Tribute to Morgan Parry

Article in Natur Cymru

In 2007 I became Minister for Environment, Sustainability and Housing. One of the first people across my doorstep was Morgan, then Director of WWF in Wales, delighted by my new responsibilities and determined to help me make the most of the opportunity. That was my first meeting with him; the first of many.

Morgan Parry

Morgan Parry

Morgan was continually seeking collaborative solutions to environmental threats. The establishment of the Welsh Climate Change Commission was influenced by Morgan, as was the narrative around ‘One Wales One Planet’, the 2009 initiative to put sustainable development at the heart of government decision making. In 2010, he became the Chair of Countryside Council for Wales where he supported merging the Countryside Council for Wales, the Environment Agency and the Forestry Commission into Natural Resources Wales to strengthen its voice.

Morgan’s influence was profound because he lived his values. He worried about his and Wales’ carbon footprint, acted accordingly, and challenged the rest of us to do the same. He was a Cymro to the core. If my own Welsh is better discussing the environment than it is for social actions, that is down to Morgan; ever patient, ever helpful, and ever determined that he should be able to use his first language to express his views.

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 Morgan may have been cruelly wrenched from his family before his time, but his influence lives on in us all. It is now our job to make sure that we create a legacy from his passing to inspire future generations to care as he did.

Sustainability and Employability - a Dream Ticket for South West Wales?

Article for “South Wales Business Review

“A vision without action is just a dream; an action without vision just passes time; a vision with an action changes the world.”

-Nelson Mandela

“It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change”

-Charles Darwin

Introduction

There is a big vision for south west Wales in the air at the moment, a vision of transforming one of the most beautiful parts of Wales and the United Kingdom into an attractive destination for more knowledge orientated activities, particularly in energy, advanced engineering/high value manufacturing, tourism/food, architectural services, legal and accounting, media, IT, business services, construction and real estate.

Delivery of this big vision is at the heart of the new Swansea Bay City Region approach across the 4 local authorities – Pembrokeshire,  Carmarthenshire, Swansea, Neath and Port Talbot - serving  a population of 685,000, supporting some 280,000 jobs, and containing around 20,000 businesses.  The new Swansea Bay City Region’s Economic Strategy 2013-2030 makes it clear that the vision must be sustainable, delivering opportunities for future generations, not just for the present.  It must embrace long term solutions – some of which will be extremely difficult and challenging – building on the City Region’s existing strengths, whilst being responsive to new opportunities. It recognises that protecting and enhancing our substantial environmental assets is an essential component of the regeneration goals. The strategy does not call for quick fixes as past experience tells us that stubborn problems cannot be addressed in this way.  

The Challenge

In this article, I’m going to argue that if the principles of sustainability can underpin the City Region approach, then the stage is set for a hugely exciting, transformative development; playing to our environmental strengths, while fostering a collaborative and co-operative approach to a more socially just economy in south west Wales.

We are privileged to live in a glorious, natural environment which includes  320 miles of coastline i.e. more than 30% of the new Wales Coast Path, two National Parks, the first Area of Outstanding Natural Beauty (AONB) in the UK – the Gower peninsula – and dynamic urban centres including Swansea city centre, and attractive market towns serving as local economic, leisure and service hubs.  We have globally significant firms, for example, Tata Steel in Neath Port Talbot and Valero in Pembrokeshire. We have two universities, providing a valuable mix of research-oriented and applied educational and innovation opportunities, as well as major tourism assets and leisure attractions. We can provide an affordable choice for families, with an average housing cost of under £110k, compared to more than £160k in the UK as a whole.  In a number of key sectors we have the potential to drive real productivity gains and boost our economic competitiveness, both through our existing companies and potentially through new in-movers and further enterprise development in energy, advanced engineering/high value manufacturing, construction, tourism, media, IT and business services.

But even with all these advantages, a major productivity gap has emerged between the City Region, the rest of Wales and the UK.  In 2010, our productivity was equivalent to only 94% of the Welsh level and 77% of the UK total. On skills, we have insufficient people with higher level qualifications and too many people with no qualifications at all. Only 28% of our residents have NVQ4+ qualifications (degree level or equivalent), compared to 33% across the UK. Further, 14% of our working age residents have no qualifications, against a comparable figure of 11% in the UK.  

We don’t fare well on unemployment and economic inactivity either. All places across the UK have suffered as a result of the recession in terms of rising unemployment and economic inactivity.  However, economic activity is now well below national levels – at 71% compared to 76% in the UK (and 72% in Wales).  Further, jobs are all too often in those occupations which tend to pay relatively little.

The Delivery

Mark Twain once famously said “If you always do what you’ve always done, you’ll always get what you’ve always had”. The new opportunity of the Swansea Bay City Region is an opportunity to do things differently; to not just try and drag a share of any investment in SE Wales into SW Wales but to play to our strengths – the landscape, the seascape and the quality of life, and target what will work best for us and best for the companies we want to attract, because that will also be best for Wales.

First and foremost, we have to tackle the skills deficit in our region.  Our ability to attract the very companies we would want is substantially diminished by having  3% more unqualified residents and 5% fewer residents  qualified to degree level or above, than other parts of the UK.  Closing this gap is daunting, but we have the advantage of a couple of unique collaborations here which could play a significant targeted role in up-skilling the population.

The first is the unique Central and South West Wales Regional Learning Partnership (RLP) which brings together local government (both education and regeneration), the two universities – Swansea and the University of Wales Trinity Saint David, the five colleges of further education, third sector partners, work- based learning and private sector representatives, JobCentre Plus and Careers Wales. It covers the local authority boundaries of Carmarthenshire CC, Ceredigion CC, Neath Port Talbot CBC, Pembrokeshire CC, Powys CC and the City & County of Swansea with the aim of ensuring publically funded learning providers and associated organisations work collaboratively, effectively and efficiently across the areas of education and regeneration to meet the needs of learners and the regional economy in the region. Ultimately, the partnership seeks to align regional learning and employment needs activity to the regional economic context. The RLP is the only one of its kind and  has been acknowledged by Welsh Government as ‘transformational’ for its ability to plan collaboratively across sectors, to identify gaps and to provide high quality data on the basis of which members can take decisions about how and where to invest in up-skilling. The RLP is currently facilitating the development of the Swansea Bay City Region plan for employability and skills.

The second unique collaboration is my university, the newly transformed University of Wales Trinity Saint David (UWTSD), including Coleg Sir Gar and Coleg Ceredigion, with 20,000 students (check) on three  campuses in Swansea, five in Carmarthenshire, three in Ceredigion and two in London as well as the Wales International Academy of Voice based in Cardiff.  

This is a new university model – a first for Wales - designed to serve the city region by delivering tangible benefits for learners, employers, industry and communities by offering a new integrated approach from school level to post-doctoral research across the Swansea Bay City Region, thereby actively addressing the skills gaps identified.  The University intends to play a pivotal role in the promotion of social justice, economic renewal and the development of cultural and environmental wealth, for full time and part time students.  As I write, staff members across the university are busy reviewing our current courses, testing their fitness for purpose and creating new ones for next September focused on employers’ needs using data from the RLP.

Having looked at universities across the world, the new UWTSD has very specifically put the principles of ‘employability’ and ’sustainability’ at the heart of the new university’s strategic plan. Rather than focus exclusively on our individual course offer, as universities have often historically done, we also intend to focus on the graduate attributes we want our students to demonstrate. Quite simply, we want our graduates to become the next generation of creative problem solvers and active citizens – to be able to appreciate the importance of environmental, social and political contexts to their studies and to think creatively, holistically, and systemically and make critical judgements on issues. After all, many of them come from within our beautiful region and choose to stay within it, so how better to educate tomorrow’s community leaders?  The education we deliver, underpinned by high quality research, will be distinctive; it will develop the minds and skills of our students, and also be inclusive, professional and employment-focused.

We have just introduced a new TSD+ Employability Award to be taken by all our undergraduate students to deliver on these attributes and the more traditional ones of teamwork, self-reflection and communication. Hywel Evans, Chairman of Swansea Business Forum said last year, “My prospects would have been better and less constricted – as indeed would those of most of my peer group - if the programme you now propose to run at TSD had been available to us at Swansea those many years ago. Broadening students’ academic experience through offering them an opportunity to gain “real-life” expertise during their college days has many benefits.   Students also gain by being able to more effectively evaluate the likely personal demands upon them of any specific job opportunity - based on the wider set of skills and background experience they have acquired through the TSD+ programme.”

The role of INSPIRE is to work across the whole new University to deliver more ‘inspired’ education, work-based learning and knowledge transfer opportunities to our region as well as to those full time students we attract here through our locations and our offer. We want to explicitly tackle the skills deficit as well as offer new professional practice opportunities in partnership with others - but to do it in a new, more sustainable way. Without under-estimating  the challenges ahead for the new Swansea Bay City Region , we believe that holding our collective nerve to focus on sustainability and employability at the heart of the new city region, might just be the dream ticket we need for south west Wales.

Thinking Sustainably – Educating to Think Differently

Article for Resurgence Magazine

How can thinking sustainably benefit children and adults in an uncertain world? Can a constitutional duty for a government to ‘have regard to sustainable development’, such as has existed uniquely in Wales since 1999, enable a nation to think and plan differently? Should we educate the next generation to become creative problem solvers and active citizens? The answer for me is not only a resounding ‘yes’ to all three questions, but needs to become a rallying cry for action across the world.

In ‘Our Common Future’ 1987, the World Commission on the Environment and Development, chaired by Dr Gro Brundtland, sustainable development is defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. This definition works for me with its clear call to governments and societies to think longer term, whilst also reflecting on the actions being taken across the globe that put this concept in peril.

Acting more sustainably is as much about social justice as about the state of the planet. It is about ensuring individual and community well-being and a better quality of life. It is about making better decisions for the longer term rather than short term ‘quick fixes’. It is about balancing the needs of the present and the needs of the future. It is about meeting economic and social needs within environmental limits. It is about recognising the impacts of today's actions on future generations and protecting and enhancing the natural environment. It is about making sure that the children of today are better educated to face the challenges of tomorrow.

Wouldn’t we all benefit from living in societies which were more careful, more resourceful, more respectful, more forward thinking? Such values have driven more equal societies for generations. When we do ask people their views, we get surprising results! In a poll undertaken by IPSOS Mori in 2011, 64% thought the needs of future generations were more important than the needs of any particular generation such as their own or their children’s. 46% (the largest group) indicated that a healthy planet is the most important legacy to hand on to future generations; 67% thought the UK Government has failed to consider future generations enough in the decisions it makes today. In another poll, run by the National Union of Students and the Higher Education Academy over 3 years from 2011-2013, more than 80% of students believe that sustainable development should be actively promoted and incorporated by UK universities.

Are we seeing transformational change in government or the education sector to reflect these findings? Generally, no, although there are green shoots appearing. Wales has taken a bold step with its Future Generations Bill in 2014, an attempt to inspire a nation to think and live differently. My university has embedded sustainability into every student’s experience from the October 2013 intake, knowing that sustainability skills make our graduates more attractive to employers. We are all witnessing with increasing frequency the climactic responses to our previously unsustainable behaviour. It is time for us to pay our debt to the next generation.

An important step in this process is to educate our young people on the importance of living sustainably. Sustainable development is more than a theory; it requires a change in attitudes and, more importantly, behaviours. Encouraging behaviour change is challenging, but the prospects of success are greater if the messaging is delivered in an environment that places sustainable practice at its core – and, if possible in these hard times, to identify a financial benefit.

One way of doing this is to consider measures to reduce impact on the environment, starting with its carbon footprint. The 2008 Climate Change Act requires the UK to reduce its greenhouse gas emissions by at least 34% below 1990 levels by 2020 and by at least 80% by 2050. Around 2% of UK greenhouse gas emissions come from schools - equivalent to 15% of the country’s public sector emissions. Introducing measures to reduce energy consumption can save schools significant amounts of money. According to the Department for Education and Skills in Wales, the average cost of energy per school is £27,000, although secondary schools can have bills of over £80,000 – double the amount spent four years ago. Case study evidence suggests that an average secondary school could save up to 20% of its energy bills through replacement of heating, lighting and cooling equipment.

So, if thinking sustainably has both environmental and economic benefits, why is it so hard to persuade others to see its value? Introducing such measures seems straightforward in principle, but time and time again, research demonstrates that the effective integration of sustainable practice requires an organisation-wide commitment to working together so clear intentions can be communicated appropriately. Without that, there is a danger that at best, there is insufficient buy in, and at worst, active non-cooperation. Creating a sustainable future requires a team effort and a consistent message whether that is at country level, county level or organisation level.

If we want the learners of the future to have particular attributes such as being active citizens – able to appreciate the importance of  environmental, social and political contexts to their studies – and creative problem solvers – able to think creatively, holistically, and systemically and make critical judgements on issues – then we have to change the way we teach and the outcomes we expect.

Research has shown that a sustainable school raises standards and the well-being of its pupils. A sustainable school engages its young people in their learning, which enhances their behaviour and promotes healthy school environments and lifestyles. A sustainable school prepares its pupils for real life challenges.

At the University of Wales Trinity Saint David, where I lead on sustainability through INSPIRE, the virtual Institute for Sustainable Practice, Innovation and Resource Effectiveness, we are clear that a sustainable university will realise the same benefits; as educators of the next generation’s leaders, we need to ‘future-proof’ what we do to create discerning, responsible, creative problem solvers. Taking the necessary steps to embed sustainability at the heart of a university in a country with a similar commitment will, we hope, create new and exciting opportunities in Wales to tackle imaginatively unsustainable practices and ultimately lead to a more promising and secure future within a more socially just, healthy, prosperous and bio-diverse world.

Davidson calls for green education reform by Annie Reece, Resource Magazine

 Article by Annie Reece in Resource Magazine

Former Environment and Sustainability Minister for Wales, Jane Davidson, has called for universities to consider embedding sustainability in all courses, claiming this is ‘vital’ for preparing students to meet future challenges.

Speaking at The University Caterers Organisation’s (TUCO) Annual Members Conference yesterday (23 July), Davidson said higher education should be creating more environment-focused places, and ensuring students are better equipped to deal with issues of climate change, resource scarcity and social inequality.

She said: “It’s a question for all of us who work in higher education; the role our institutions play in preparing our students for future challenges. Many people ask where does responsibility lie for making sustainable decisions… The big question is, when should the state intervene? But we should also look at how can universities contribute to creating more sustainable places, and preparing students for the challenges they will face.”

Regulation versus voluntarism

Universities in Wales will soon be legally required to address sustainability in their working decisions as part of the Welsh Government’s upcoming Future Generations Bill, set to be introduced in ‘summer 2014’.

Speaking to Resource about the role legislation can play in improving sustainability, Davidson said: “Regulation brings forward innovation - voluntarism will only get you so far. Each time you regulate, you create new opportunities and certainty for the future. Take, the recycling targets [which Davidson introduced], we were able to give local authorities the confidence to invest in the appropriate infrastructure for the future, and the absolute assurance that policy will not change. It gave the relevant bodies very clear instructions around the way they dealt with waste long-term.”

Davidson also pointed to the plastic bag charge [which she also helped implement] as a driver for creating positive action: “Retailers all had voluntary schemes to bring down carrier bag use, but not one of them had broken the 50 per cent mark in terms of reduction. There was no real feeling that the retailers were trying hard to reduce the use of bags, because it ran counter to their objective in terms of your shopping… I’m delighted that the regulation I introduced on carrier bags has seen dramatic falls in carrier bag use and brought much-needed income to charities and communities in Wales. I think it’s the only time that I’ve been called ‘bag lady’ and found it a compliment.”

 

Davidson added that she found it “hard to see why England is holding out against [similar] legislation that benefits localism, the environment and is very clearly popular in the other UK countries”.

University to put all courses through ‘sustainability lens’

Since leaving her government post, Davidson has been working to introduce sustainability into all courses at The University of Wales, Trinity Saint David.

As Director of the University’s new virtual body, the Institute for Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE), the former Minister is now responsible for overseeing and promoting the introduction of sustainability across all departments.

Commenting on this role, she said: “INSPIRE is a resource, an inspiration, a virtual place that students and staff can refer to, as well as a resource which can be accessed by other universities and colleges going on this sustainability journey to see our faculty sustainability plans and our sustainability surveys, and see how we are doing it.

“We want to take sustainability principles into the higher education sector, and we want to do it in the most open way possible.”

The main focus of INSPIRE has been ensuring that, from September 2013, all courses are taught through a ‘sustainability lens’: “We decided that whereas traditionally universities have placed emphasis on excellence in education, we also wanted to promote active citizenship… We have a job as educators to prepare students for the life they will lead beyond their education experience. In many cases its about opening the eyes of young people and preparing them for the challenges that they and their children will have to deal with. It’s important that they understand the nature of the challenges ahead of them, so we’re ensuring that every discipline is teaching their topics to the latest information and the latest big challenging questions for the future.”

To do this, all courses have been amended or rewritten to include sustainable angles: “Faculties have embedded sustainability as it is appropriate to them. Though we do also have sustainability modules as a whole too [one is called Paradise Lost and another Paradise Regained], more impressively, what staff have done is incorporate all the issues embedded in sustainable development and global citizenship into the way they teach their normal courses. It can be quite hard to affect change in the education system, but the staff were all quite excited by it.”

Students have also welcomed the new sustainability-led approach. One proposed initiative students have put forward to be more sustainable is creating a new café on the Lampeter campus that just sells locally-sourced food, after student research found that there was no café in the town that was doing it. “It’s this kind of forward thinking led by students that we are trying to encourage and promote”, said Davidson.

Aside from teaching sustainability in classes, the university will also be looking at implementing more sustainable practices on campus, after a survey of university staff found that though 55 per cent said they tried to be ethical and environmental at home, less than 40 per cent did it a work.

 

“We found we were not facilitating the values our staff have in trying to be ethically or environmentally-minded, so through the survey results we were able to prioritise where we could improve… We’re right at the beginning of this process, but we’re looking at energy policies, fair trade commitments, introducing allotments on campus, faculty sustainability plans and better integration between town and campus.”

INSPIRE won the Guardian’s 2013 University award for best sustainability project in February.

 

The TUCO 2013 Annual Members Conference is an annual members event for in-house caterers operating within the higher and further education sectors.

Held in Wales for the first time this year, the three-day conference (22-24 July) – based at the Treforest campus of the University of South Wales – has sustainability at the heart of its agenda, with the theme: ‘Green, green my campus now’.

Including an exhibition of catering foods, equipment and packaging, the conference also has a three-day speaker programme. Aside from Jane Davidson, this year’s keynote addresses include:

‘A Global Overview of Sustainability Challenges and Solutions - How the University Food Sector is Involved’, by Charles Secrett, environmental activist, and Head of Friends of the Earth England, Wales and Northern Ireland between 1993- 2001.

‘Benchmarking – An American perspective’, by Rich Neumann, Treasurer of The National Association of College & University Food Services (NACUFS); and

‘The Role of Food and a Corporate Responsibility in Helping Lives’ by Rob Rees, The Cotswold Chef. 

TUCO 2013 Annual Members Conference finishes today (24 July).

future perfect: Embedding a culture of sustainability in schools

Article in Teach Secondary

Cultivating a culture of sustainability amongst tomorrow’s global citizens is more important now than ever before – and what we do in our schools is crucial, says Jane Davidson…

Cultivating a culture of sustainability amongst tomorrow’s global citizens is more important now than ever before – and what we do in our schools is crucial, says Jane Davidson…

“Creating a sustainable school requires a team effort and pupils must be invited to play an influential in this process…”

The understanding that sustainability could make an important difference to children’s services, education and wider wellbeing has led to the emergence of The National Framework for Sustainable Schools and a target set for all schools in England to become ‘sustainable schools’ by 2020. In Wales, where from the beginning of the National Assembly in 1999 there was a constitutional duty for the government to have regard to sustainable development, schools have been required as a statutory part of the Welsh curriculum to teach Education for Sustainable Development and Global Citizenship since 2006. In both countries, there is a greater understanding of the importance of sustainability education in developing the skills sets we need for the future, educating young people to become creative problem solvers and active citizens in an uncertain world. In ‘Our Common Future’ 1987, the World Commission on the Environment and Development chaired by Dr Gro Harlem Brundtland, then the Director General of the World Health Organisation, defined sustainable development as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.

This definition has been picked up worldwide, reflecting an increasing concern that actions are being taken across the globe that put this concept in peril. The idea of acting more sustainably has emerged in response to global concerns about social justice as well as the state of the planet. In particular, current concerns focus on the threat to human wellbeing presented by climate change at the same time as concerns remain about the integrity of ecosystems.

What is sustainable development? For me, sustainable development is about ensuring individual and community well-being and a better quality of life. It is about making better decisions for the longer term rather than short term ‘quick fixes’. It is about balancing the needs of the present and the needs of the future. It is about meeting economic and social needs whilst being fully aware that we only have one planet and we must recognise the environmental limits in which we live. It is about thinking about the impacts of today’s actions on future generations and protecting and enhancing the natural environment by learning to live within our environmental limits. It is about making sure that the children of today are better educated to face the challenges of tomorrow.

There is substantial public support for the sustainability agenda. In a general population poll undertaken by IPSOS Mori in November 2011, 64% thought the needs of future generations were more important than the needs of any particular generation such as their own or their children’s. 46% (the largest group) indicated that a healthy planet is the most important legacy to hand on to future generations; 67% thought the UK Government has failed to consider future generations enough in the decisions it makes today.

If we are to ensure a sustainable planet for future generations then it is essential that we all begin to look at the world through a ‘sustainability lens’. An important step in this process is to educate our young people on the importance of living sustainably. But how many of us in the education sector fully appreciate what it means to be sustainable? And how easy is it to cultivate a culture of sustainability within our school environments?

Creating a sustainable environment for learning

Sustainable development is more than a theory; it requires a change in attitudes and, more importantly, behaviours. As we know, encouraging behaviour change in young people can sometimes be a challenge, but the prospects of success are known to be enhanced if the messaging is delivered in a school environment that places sustainable practice at its core. One way of doing this is to consider measures to reduce your school’s impact on the environment, starting with its carbon footprint.

A carbon footprint is most commonly defined as the total set of greenhouse gas (GHG) emissions caused directly and indirectly by an individual, organisation, event or product. It is labelled a carbon footprint as commonly the total GHG emissions are converted to CO2 equivalent (CO2e) emissions.

The 2008 Climate Change Act requires the UK to reduce its greenhouse gas emissions by at least 34% below 1990 levels by 2020 and by at least 80% by 2050. According to a UK Government Department of Education report, carbon emissions in the school sector arise from energy use in schools, procurement of goods and services by schools, and school travel. The report reveals that “schools account for around 2% of UK greenhouse gas emissions, roughly the same as all the energy and transport emissions of Manchester, Newcastle and Bristol combined. This is equivalent to 15% of the country’s public sector emissions.” Much is being done to limit the environmental impact of schools and these measures are having a positive impact across the country. By adopting a strategy to reduce, reuse and recycle, schools are actively delivering plans to: reduce their waste, energy and water consumption; increase the proportion of sustainable energy used; reduce carbon emissions including those produced by car travel; and increase recycling.

And it’s not just the pupils who benefit. Introducing measures to reduce energy consumption can save schools significant amounts of money. According to the Department for Education and Skills in Wales, the average cost of energy per school is £27,000, although secondary schools can have bills of over £80,000 – double the amount spent four years ago. Case study evidence suggests that an average secondary school could save up to 20% off its energy bills through replacement of heating, lighting and cooling equipment.

While introducing such measures seems straightforward in principle, the effective integration of sustainable practice requires a school-wide commitment to working together so that any new schemes are managed successfully and as simply as possible. Without clear intentions being communicated appropriately, there is a danger that at best, there is insufficient buy in to propositions to make environmental and energy changes at a school, and at worst, active non-cooperation. Creating a sustainable school requires a team effort and pupils must be invited to play an influential role in this process.

Turning theory into practice

So what is being done to ensure that sustainability in schools doesn’t become a complacent concept, lost in its meaning? And how can schools successfully engage with their pupils to nurture this culture of sustainability?

In Wales, the government action plan for Education for Sustainable Development and Global Citizenship highlights the importance of five key themes:

+ Links between society, economy, environment and between our lives and those of people throughout the world;

+ Needs and rights of both present and future generations;

+ Relationship between power, resources & human rights;

+ Local and global implications of everything we do; and

+ The actions that individuals and organisations can take in responding to local and gobal issues.

There is an important set of links in the guidance between social justice now and for future generations and the role of individuals, communities and organisations in identifying and acting on current and future challenges. If we want the learners of the future to have particular attributes such as being active citizens – able to appreciate the importance of environmental, social and political contexts to their studies – and creative problem solvers – able to think creatively, holistically, and systemically and make critical judgements on issues – then we have to change the way we teach and the outcomes we expect.

The international Eco Schools programme is a good example of a scheme that is helping to embed sustainability into the school system. Established in 1995, the initiative provides a highly structured system for environmental management of schools and encourages pupils to engage with environmental and sustainable development issues.

By using it as a learning resource, pupils take key roles in decision-making and participation in order to reduce the environmental impact of their school. Eco-Schools aims to empower pupils to be the change our sustainable world needs by engaging them in fun, action-orientated learning. Each school is given seven step change processes to empower their pupils to lead processes and actions wherever they can. Over time, improvement is promised in the learning outcomes, attitude and behaviour of students and the local community, and ultimately the local environment. Evidence of success in these areas eventually leads to schools being awarded ‘The Green Flag’. This international status is re-assessed and renewed every two years.

The seven steps recommended by the initiative for schools include: Eco-Schools Committee, Environmental Review, Action Plan, Monitor and Evaluate, Curriculum Work, Inform and Involve, Produce an Eco-Code.

Eco-Schools officer Gerry Taylor at Keep Wales Tidy, a charity and non-profit-making company that liaises with community partners to promote environmental and social responsibility in Wales, has carried out research into Eco-Schools Green Flag-holding secondary schools to see what they are currently doing to inspire their pupils. From his research, he listed tips that can be followed by schools wishing to adopt a sustainable outlook. Here’s a selection of examples from each of the seven steps:

1. Eco-Committee

Form a co-ordinating team – perhaps from key areas of PSE, science, geography or maths – rather than a single co-ordinator, and ensure a number of staff members are on board; possibly include ICT, site manager, ancillaries.

2. Environmental Audit

Organise students to carry out an initial environmental audit and then undertake an annual review of this.

3. Action Plan

Make sure the plan has specific goals and timescales. Also build in methods of data collection and evaluation. Targets may be further broken down into ‘action steps’. Estimated costs are useful, should fund-raising be necessary.

4. Monitoring & Evaluation

Use most initial data collection for baseline information – work from these data to make improvements, e.g. species richness in wildflower meadow, energy usage, amount of paper recycled, numbers walking & cycling to school, etc.

5. Linking with Curriculum

Engage the IT department to use raw data from surveys and campaigns, and interpret and display the results as part of the curriculum. Heads of department should review schemes of work in each subject area, to see where this is being tackled, and plan pro-actively where it is not.

6. Ways to involve the Whole School

Make contact with other Eco-Schools to share good practice and solve problems, and use assemblies to inform the school body of campaigns (and their results). Hold an ‘environment day’ but ensure there is follow-up so that all the effort is not immediately lost or forgotten. For example, a longer term curriculum project following a tree-planting session; a workshop on human rights following a talk from an Oxfam visitor, run a water-saving campaign following a WaterAid assembly presentation. Link with Tidy Towns Officers on longer-term community projects.

7. Eco-Code

Find novel ways to display the eco-code. The code could be a ‘mission statement’ rather than another list of rules.

In support of its ambitions for every school to be a sustainable school by 2020, the Department for Children, Schools and Families has developed a Sustainable Schools Framework, which sets out eight ‘doorways’ for schools who wish to become more sustainable (tinyurl.com/tsdoorways) These are entry points, where schools can establish or develop their sustainability practices. They encourage schools to consider eight simple steps to sustainability, such as supplying healthy, local and sustainable food and drink or considering ways to integrate energy saving and renewable energy across the curriculum, campus and community.

All governments want education systems to prepare young people for the future. There is increasing evidence that schools perform better when they take responsibility for their own improvement. These doorways are a guide to starting on the journey towards becoming more sustainable.

What are the benefits of becoming ‘sustainable’?

Research has shown that a sustainable school raises standards and raises the well being of its pupils. A sustainable school engages its young people in their learning, which enhances their behaviour and promotes healthy school environments and lifestyles. A sustainable school prepares its pupils for real life challenges.

Sustainability needs to be at the heart of what we do; as educators of the next generations, it is becoming increasingly and glaringly obvious that we cannot continue to use more resources than our one planet can support. Quite simply, we need to ‘future-proof’ what we do to create discerning pupils and staff.

Taking the necessary steps to embed sustainability at the heart of a school’s core mission can create an exciting opportunity for pupils and staff to recognise and tackle imaginatively unsustainable practices. Having sustainability at the core of everythin it does can enable a school to provide a general reference point, language and concept for all pupils to engage with the sustainability agenda.

And ultimately, including a sustainability angle to educational activities will lead to a more promising and secure future within a more socially just, healthy, prosperous and bio-diverse world.

TOP TIPS TO REDUCE ENERGY USE IN SCHOOLS:

1. If you only do one thing, education the staff and children to turn off energy-using appliances when not in use.

2. Use your building systems properly to save energy

3. Share information with pupils and school staff

4. Upgrade heating controls

5. Use energy efficient lighting

6. Install smart metering

7. Manage ICT (Information and Communications Technology) loads

8. Draught strip windows and doors

9. Renewable energy

10. Understand your bill and how much energy is used in school

UK schools could save around £70 million per year by reducing their energy costs, also reducing CO2 emissions by up to 300,000 tonnes

Shakespeare, ‘grain hoarder and tax dodger’ - how a sustainability lens throws up new insights into our favourite bard

Article for 'Go Green'

On Easter Sunday, with an article and an editorial in the Sunday Times, three scholars at Aberystwyth University were plunged into the limelight with their new research on Shakespeare and the politics of food. Perhaps that sounds a little odd. But the ground-breaking work, led by literary scholar Dr Jayne Archer, showed how issues of food in Shakespeare’s day – its availability, its scarcity, and questions about who controlled food supplies – were crucial to both the playwright himself and to his plays.

According to Archer and her fellow researchers, Professor Richard Marggraf Turley (another literary scholar) and Professor Howard Thomas (a plant scientist), it seems that Shakespeare was a shrewd player in the food game, buying, storing and selling grain, and using the profits to scoop up prime crop-growing land. His dealings certainly brought him up against the law, which is where the accusations of grain hoarding and tax dodging come in.

But perhaps most importantly, Shakespeare’s personal involvement in the food supply chain found its way into his writing in striking ways. For example, according to the research, matters of food and hunger, of crops and the land on which they are grown are fundamentally important to the great tragedy King Lear. For the scholars, the drama of that particular play is rooted in nothing less than what they call a ‘resource war’ – a quarrel over who owns the land that can provide for the populations of both the present and the future.

News of the three scholars’ work has been picked up around the world, with the Sunday Times, the Daily Mail, the BBC, MSN News, Germany’s Der Tagesspiegel, the LA Times, and the Huffington Post being just some of the places where the story has been covered. Public reactions to news of their research have been mixed, ranging from “this story makes Shakespeare seem more human and accessible” to “Welshski kommies knock England’s national hero”. However, Marggraf Turley emphasizes that the heart of the team’s work is their attempt ‘to reconnect Shakespeare’s plays with the crisis of food supply, distribution and sustenance in the England of Shakespeare's own day –  a crisis in which, through his business dealings, the playwright was himself a player.’

As an English literature graduate myself, such insights into our literary heritage are fascinating. But they are also vitally important, because they connect literature with questions that are crucial to our own cultural and environmental health. Specifically, they make us engage with questions of sustainability – questions about how our environment is used to provide for ourselves and others, about who controls the resources we need for our lives in the present, and about the fate and security of those resources moving into the future.

Novels, poetry and drama offer us a rich source of insights into the relationship that we have with the physical environments in which we live and work. There are a plethora of opportunities to explore the ways in which literary texts deal with environmental matters – how they do (or don’t) respond to things like green spaces, urban conditions, pollution, extinction, and resources. Exploring links between literature and sustainability has the potential to create new insights, even into authors and texts that have been pored over for generations. Sustainability is most famously defined as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (in the UN’s 1987 Brundtland report). This issue obviously has a high profile in Wales at the moment, as the Welsh Government pursues an important agenda of embedding concepts of sustainability into public life.

At the University of Wales Trinity Saint David, we set up INSPIRE to ensure that concerns about sustainability are embedded not only into how the University pursues its own business but also into the learning experience of all our students. From my perspective, applying a sustainability lens to a subject almost always throws up new insights. So it seemed a perfect opportunity to link up with ASLE-UKI – the Association for the Study of Literature and Environment, UK & Ireland   –  to see if together we could provide a platform for literary scholars who are interested in looking anew at sustainability questions.

It’s been a really fruitful collaboration. INSPIRE and ASLE-UKI combined to put on a one-day symposium on literature and sustainability at TSD’s Lampeter campus in March which attracted attendance not just from Wales, but from the UK more widely, Ireland, the USA and South Africa. We created a public lecture competition on the same subject, with the prize being a slot to deliver the winning entry at this year’s Hay Festival. Judged by a small panel headed up by scholar Dr Adeline Johns-Putra (current Chair of ASLE-UKI and Reader in English at the University of Surrey), the winning entry was by the Aberystwyth team whose research has subsequently generated so much interest.

At INSPIRE, we are delighted to be playing a part in supporting the sort of scholarship that our winners have produced. Issues of sustainability are crucial to our own lives and to the lives of future generations, so it is fantastic when top quality scholarship gets to grips with the important questions that sustainability raises.

The lecture, ‘Reading with the Grain: Sustainability and the Literary Imagination’, the first INSPIRE Lecture on Literature and Sustainability took place on the Hay on Earth stage at this year’s Hay Festival. If questions of sustainability can push academics towards the sort of ground-breaking work that Jayne Archer, Richard Marggraf Turley and Howard Thomas are producing, then we really must listen to what they have to say. The sort of work they are doing can tell us more than ever before about how, historically, we have engaged with the environment in which we live and those new insights can help us as we try to move forward into a more sustainable future.

In January 2014, we will be announcing next year’s Literature and Sustainability competition. Wales is already renowned across the world for its international arts competitions with Cardiff Singer of the World, Artes Mundi and the National and International Eisteddfods. I hope that this exciting new collaboration between INSPIRE, ASLE-UKI and the Hay Festival will contribute towards Wales being recognised also for its commitment to creating a more sustainable future for its citizens.

Ends Lecture, Carbon Show, London

ENDS LECTURE

CARBON SHOW, 20/10/11

LONDON

PARADISE REGAINED? MAKING SUSTAINABLE DEVELOPMENT REAL

Introduction

Some of you will have had a difficult choice this evening; coming to this or going to ‘An Evening with the charismatic Alex Steffan (author of “Worldchanging: A User’s Guide to the 21st Century”) and Ellen Macarthur at the Royal Geographical Society.

Alex says: “We have inherited a whole set of solutions by conventional wisdom, many of them surrounding lifestyle choices. Almost all of us believe that someone who buys local food, who drives a hybrid, who lives in a well-insulated house, who wears organic clothing and who religiously recycles and composts and avoids unnecessary purchases is living sustainably. They are not. The parts of our lives that actually fall within our direct control are the tips of systemic icebergs, and often changing them does nothing to alter those systems: not individually, not in small groups, not even in larger lifestyle movements. If we’re going to avoid catastrophe, we need to change those larger systems, and change them for everyone, and change them quickly.

Now, on one level, I would take issue with this, since he is describing my lifestyle, and I do profoundly believe that we can influence others with our lifestyle choices, whether they be about recycling, plastic bags, heating, local food, the car we drive or community energy, but at the macro- level, he is absolutely right. The politics of nudge - small incremental improvements year on year - are utterly insufficient for the challenges ahead. I would therefore absolutely agree with him that systemic change is the only game in town. Once you look at the earth as a single complex system, the challenge is to maintain the optimal conditions for life when terrestrial or external events menace it. Taking the systemic approach also enables us to look at how we can make the system more resilient by understanding the interaction and the effect of action in one part of the world on another.

In the Science Museum here in London is a ‘Science On a Sphere’ (SOS)® a room sized, global display system that uses computers and video projectors to display planetary data onto a six foot diameter sphere, analogous to a giant animated globe. It was developed as an educational tool to help illustrate Earth System science to people of all ages. Animated images of atmospheric storms, climate change, and ocean temperature can be shown on the sphere, to explain what are sometimes complex environmental processes in a captivating way. Sphere-casting can be used to map the progress of a tsunami or any other process. Of course, the data overlaid on it does not have to just be environmental as a recent demonstration of the transmission of H1N1 showed.

Global Action

Our role as stewards of the system is the premise is behind the global conferences that meet to discuss these issues: having their origins in the Earth Summit which took place in Rio in 1992.

• the United Nations Framework Convention on Climate Change is now into its 17th meeting and the Conference of the Parties on Climate Change will meet in Durban this December; the process has had a roller coaster ride in the last few years with high hopes of global agreement on greenhouse gas emission reduction at Copenhagen dashed at COP15; and only slightly resuscitated in Cancun at COP16 last year

• the Convention on Biological Diversity dedicated to promoting sustainable development, had its10th meeting in Nagoya in 2010 which was described as ‘another ill tempered bout between the global haves and wanna-haves in which the fiercest blows are landing on the natural world

• Next year, 20 years after Rio, the Earth Summit is once again taking place there next June.

The good news is that countries across the world accept that action needs to take place worldwide on the climate change front and the biodiversity front and that such action needs to be framed in the context of sustainable development and accommodate developed and developing countries. And, to be fair, there is usually some inching forward on the issue under discussion.

The bad news is there is much more rhetoric about working together to tackle the problem than there is delivery. Thousands of politician hours across the world are spent in making commitments. Thousands of official support hours are spent writing ‘non-documents’ in the hope that somehow the right turn of phrase, the right couching of a project could lead to global agreement on actions – and turn a ‘non-document’ into a declaration.

The trouble with this kind of process is that in order for sufficient action to take place, UN members would need to come to these meetings thinking globally, and being prepared to act locally; they would need to offer themselves up to appropriate monitoring and evaluation of their efforts to create a whole that is larger than the sum of its parts; they would need to be altruistic, principled and confident of the evidence; they would need to see their country as part of the world system and not as a territory whose boundaries need protecting – and therein lies the rub. The world’s dependence on reliable sources of energy and water is so great that nations have gone to war over it.

Despite the human race’s absolute and total reliance on a successful ecosystem, in Nagoya, last year, shockingly, it transpired that not one country had met the biodiversity conservation targets they signed up to in 2000. The conference has led to a ‘we must try harder approach’ to meet new (non-binding) strategic targets going forward to 2020 and has therefore been celebrated as having had a positive outcome. But how do we measure the outcome? Were the increased greenhouse gas emissions of all the delegates and their teams’ air travel worth it? Where was the public outcry about the failure of government leaders to secure the longer term survival of humanity? Where indeed was the press coverage? The fact that as a human race our survival depends fundamentally on arresting the decline of species and habitats was notable by its absence. In Wales the Countryside Council did a quick vox pop just before Nagoya of people in a city centre park asking what biodiversity was. Answers ranged from ‘something to do with nature’ to ‘is it the name of a pop band?’ Clearly, we have some way to go to making these issues matter at the local level.

I did have high hopes of the major international initiative to draw attention to The Economics of Ecosystems and Biodiversity (the TEEB study) in 2010 which sought a new way of describing the threat in ways the developed world could relate to. The study has drawn attention to the global economic benefits of biodiversity, to highlight the growing costs of biodiversity loss and ecosystem degradation, and to draw together expertise from the fields of science, economics and policy to enable practical actions to move forward. One outcome for that study was to establish a global standard basis for natural capital accounting. Various estimates establish the cost of biodiversity and ecosystem damage potentially at 18% of global economic output by 2050 – or between 2-6 trillion US$ pa. In the UK alone, I’m told, pollination without bees (and far more inefficiently) will cost us in the region of £435m pa. Since politicians are always being told ‘It’s the Economy, stupid’ – the phrase that probably won Bill Clinton the US Presidency in 1992, having a solid evidence basis of the fiscal value of the environment is not before time.

One relative international success has been the Kyoto Protocol which differs from other commitments in that it is legally binding on the signatories. The Kyoto Protocol was initially adopted in 1997 and entered into force in 2005. The 191 signatories take general action in support the 37 ‘Annex 1’ countries which have agreed to reduce their collective emissions by 5.2% from the 1990 level. Each of the Annex 1 countries is required to submit an annual emissions report.

I believe that the Kyoto Protocol has been profoundly successful for its signatories, as

• It is the only binding international climate law we have

• It represents collective action: Kyoto has an "aggregate" goal – the total equals individual country targets.

• Developed countries which ratified Kyoto are on track to achieve the protocol's target of an average decrease in emissions of 5.2% below 1990 levels between 2008 and 2012.

• It has triggered the enactment of national legislation in the majority of OECD countries, including the EU’s landmark 20-20-20 targets.

• It has helped drive the growth of the renewables industry in Europe and in big developing countries that are covered indirectly by Kyoto's carbon markets.

• It was altruistic. Kyoto's first commitment period put the onus of first action on the highest and richest historical emitters.

The stakes at the Earth Summit next year are high. For the last few years there has been a global tussle about the future of the Kyoto Protocol when it expires next year. This is an important debate. Some argue that without a second Kyoto commitment period, climate change action will fall apart. Others look to new arrangements. What is certainly true is that any backtracking of world effort when the physical evidence of climate change is amassing daily will allow global leaders to walk away. They will be not be thinking and acting globally, but thinking and acting locally.

Earth Summit agenda

Having attended Posnam, Copenhagen and Cancun, and both witnessed and participated in attempts to reconcile the unreconcilable, I am now convinced that voluntary agreements are insufficient to tackle the issues humanity now faces and that collective action of the scale and pace needed requires legal underpinning. The Earth Summit in Rio is almost upon us. Two key themes will be debated– the institutional framework for sustainable development and the green economy. The website tells us, “The scope of a theme such as the 'institutional framework for sustainable development' is potentially vast, as sustainable development is a wide and all-encompassing concept”. Critically; there is no agreed definition of sustainable development.

A number of actions are proposed including,

  • Monitoring and Enforcement of global agreements on environment and sustainable development

  • The role of international environmental arbitration – e.g. an International Environmental Court

One can immediately see that the intention is to create a more binding second Kyoto commitment period - we will have the first indication of whether this idea has legs when the EU makes a decision on its position later this month, but with the position of the Euro occupying the full attention of politicians across the Eurozone and with growth forecasts being revised downwards on a daily basis in this ‘Age of Austerity’, the enthusiasm is likely to be subdued. We also have to remember that it was the monitoring and enforcement issue (by whom – and with whose authority) which derailed the discussions at Copenhagen

The other key proposition is to establish an international environmental court. Interestingly, Polly Higgins campaign to establish “Ecocide” as the fifth crime against humanity has an increasing number of supporters. In her book “Eradicating Ecocide”, Polly highlights the need for enforceable, legally binding mechanisms in national and international law to hold to account perpetrators of long term severe damage to the environment. She says, “At this critical juncture in history it is vital that we set global standards of accountability for corporations, in order to put an end to the culture of impunity and double standards that pervade the international legal system.” As an ex barrister who fully understands the legal system, Polly is a powerful proponent of changing the territory: establishing the fifth crime against humanity inextricably links our futures with the health of the planet. In a remarkable demonstration of this principle, on 30th September, Michael Mansfield QC conducted a mock prosecution in the UK Supreme Court in the Royal Courts of Justice of the Athabasca Tar Sands . It took just 50 minutes for the jury to return with two unanimous guilty convictions of ecocide against the CEO’s of the oil companies operating in the Athabasca Tar Sands. They returned a not guilty verdict for the charge of ecocide of the oil spill. This was not a guaranteed outcome. The court was packed, as was the hall outside where it was being live streamed online b People around the world were watching online and following updates on twitter – 120,000 tweets were recorded by lunchtime . “Once upon a time people did grievous harm to the environment without fully understanding the consequences of their actions. That defence is no longer available, and that sure knowledge we now have entails equally sure moral obligations. In this context, the idea of establishing the crime of Ecocide is both timely and compelling.” commented Jonathan Porritt.

Has the time come for the world leaders to make a stand to allow those whose actions threaten our environment to be brought to account? Oil spills in the US, New Zealand and in the Niger delta have caught world imagination. Is it sufficient?

The other key agenda at the Earth Summit is the ‘Green Economy’.There is as yet no agreed definition of what constitutes a green economy, but according to the website "One strand approaches the question through the analysis of market failure and the internalization of externalities. Another takes a systemic view of the economic structure and its impact on relevant aspects of sustainable development. A third focuses on social goals (jobs, for example) and examines ancillary policies needed to reconcile social goals with the other objectives of economic policy. Finally, a fourth strand focuses on the macroeconomic framework and development strategy with the goal of identifying dynamic pathways towards sustainable development"

Somehow, I know that although the sentiments are right, the language is not going to lead to a storming of the barricades. But the measures proposed are definitely worthwhile:

(a) Getting prices right, including removing subsidies, valuing natural resources and imposing taxes on things that harm the environment (environmental "bads") in order to internalize externalities, support sustainable consumption and incentivize business choices. It builds upon some of the earliest writings in environmental economics

(b) Public procurement policies to promote greening of business and markets;

(c) Ecological tax reforms based mainly on the experience of European countries. The basic idea is that shifting the tax base away from "good" factors of production such as labour to "bad" factors such as pollution will allow for a double dividend: correcting environmental externalities while boosting employment

(d) Public investment in sustainable infrastructure (including public transport, renewable energy and retrofitting of existing infrastructure and buildings for improved energy efficiency) and natural capital, to restore, maintain and, where possible, enhance the stock of natural capital. This has particular salience within the current recessionary context, given the need for public expenditure on stimulus packages;

(e) Targeted public support for research and development on environmentally sound technologies, partly in order to compensate for private underinvestment in pre-commercial research and development, and partly to stimulate investments in critical areas (such as renewable energy) with potentially high dynamic scale economies, and partly to offset the bias of current research and development towards dirty and hazardous technologies;

(f) Strategic investment through public sector development outlays, incentive programmes and partnerships, in order to lay the foundation of a self-sustaining process of socially and environmentally sustainable economic growth;

(g) Social policies to reconcile social goals with existing or proposed economic policies.

Would anyone here disagree? But since the Green Economy has no legal or even agreed policy meaning, how do we get countries to take action? Here in the UK, a government which self declared that it intended to be the ‘greenest government ever’ is rapidly backtracking. Despite evidence from Sir Nicholas Stern and others that we should be investing now to save in the future, one of the reasons climate change has dropped down the agenda is the recession, as though somehow thinking about climate change is a luxury for the good times not our best defence in the bad. The planet pays no regard to politics and carries on regardless. The current mantra, that we can’t afford to take action which might put our economy at a disadvantage, may ride roughshod over existing protections such as in the planning system. Why is the argument that the green economy presents the best opportunity for sustainable job creation in a time of rising unemployment falling on deaf ears?

Each of the global conferences, attended by UN members, is attempting to find a way forward on these tricky issues on a world-wide basis. And their work is valuable. If we take a systemic approach, then continuing global dialogue around these issues is important – and increasingly important as each year passes. But, it is not the game changer it was thought to be at the first Earth Summit; because unless individual countries are prepared to negotiate on a UN wide basis from a position of thinking globally and being prepared to go back to their own country and act locally in the interests of wider humanity, the de minimus position might just be that the world averts wars through this dialogue, but does not achieve the global understanding necessary to preserve our ecosystem. I’m always reminded of what Nazmul Chowdhury, Head of Project at Practical Action in Bangladesh said in 2009, “Forget about making poverty history. Climate Change will make poverty permanent.”

So… What should we do?

We should emphatically not give up hope! Instead we need to re-frame the debate. If the world goes to Rio next year without a clear idea of what sustainable development means, let’s define it. In law. This debate needs to be framed in a way that garners support across the political spectrum; is clear legally and that reintroduces a values system to politics and decision making. And I believe that the way forward is for countries to re-frame their political debate in the context of sustainable development. Sustainability is our best defence.

Access to natural resources has always been a cause of conflict and a weapon of war. John Beddington, Government Chief Scientist, identifies the perfect storm of ‘food shortages, water scarcity, insecure energy and a growing population’. Lester Brown, President of the Earth Policy Institute says ‘the threats to our security now are climate change, population growth, falling water tables, soil erosion, collapsing fisheries etc. And we can’t say we don’t have the resources to save civilisation; we do. The question is how we use those resources.’ In many areas the challenge of providing food, energy and water for a growing population can’t be met without collaboration.

But could discussions about the environment provide a less charged political entry point for collaboration? Initiatives to preserve ecosystems across political borders can go some way to establishing peaceful relations between otherwise rival communities – in their enlightened self-interest. If so,how? It still requires clear commitment and laws at the country level to make changes.

So, if the journey between the Earth Summits from 1992 – 2012 has delivered some action but not enough; if the global opportunities facilitated by modern technology are not galvanising us into sufficient action and since our day to day existence is inexorably local, I believe we have to redefine the terms of this engagement. We are in the territory of Geddes and Schumacher; with many economies now flat or in decline; financial systems in crisis and the climate increasingly erratic, can we seize a ‘back to the future’ moment for the ideas promoted in the 1973 seminal text, ‘Small is Beautiful’ which questioned then the drive for relentless GDP expansion.

From global to local - the Wales experiment

I want to take us on a journey focused on the quality of life and community well-being based on the experience of one small country committed to this agenda – and that country is Wales. When the new, devolved National Assembly for Wales came into being in 1999, it had a new and unique duty to make a Scheme on how it proposed to promote sustainable development in the exercise of its functions. Progress on the Scheme must be reported annually to members and any incoming administration must review the effectiveness of the Scheme. This was seen as extremely innovative and exciting duty, representing a new kind of democracy. It was supported by members of all parties. Assembly Members often mentioned the existence of the duty positively.

But there was no definition of sustainable development. Broadly there was support for what is usually known as the ‘Brundtland’ definition after Dr Gro Harlem Brundtland, the DG of the WHO, who chaired 'Our Common Futures', the World Commission on the Environment and Development which came up with the following:

“development that meets the needs of the present without compromising the ability of future generations to meet their own needs

- the concept of needs, in particular the essential needs of the world's poor, to which overriding priority should be given; and

- the idea of limitations imposed by the state of technology and social organization on the environment's ability to meet present and future needs."

But how was this to become real?

Wales looked to learn from others and at the Earth Summit in Johannesburg in 2002, Wales became a founding member of the nrg4SD, a global network of regional governments promoting sustainable development which has members across the world which also acts as a voice and representative of sub-national governments. It is the only international network on sustainable development matters with a worldwide presence and representing solely sub-national governments. And this is an important tier of operation in terms of getting things done. Jonathan Porritt, when Chair of the Sustainable Development Commission, said, ‘Wales and Scotland may well be close to the ‘Goldilocks’ (‘just right’) scale for doing SD.’ A common refrain from policymakers in Edinburgh and Cardiff is that it is much easier than in Whitehall to bring all the relevant stakeholders round the table, and to grasp the linkages between production, consumption and well-being that are at the heart of a rigorous understanding of unsustainable and sustainable forms of development’.

I think that is true and it is certainly true to say that the experience of other nrg4SD members, the development of the innovative Wales for Africa programme as a contribution to millennium development goals, the commitment to fair trade which led to Wales becoming the first fair trade country in the world all helped successive Welsh Governments to develop a greater understanding of sustainable development in the Welsh context; moving from the development of high level indicators on the economy, social justice, environment, the ecological footprint and well-being – in recognition of the need for metrics against which real performance can be measured - to articulating the values and policy direction needed to underpin those values. And if we just take the ecological footprint as an example, clearly paradise is truly being lost on our watch when we know that by the 1980s, humanity’s demand on the planet exceeded the earth’s ecological limits, and now exceeds the earth’s regenerative capacity by about 30%. This demands action.

Underneath each of the high level indicators is a set of policy actions to contribute towards ‘sustainable resource use’, ‘sustaining the environment’, a ‘sustainable economy’, a ‘sustainable society’ and the ‘well-being of Wales’. Increasingly, it is the latter that is coming to the fore. Wales is already the UK’s poorest nation. It has a disproportionate number of people working in the public sector and therefore at greater risk as public finances dry up.

In 2005, the well regarded and sadly now defunct Sustainable Development Commission worked with governments across the UK to produce ‘One Future, Different Paths’ which proposed a shared UK understanding of sustainable development; with a common purpose outlining what we are trying to achieve and the guiding principles we all need to follow to achieve it. Underpinning principles were

• Achieving a Sustainable Economy: Building a strong, stable and sustainable economy which provides prosperity and opportunities for all, and in which environmental and social costs fall on those who impose them (Polluter Pays), and efficient resource use is incentivised.

• Promoting Good Governance; Actively promoting effective, participative systems of governance in all levels of society – engaging people’s creativity, energy, and diversity.

• Using Sound Science Responsibly:

Ensuring policy is developed and implemented on the basis of strong scientific evidence, whilst taking into account scientific uncertainty (through the Precautionary Principle) as well as public attitudes and values.

• Living Within Environmental Limits: Respecting the limits of the planet’s environment, resources and biodiversity – to improve our environment and ensure that the natural resources needed for life are unimpaired and remain so for future generations.

• Ensuring a Strong, Healthy and Just Society: Meeting the diverse needs of all people in existing and future communities, promoting personal well-being, social cohesion and inclusion, creating equal opportunity for all . Having expert advice from the SDC was critical in generating cross party support for this agenda in Wales and by 2009 with the publication of the Government’s current Scheme, “One Wales One Planet,” a more sustainable Wales was being described as a country which

• lives within its environmental limits, using only its fair share of the earth’s resources so that our ecological footprint is reduced to the global average availability of resources, and we are resilient to the impacts of climate change;

• has healthy, biologically diverse and productive ecosystems that are managed sustainably;

• has a resilient and sustainable economy that is able to develop whilst stabilising, then reducing, its use of natural resources and reducing its contribution to climate change;

• has communities which are safe, sustainable, and attractive places for people to live and work, where people have access to services, and enjoy good health;

• is a fair, just and bilingual nation, in which citizens of all ages and backgrounds are empowered to determine their own lives, shape their communities and achieve their full potential.

Taking the agenda forward in Wales

“One Wales One Planet” 2009 was seen as a seminal document in Wales. Produced by the government with inputs from the Wales Climate Commission and NGOs, it was the first Scheme since the introduction of the duty 10 years earlier, that articulated a collective commitment from all ministers to use sustainable development as the central organising principle of government. Previous Schemes had had individual actions. This Scheme made an explicit commitment to bring down Wales’ ecological footprint to its fair share within the lifetime of a generation. More importantly, as the Welsh Government wrestled with another all party commitment, how to deliver 3% annual greenhouse gas emission reductions to contribute to UK Climate Change targets by 2050, it found that framing that debate in the context of sustainability created greater political consensus.

To make sustainable development real, it must be outcome focused. In order to test whether the political commitment to have sustainability at the heart of government policy making was delivering different outcomes through the civil service, the Welsh Auditor General decided to investigate whether the concept was adequately embedded in the government’s own business practices. There was room for improvement.

Separately, WWF Cymru commissioned a piece of independent research looking at ministers’ policy commitments and whether they were actively delivering on the overarching agenda. Once again this was a mixed picture, although for the first time, key policy decisions were taken in Wales on waste, on climate change, on retrofitting housing, on planning, on education, on health that were directly linked to sustainable development and were inherently different from decisions being taken elsewhere in the UK.

Three key lessons came out of this experience. First, that the existence of the duty was supported across all parties and seen as beneficial, as were the regular reporting arrangements which kept the issues in front of members; second, that the regional government level which is very close to its population is probably the optimum for delivery of SD, and third, that the existing legislation from the Government of Wales Act, although innovative, was inadequate to deliver systemic change.

In light of this, in its manifesto for the 2011 election, the Government party, the Labour Party, outlined its vision for

" a sustainable Wales to become a ‘one planet’ nation by putting sustainable development at the heart of government; creating a resilient and sustainable economy that lives within its environmental limits and only using our fair share of the earth’s resources to sustain our lifestyles."

That commitment is now being taken forward. The First Minister of Wales announced in June that the Government of Wales would, “Legislate to embed sustainable development as the central organising principle in all our actions across government and all public bodies’ and to monitor that externally through a new independent sustainable development body for Wales (following the demise of the UK wide Sustainable Development Commission).

Interestingly, in 2010, Andrea Ross wrote an article, ‘It’s Time to get Serious – Why Legislation Is Needed to Make Sustainable Development a Reality in the UK’. She argues that ‘the UK is now at a stage where specific legislation is required to drive the implementation of sustainable development further forward. Legislation directed at the implementation of sustainable development could potentially address many of the current shortcomings by increasing the priority, support and protection afforded sustainable development across government(s) as a long term policy objective. Legislation could have a significant symbolic and educational impact in making people understand what is at stake. Moreover, it could crystallise the policy framework already in place and thus, turn what is now, at best, good practice into meaningful legal obligations, supported by monitoring and review mechanisms which impose significant consequences for failure. Finally, legislation could set out how tools such as environmental assessment, procurement practice, research funding and public consultation relate to sustainable development and their role in the overall framework for implementation.”

I absolutely agree with this analysis and it is interesting that her legal journey and our political journey reached a consensus around the same time.

• What will make sustainable development real? Defining it in law.

• What will make the indicators real? Defining them in law and setting up a process for managing conflicting priorities.

• What will make the central organising principle real?

1. By introducing a legal framework for a sustainable development strategy which requires specified public bodies to refer to it in the context of their sustainable development objectives.

2. Auditing its delivery through usual audit mechanisms and

3. Establishing the office of a Commissioner for Sustainable Futures as a strong and independent champion of the environment and future generations with significant powers and duties

The big question is what would a sustainable Wales look like? A cross party vision was agreed last year: ‘across society there is recognition of the need to live sustainably and reduce our carbon footprint. People understand how they can contribute to a low carbon, low waste society. These issues are firmly embedded in the curriculum and workplace training. People are taking action to reduce resource use, energy use and waste. They are more strongly focused on environmental, social and economic responsibility, and on local quality of life issues, and there is less emphasis on consumerism. Participation and transparency are key principles of Government at every level, and individuals have become stewards of natural resources.’

This is a vision about taking control of our future and our children’s future. The question is would you want to live there? And this is not a question about a physical Wales, much as I could advocate its undoubted charms including the opening of the Wales Coast Path next year, but a virtual Wales, a country which was at the forefront of the carbon revolution, determined to pay its debt by being at the forefront of a new more sustainable world - or anywhere else that takes these actions in recognition of humanity’s role as stewards of natural resources.

Mark Twain once said, ‘if you always do what you've always done, you'll always get what you've always had” and that is no longer good enough. I profoundly believe seeing life though a sustainability lens enables better decision making and provides the moral compass linking our activities with effects across the world. Wales may be a small country; it may be the poorest part of the UK but it has strong community values. It is the first Fair Trade nation in the world, it achieved greater greenhouse gas reductions last year according to the inventory published this month than any other part of the UK; its recycling performance exceeds any other part of the UK and its new waste legislation is creating green job opportunities; it has had the largest retrofitting housing programme using renewables in the UK; it has continued to focus on fuel poverty when budgets have been removed elsewhere; its health policy is focused on prevention; Education for Sustainable Development and Global Citizenship is a mandatory element of the Welsh education system at all levels and its new early years education programme has sustainability principles throughout. We have to start from where we are and a small, smart, well connected country with a new devolved governance system may just be the place to test and develop systems which are fit for the future

I hope that the Wales example will be able to be taken to the Earth Summit and inspire others to embark on the same journey. I have not found another country with this organised commitment to institutionalise sustainability in legislation, and I hope that the Welsh experience, with its failures and successes will help others. Not quite paradise regained, but a recognition that this earthly paradise is worth saving.

The legislation will take time to make and is anticipated to reach the statute books by 2015. I hope that leading thinkers and practitioners of sustainable change and innovation will share their time, insights, experiences, hope and fears so that the pathway to country-scale transformation is a shared one. Tim O’Riordan in his masterly essay on ‘Sustainability in the Age of Austerity’ says ‘the manner in which sustainability is presented needs to change to fit the national mood of anxiety and frugality over the coming decade. It seems timely to portray a new form of social enterprise economy, where investment is social betterment and individual wellbeing takes on a higher purpose, and the overall value of nature’s bounties are included in national accounts. After all, we face a future, not experienced since the end of the last war, when our offspring may be financially worse off than their parents, with fewer jobs of a conventional kind to choose. If this is to be the case, then sustainability needs to embrace the confidence, sense of self worth and capacity to adapt to new forms of employment and living that all people need to experience before they can become true citizens.” We must rise to this challenge.

After all, as Charles Darwin said, “It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change”

Jane Davidson,

Director INSPIRE, Trinity Saint David University, October 2011


The DO Lectures: Jane Davidson - Why Wales Leads The Way In Sustainability

Can a small country like Wales lead the way in terms of sustainability? Can an entire country go organic? Why not? Jane is Minister for Environment, Sustainability and Housing for Wales. Even though Wales is a small country, her aim is for Wales to set the example for the rest of the world in terms of sustainability and environmental protection.

Click play to listen to my DO lecture or find my lecture and others at The DO Podcast and more information on The DO Lectures here.

Freeing the dragon: New opportunities to improve the health of the Welsh people

Wales has a very poor health record, with life expectancies varying five years within a mile. Inequalities in health are most pronounced in areas that also experience social and economic deprivation, such as the South Wales valleys.

Improving people's health cannot be done through health care systems alone. A concerted effort needs to be made to tackle the causes of ill health and their roots.

It is hoped that this book, which sets out such an agenda in the context of the new political landscape, will become a useful handbook for policy makers in Wales, in order to ensure that Wales is able to utilise its increased autonomy in the interests of creating a holistic agenda to improve the health of the people of Wales.

Read the report here.

The anti-poverty implications of local government re-organisation A guide to good practice

The anti-poverty implications of local government re-organisation: A guide to good practice

By J. Davidson, L Bransbury and London (United Kingdom) Local Government Information Unit (LGIU)

Abstract

Jointly published with the National Local Government Forum Against Poverty, Rotherham (GB)Available from British Library Document Supply Centre-DSC:q96/22466 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

More information here