This presentation was part of the 2015 ProSPER.Net Leadership Programme in Sabah. Malaysia.

1. © DAR
Sustainability and Leadership
Dzulkifli Abdul Razak
President
International Association of Universities, Paris
TRANSFORMATIONAL LEADERSHIP IN IMPLEMENTING
AND ASSESSING SUSTAINABILITY PROJECTS,
24-25 August, Kota Kinabalu, Sabah

2. © DAR
The United Nations Decade of Education
for Sustainable Development
(UNDESD 2005-2014)

3. © DAR
Activity/Implementation
1992 96 00 02 05 09 12 14
Mainstreaming ESD
Year
Declaration
UNDESD
Bonn
Agenda21
UNDESD
UNDESD (2005-2014)
?

4. © DAR

5. © DAR

6. © DAR
What is Education for Sustainable Development?
...to enable us to (re)learn our way towards
a more sustainable future...
Source: Education, Public Awareness and Training (ESD)
(Chapter 36 of Agenda 21)
training programmes
mindset shift

7. © DAR
ESD is recognised as crucial for
SD institutionally
The Human Development Report 2011
Sustainability and Equity: A Better Future for All,
published by UNDP, mentions the role of ESD in
promoting sustainable consumption
36th session of the UNESCO General Conference (2011)
68 countries explicitly supported ESD
The report of the United Nations Secretary-General’s
High-Level Panel on Global Sustainability, published
in 2012, refers to the importance of ESD

8. © DAR
Envisioning the post-2015 future
Global Impact by 2030
A world where extreme poverty has been eradicated
and where the building blocks for sustained prosperity
are in place. A world where no one has been left behind,
where economies are transformed, and where
transparent and representative governments are in
charge. A world of peace where sustainable
development is the overarching goal. A world with
a new spirit of cooperation and partnership.
This is not wishful thinking.
- The Report of the High-Level Panel of Eminent Persons
on the Post-2015 Development Agenda, p. 30

9. © DAR
(modified)
So, what is the edge?
Leadership ‘challenge’
let’s
imagine!

10. © DAR
Sustainability is to meet the needs of the
present without compromising the ability of
future generations to meet their own needs.
- Report of the World Commission on Environment
and Development: Our Common Future
Transmitted to the General Assembly as an Annex to
document A/42/427 - Development and International
Co-operation: Environment
The ‘sustainability’ edge…

11. © DAR
Sustainability is improving the quality of
human life while living within the carrying
capacity of the Earth’s supporting
eco-systems.
- The Union of Conservation Scientists (IUCN),
United Nations Environment Programme (UNEP)
and World Wide Fund for Nature (WWF)
The ‘sustainability’ edge…

12. © DAR
http://celfeducation.org/WhatWeDo.html
© DAR

13. © DAR
• Promote ESD’s contribution to all of education and to
achieving quality education
• Increase public awareness and understanding about
sustainable development and ESD
• Mobilize adequate resources and funding in favour
of ESD
• Re-orient education and training systems to address
sustainability concerns through coherent policies at
national and local levels
• Develop and strengthen existing international,
regional and national enabling mechanisms and
cooperation for ESD that respect cultural diversity
Priorities of Bonn Declaration
2009 UNESCO World Conference on ESD
http://www.esd-world-conference-2009.org
/fileadmin/download/ESD2009_BonnDeclaration080409.pdf
© DAR

14. © DAR
Priorities of Bonn Declaration
2009 UNESCO World Conference on ESD
“We need to put knowledge into action.”
© DAR http://www.esd-world-conference-2009.org
/fileadmin/download/ESD2009_BonnDeclaration080409.pdf

15. © DAR
Manitoba, Canada
Education Goal
“To ensure education in Manitoba supports
students experiencing and learning about what it
means to live in a sustainable manner.”
Manitoba Education, 2010
© DAR
Source: Charles Hopkins, UNESCO Chair, U Toronto

16. © DAR
A Global Programme
Regional Centre of Expertise on
Education for Sustainable Development -
1. Governance - addressing issues of RCE management and
leadership
2. Collaboration - addressing the engagement of actors
from all levels of formal, non-formal and informal education
3. Research and development - addressing the role of
research and its inclusion in RCE activities, as well as
contributing to the design of strategies for collaborative
activities, including those with other RCEs
4. Transformative education - contributing to the
transformation of the current education and training systems
to satisfy ambitions of the region regarding sustainable living
and livelihood.

17. © DAR
Aichi-Nagoya Declaration on ESD
We, the participants of the UNESCO World Conference on Education for
Sustainable Development held in Aichi-Nagoya, Japan, from 10 to 12 November
2014, adopt this Declaration and call for urgent action to further strengthen and
scale up Education for Sustainable Development (ESD), in order to enable
current generations to meet their needs while allowing future generations to
meet their own, with a balanced and integrated approach regarding the
economic, social and environmental dimensions of sustainable development.
This Declaration recognises that people are at the centre of sustainable
development and builds on the achievements of the United Nations (UN)
Decade of ESD (2005-2014); the deliberations of the UNESCO World Conference
on ESD in Aichi-Nagoya; and the Stakeholder Meetings held in Okayama, Japan,
from 4 to 8 November 2014, namely, UNESCO ASPnet International ESD events,
the UNESCO ESD Youth Conference, the Global Regional Centres of Expertise
Conference, and other relevant events and consultation processes, including
regional ministerial meetings. We express our sincere gratitude to the
Government of Japan for hosting the UNESCO World Conference on ESD.
1. CELEBRATING the significant achievements made by the UN Decade of ESD
(2005-2014), in particular, in putting ESD higher on national and international
agendas, advancing policy, improving the conceptual understanding of ESD,
and generating substantive good practice amongst a wide range of
stakeholders, http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ERI/pdf/Aichi-Nagoya_Declaration_EN.pdf

18. © DAR
The Nagoya Declaration on Higher Education for Sustainable
Development was adopted by the participants of the International
Conference on Higher Education for Sustainable Development in Nagoya,
Japan on 9 November 2014. It reaffirms the responsibility of higher
education for pursuing of sustainable development and commits
their support to further advancing sustainable development through
education for sustainable development.
Nagoya Declaration on
Higher Education for Sustainable Development
1.
We, the participants and supporters of the International Conference on
"Higher Education for Sustainable Development: Higher Education
Beyond 2014 " and the associated University Student Summit on ESD,
held at Nagoya University in Aichi, Japan on 9 November 2014, reaffirm
previous relevant commitments including those made within the
framework of the UN Decade of Education for Sustainable Development
(DESD, 2005-2014), the Higher Education Sustainability Initiative for
Rio+20, Rio+20 People's Sustainability Treaty on Higher Education and
the IAU Iquitos Statement on Higher Education for Sustainable
Development, and hereby declare our renewed commitment to and
support for actions by the higher education community towards
sustainable development.
http://www.c-linkage.com/for/hesd/declaration.html

19. © DAR
http://celfeducation.org/WhatWeDo.html
© DAR

20. © DAR
Dzulkifli Abdul Razak, FASc

21. © DAR
The ultimate yardstick for measuring the
success of a university is the improvement in
the lives of the people it serves.
A society will attain full value from its university ,
if society and the university are linked
together and confront the realities of today
and the development needs of the country.

22. © DAR
Research and Innovation
Accelerated Programme
for Excellence
since Sept. 2008
APEX Special Presentation
24 June 2011, MOHE, Putrajaya
2009-2013
USM Case (2000-2011)© DAR

23. © 2008
Endpoints: Quality of Life - MDG* (2015); EFA* (2015); EfSD* (2014)
Millennium Development Goals by 2015; Education for All by 2015; Education for Sustainable Development by 2014*
USM as a sustainability-led university
*Talent,
Resources,
Governance
Enablers:Values:
Jamil S (nd)
World Bank
* Nexus of Natural capital,
Social capital,
Cultural caoital,
Economic capital.
Bottom of the Pyramid
*Nexus of People,
Ideas,
Wisdom.
It refers
to the 4 billion
people who make up the
base of the economic pyramid worldwide
- primarily the world’s poor - and the potential
benefits of increasing the linkages of the base of the
pyramid to knowledge.

24. © DAR
UKM UM UPM USM
1.
Strategic
Intent Medium Medium Medium High
2.
Culture
Medium
Low-
Medium
Medium
Medium-
High
3.
Leadership
Medium Medium Medium High
Preparedness for Change
 Evidence of cohesiveness around strategic intent.
 Was the plan well-communicated, bought-in,
internalized?
 Existing and/or emerging culture.
 Will it support or impede transformation plan.
 Cohesiveness of the leadership team.
 Driver of the transformation plan.
 Risks of changes in leadership.
 Succession plan.
The Emergence: Framework for Reform
Source: APEX Evaluation Committee, 20089/8/2015© DAR 2009

25. © DAR
UKM UM UPM USM
1.
Theme &
Strategic
Direction
Medium Medium High High
2.
Transformation
Approaches/
Strategies/
Initiatives
Medium
Low-
Medium
Low-
Medium
High
3.
Current/
On-going
Efforts
Medium Medium
Low-
Medium
High
 Well-defined.
 Differentiated positioning.
 Unifying and exciting.
 Aligned to theme & direction.
 Well-defined projects leveraging on strengths.
 Project management & culture change
elements.
 Evidence of transformation taking shape.
 Foundation formed.
The Transformation Plan
Source: APEX Evaluation Committee, 20089/8/2015© DAR 2009
The Emergence: Framework for Reform

26. © DAR
• Here & now!
• Consume
• 4Ws: Waste! Waste! Waste! Waste!
• Maintain - status quo
• Incremental
• Individual-focus
• Learning
 Future-oriented
 Conserve/Preserve
 4Rs: Refuse, Reuse, Reduce, Recycle
 Challenge - status quo
 Transformational
 Community-focus
 Un-, Re-, Co-Learning,
Life-long & -wide Learning
Relationships
Policy Shifts
UNsustainable Sustainable
Mind-set change

27. © DAR
Facilitating
the
Shift
Enhancing
the
Shift
Sustaining
the
Shift
3
Basic Policy
Goals
The Whole
Institution
Strategy
(Relationship)

28. © DAR
Leadership
Capacity
Building
Ownership
“Walk the Talk”
Facilitating
the
Shift
Enhancing
the
Shift
Sustaining
the
Shift
• transformational
• risk-taking
• across the board
• team/network
• competency-based
• new mindset
• translational
• consistent commitment
• open-minded
• participative
3 Levels
of Practice
The Institution
Leadership
Strategy

29. © DAR
Leadership
Capacity
Building
Ownership
“Walk the Talk”
Evaluation
&
Monitoring
Incentives
&
Recognition
Flexibility
&
Context
Facilitating
the
Shift
Enhancing
the
Shift
Sustaining
the
Shift
• adaptive
• co-creative
• relevance
• diversity
• tangibles
vs intangibles
• consultative
vs directives
• hi-tech
vs hi-touch
• developmental
• transformational
• risk-taking
• across the board
• team/network
• competency-based
• new mindset
• translational
• consistent commitment
• open-minded
• participative
3 Levels
of Practice
The Institution
Leadership
Strategy

30. © DAR
ESD
MDG
let’s
imagine!

31. © DAR
The State of
Humanity
Today

32. © DAR
..some
100 years
ago…
when the
world
was not
so
global…
...just
about
a decade
ago…
PACIFIC OCEAN
HUMANITY
HAS FAILED

33. © DAR
farm4.static.flickr.com/3102/2752981528_2d51b... http://blog.lib.umn.edu/muss0051/architecture/30mali600.1.jpg
…a global tipping point?…

34. © DAR
Leadership
Capacity
Building
Ownership
“Walk the Talk”
Evaluation
&
Monitoring
Incentives
&
Recognition
Flexibility
&
Context
Facilitating
the
Shift
Enhancing
the
Shift
Sustaining
the
Shift
Successful Mindset Shift
The Institution
Leadership
Strategy

35. © DAR
FEEL
THINK
ACT

36. © DAR
3 H Model : Hand-Head-Heart

37. © DAR
3+1 H Model +

38. © DAR
What is Education for Sustainable Development?
...to enable us to (un,re,co)learn our way towards
a more sustainable future as part of
life-long & life-wide learning processes…
Source: Education, Public Awareness and Training (ESD)
(Chapter 36 of Agenda 21)
training programmes
mindset shift

39. © DAR
Thank you
very much!

40. © DAR
Acknowledgement
& Disclaimer
This presentation and the opinions expressed are those of the author as of the date of
writing and are subject to change. It has been prepared solely for purposes of education,
information and discussion by the recipients. Any reference to past data/indicators are
not necessarily a guide to the present and future. The information and analysis
contained in this publication have been compiled or arrived at from sources believed to
be reliable, and are duly acknowledged. The author does not make any representation
as to their accuracy or completeness and does not accept liability for any loss arising
from the use hereof.
Neither this document nor any copy thereof may be sent to or
taken into territories/places where the use and the distribution
may be restricted by local law and/or regulation.
This document may not be reproduced either in whole,
or in part, without the written permission of the author
© DAR 2007-2015