from business, local government and non governmental organizations was a desire to facilitate more sustainable communities through sustainable business practices.

Since then the Centre has established programmes in Sustainable business, research and has developed short courses. To date the main focus has been fee for service consultancy and training.

This new certificate level qualification is proposed because of an increasing desire by stakeholders of the Centre for Sustainable Practice for more formal qualifications. The Centre has 600 stakeholders on its database now and is operating throughout New Zealand and soon to be internationally.

Education for sustainable development is viewed as "a process rather than an end product" (Ministry for the Environment briefing papers 2000). This view is grounded in the concepts that underpin social change (a shift in thinking and practice). The process recognises the need to draw together interdisciplinary knowledge and skills in a holistic manner, or “big picture frame”, to gain a full understanding of the implications of our practice. Current global trends, issues and research indicate that human activity has had a considerable impact on global resources. Education for sustainable practice examines how we might do business of a different kind, share and conserve resources, focus on the future and connect our understanding across disciplines, settings and cultural identity.

1.1 Sustainable Practices

Sustainable practices are the foundation for programme design, programme philosophy, graduate profile, delivery methodologies and assessment practices. This qualification will model best practice by developing collaborative partnerships to increase action capability and cognitive capability through experiential learning. The programme will model sustainable practice by enabling students to minimise travel costs by studying from a distance, minimal use of paper resources, and utilising collaborative engagement and sharing of knowledge.

1.2 Internationalisation

Sustainability is a global issue, and therefore all courses will consider the earth as an ecosystem, and human impact on it. The programme draws upon both international and national resources and case studies. International case studies are critical because many overseas countries are ahead of NZ in responding to sustainable practice. Students will gain a global perspective on sustainable practice, and learn from best practice around the world. All courses will include reference to both national and international examples of best practice and provide the basis for student research with a global reach. The design for flexible delivery enables web access for distance learning for both domestic and overseas students.

1.3 Engaging with Experienced Learners

This qualification allows full time or part time study and will be delivered flexibly. It is envisaged someone in full or part time work or study could complete this qualification concurrently. -. This has been successful in Germany where students completing a three year degree programme have the option to complete a certificate qualification in sustainable practice concurrently or at the end of their programme of study as a block programme.

1.4 Engaging with Foundation Learners

The programme has open entry. It is unlikely to attract Foundations Learners, as it is intended for professional people or current students who wish to add sustainable practice into their area of expertise. The programme will use experiential learning and online resources which will minimise the impact of literacy gaps.

1.5 Flexible/Blended Learning and Teaching Strategies

The programme will be flexible with the option of face to face courses or a mix of block courses and online follow up through to being fully online courses.

The programme is designed to enable students to complete it full time or part time, alongside another qualification or workplace activity.

The teaching strategies used in this programme have been discussed with EDC staff and researchers over a two year period, with a range of staff including Terry Marler, Leigh Blackall, Anna Hughes and Barry Law. This includes a shift to teaching which is more student-centred, experiential, and where staff facilitates, guide and mentor learners to help them build on their experience.

The delivery methods for this programme have been developed to enable learners to develop a deep understanding of sustainable practice. This will require them to collaborate across traditional learning boundaries (eg by vocational sector). . It will also require learners to think and act in a systems context, using a holistic framework to address context and detail.

Therefore a great deal of focus will be placed on delivery methods that enable learners to collaborate and engage with people working in other contexts. This will include the use of discussion boards, blogs and/or wikis and online conferencing.

Aims

To understand the mechanisms and action competence skills that are required to implement sustainable practice

Learning Outcomes

1. Compare and contrast the ways sustainable practice can be implemented.

2. Understand the collaborative and co-operative behaviour required to implement sustainable practice.

3. Evaluation of local, national and international best practice towards sustainable practice.

4. Understand the range of knowledge and skills required to implement effective action for sustainable practice

Indicative Content

· Importance of collaborative approaches in implementation of sustainable practice

· Frameworks for sustainable practice success occurring locally, nationally and internationally

· Legislative approaches and frameworks

· Leadership in sustainable practice

· Action capability and action competence

Assessment

Note: Literacy and/or numeracy assessed within current assessment tasks are mapped against Learning Progressions.

1. RATIONALE and BACKGROUND

The Centre for Sustainable Practice began in Central Otago in 2006 when stakeholders gathered for a meeting to determine how the polytechnic could meet the needs of the communities. The answer from business, local government and non governmental organizations was a desire to facilitate more sustainable communities through sustainable business practices.

Since then the Centre has established programmes in Sustainable business, research and has developed short courses. To date the main focus has been fee for service consultancy and training.

This new certificate level qualification is proposed because of an increasing desire by stakeholders of the Centre for Sustainable Practice for more formal qualifications. The Centre has 600 stakeholders on its database now and is operating throughout New Zealand and soon to be internationally.

Education for sustainable development is viewed as "a process rather than an end product" (Ministry for the Environment briefing papers 2000). This view is grounded in the concepts that underpin social change (a shift in thinking and practice). The process recognises the need to draw together interdisciplinary knowledge and skills in a holistic manner, or “big picture frame”, to gain a full understanding of the implications of our practice. Current global trends, issues and research indicate that human activity has had a considerable impact on global resources. Education for sustainable practice examines how we might do business of a different kind, share and conserve resources, focus on the future and connect our understanding across disciplines, settings and cultural identity.

1.1 Sustainable Practices

Sustainable practices are the foundation for programme design, programme philosophy, graduate profile, delivery methodologies and assessment practices. This qualification will model best practice by developing collaborative partnerships to increase action capability and cognitive capability through experiential learning. The programme will model sustainable practice by enabling students to minimise travel costs by studying from a distance, minimal use of paper resources, and utilising collaborative engagement and sharing of knowledge.

1.2 Internationalisation

Sustainability is a global issue, and therefore all courses will consider the earth as an ecosystem, and human impact on it. The programme draws upon both international and national resources and case studies. International case studies are critical because many overseas countries are ahead of NZ in responding to sustainable practice. Students will gain a global perspective on sustainable practice, and learn from best practice around the world. All courses will include reference to both national and international examples of best practice and provide the basis for student research with a global reach. The design for flexible delivery enables web access for distance learning for both domestic and overseas students.

1.3 Engaging with Experienced Learners

This qualification allows full time or part time study and will be delivered flexibly. It is envisaged someone in full or part time work or study could complete this qualification concurrently. -. This has been successful in Germany where students completing a three year degree programme have the option to complete a certificate qualification in sustainable practice concurrently or at the end of their programme of study as a block programme.

1.4 Engaging with Foundation Learners

The programme has open entry. It is unlikely to attract Foundations Learners, as it is intended for professional people or current students who wish to add sustainable practice into their area of expertise. The programme will use experiential learning and online resources which will minimise the impact of literacy gaps.

1.5 Flexible/Blended Learning and Teaching Strategies

The programme will be flexible with the option of face to face courses or a mix of block courses and online follow up through to being fully online courses.

The programme is designed to enable students to complete it full time or part time, alongside another qualification or workplace activity.

The teaching strategies used in this programme have been discussed with EDC staff and researchers over a two year period, with a range of staff including Terry Marler, Leigh Blackall, Anna Hughes and Barry Law. This includes a shift to teaching which is more student-centred, experiential, and where staff facilitates, guide and mentor learners to help them build on their experience.

The delivery methods for this programme have been developed to enable learners to develop a deep understanding of sustainable practice. This will require them to collaborate across traditional learning boundaries (eg by vocational sector). . It will also require learners to think and act in a systems context, using a holistic framework to address context and detail.

Therefore a great deal of focus will be placed on delivery methods that enable learners to collaborate and engage with people working in other contexts. This will include the use of discussion boards, blogs and/or wikis and online conferencing.

Aims

To provide the background as to how and why human activity is currently unsustainable.

Learning Outcomes

At the successful completion of this unit students will be able to:

1. Analyse the ecological processes that support life systems and human impacts on these.

2. Critically evaluate the relationship between human activity and nature.

3. Analyse the tippingpoint issues that have influenced thinking about sustainability

4. Analyse trends, issues and opportunities that will influence future activity and generations on this planet

Indicative Content

· Economic, social, cultural and political aspects of human relationship with nature

· Hauora (total wellbeing and balance with nature), rahui tapu (conservation) and kaitiakitanga (guardianship).

· Ecology

· Sustainable development

· Systems thinking

Change process Assessment

Note: Literacy and/or numeracy assessed within current assessment tasks are mapped against Learning Progressions.

Resources

Required:

Online where resources are accessed. Articles, u tube media, case study websites