Introduction of SCP To The Curriculum - FoM - UoC

Online Workshop on
Introducing Sustainable Consumption and Production to

the Curriculum of the Faculty of Medicine, Colombo.
Dr Thusitha Sugathapala
University of Moratuwa
23rd November 2020

OUTLINE
 Introduction:
Global Challenges
 The 2030 Agenda for Sustainable Development
Solution Framework
 Sustainable Consumption and Production
The Concept
 Education for Sustainable Consumption and Production
 Guided Discussion on Integrating SCP to Undergraduate
Medical Lesson
Introduction
Global Challenges
Development & Environment
 Economic growth and resource consumption:
GDP
Material Extraction
Population
Material Intensity
Turning
Point
Source: SERI & WU, Global Material Flows Database, 2017

Lobal Scenario
Per Capita Electricty Consumption Per Capita Electricty Consumption GDP per Capita
700 4,500
600 4,000
GDP per Capita (USD)

3,500
(kWh/person/year)
500
3,000
400 2,500
300 2,000
1,500
200
1,000
100 500
0 0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
Year
Source: SERI & WU, Global Material Flows Database, 2017

Strong coupling of Energy and Development
Material Extraction GDP
Billion tons Trillion International Dollars
GDP
Ores and
Industrial
Minerals
Fossil Energy
Carriers
Construction
Minerals
Biomass
Resource Depletion
Source: Krausmann et al, Growth in global materials use, GDP and population during the 20th century, 2009
 Economic growth and resource consumption – Energy resources:
Primary Energy Supply by Source: Global Scenario
Biomass Other
& Waste
Hydro Electricity
Nuclear
Natural Gas
Oil 80%
Coal
Fossil Fuel Era
Source: IEA, Key World Energy Statistics, 2019

Development & Environment 8
 Economic growth and resource consumption – Energy resources:

Primary Energy Supply by Source: Global Scenario
New RE Coal
(3.1%) (10.8%)
Major Hydro
(5.8%)
Oil 43.9%
Biomass
36.5%
Increased dependence on imported fossil fuels

Source: SLSEA, Sri Lanka Energy Balance, 2019
 Impacts on Environment:
 Pollution
 Climate change.
 Energy scarcity
 Loss of biodiversity
 Land degradation
 Deforestation
 Water scarcity
 Waste
Source: ILO, 2014
 Impacts on Environment: Climate
Genetic change Novel entities
Biosphere diversity
integrity (Chemical
Living beyond ecological limits pollutions)
 Planetary Boundaries: Functional
diversity
Stratospheric
Land system ozone
change depletion
Beyond zone of uncertainty (High risk)
In zone of uncertainty (Increasing risk)

Atmospheric
Below boundary (Safe) aerosol
Freshwater
use loading
Boundary not yet quantified
Phosphorus Ocean
Nitrogen acidification
Biochemical flows
Source: Living Planet Report 2014, Global Footprint Network

 Impacts on Environment:
GHG Emissions & Climate Change
Source: IPCC Special Report 1.5 (SR1.5), 2018

Global Indicators 12
 Development on Environment:
Human Development Index vs Ecological Footprint
10
Medium Human
1961
Development
Development
Development
High Human
74% of bio-
Ecological Footprint per capita (gha)

Very High
Low Human capacity
8
Human
Development
6 1985
114% of bio-
capacity
4
2
Minumum global
sustainable 2012
Sri Lanka development quadrant 156% of bio-
0
0.0 0.2 0.4 0.6 0.8 1.0
capacity
UN Inequality-adjusted Human Development Index (IHDI)

 Development on Environment:
Earth Overshoot Day
1969 - 2018
1 Earth 1.7 Earth
Source: National Footprint Accounts 2018, Global Footprint Network

 Development and Energy:

Human Development Index vs Primary Energy Supply
1.0
0.9
0.8 India and China 2060

This scenario may require
0.7 two resource worlds
0.6 CHINA
0.5 World
HDI
Sri Lanka
0.4 One Earth I Earth II
Earth
0.3
INDIA
The one resource world scenario of
convergence and contraction of the
0.2
energy consumption among
0.1 developed and developing Countries
0.0
0 50 100 150 200 250 300 350 400 450 500 550 600
Primary Energy Supply (kWh/Capita/day)


Energy Efficiency
15%
Standby/
Idle
Accessories
100% 20% 14%
6%
63%
Driveline Losses
Engine Losses

Industrial Competitiveness vs Energy Intensity
Developing economies
Developed economies
Competitive Industrial
Predicted trend
Performance Index
Although Sri Lanka has relatively less resource intensive

economy, the low efficiencies are still apparent across all
sectors, which pose challenges for the development of
local industry and thus the economy of the country.
Sri Lanka
Energy Intensity (ToE per $1,000 MVA)
Source: Industrial Development Report 2011, UNIDO

 Development and Lifestyle:

Gross National Income (GNI) vs Meat Consumption
USA
Meat Consumption/Capita/Year
Brazil
China
UK
India
GNI / Capita / Year

Nutrition and Basic
Access to Advanced
Global Indicators
Medical Care
100 Water and 18
Education Sanitation
 Development and Social Progress:
80
Nutrition and Basic Sri Lanka (Rank 67)
Medical
60 Care
Inclusiveness
Access to Advanced Nutrition 100 and BasicSocial Progress
Water andShelter Index Norway (Rank 1)
Education 40
Medical
Nutrition
80 and BasicSanitation
Care
Access to Advanced 100 Medical Care Water and Sri Lanka
India (Rank
(Rank 100) 67)
20 100
Access
Education to Advanced 60 Sanitation
Personal Freedom
Inclusiveness 80 Water and Sanitation
Shelter
Education 0 80 Personal Safety Norway
Sri (Rank
Lanka 1)67)
(Rank
and Choice China (Rank 87)
40
60 60
Inclusiveness
Inclusiveness Shelter
Shelter India (Rank
Norway
USA (Rank 100)
(Rank
25) 1)
20
40 40
Personal Freedom Access to Basic
Personal Rights 0 and
Nutrition 20 Basic Personal Safety China(Rank
India (Rank100)
87)
and Choice 20 Knowledge
Personal
Personal Freedom Freedom Medical Care
0 Personal Safety
Personal Safety
and Choice
Access to Advanced 100
0 Access
Water and to USA
China(Rank
(Rank25)
87)
and Choice Environmental
Education 80 Information
Sanitation andto Basic
Access
Personal RightsQuality Sri Lanka
communications USA (Rank(Rank
25) 67)
Health and Wellness Knowledge
Access to Basic
Personal Rights 60 Challenging Areas
Inclusiveness Access to Basic
Knowledge
Shelter
Personal Rights Access to Norway (Rank 1)
Environmental 40 Knowledge  Access to advanced
Environmental
Information
Access toand
Quality Information and education
Quality 20 communications
Access to India (Rank 100)
Environmental Health and Wellness communications  Inclusiveness
Personal FreedomQuality Health and WellnessInformation and
0 Personal Safety
communications China (Rank 87)
and Choice Health and Wellness
Source: The Social Progress Imperative, 2016 USA (Rank 25)
Global Indicators
1. Opportunity 19
Perception
 Capacity 14.
forRiskDevelopment:
Capital
1
2. Startup Skills
0.8
13. Inventions and Entrepreneurship
3. Risk Acceptance
Internationalization 0.6
1. Opportunity
Global Entrepreneurship Index Perception Sri Lanka (Rank 97)
0.4 1
14. Risk Capital 2. Startup Skills
12. High Growth 0.2 0.8
4. Networking Global
World Average
Average
1. Opportunity
13. Internationalization Perception
0 0.6 3. Risk Acceptance
1 Asia-Pacific Average
Asia-Pacific
14. Risk Capital
11. Process 2. Startup Skills
0.4
0.8 5. Cultural Support
Innovation US(Rank
US (Rank
1) 1)
13. Growth
12. High 0.2 4. Networking
3. Risk Acceptance
Internationalization 0.6
10. Product 0 6. Opportunity SriLanka
Sri
JapanLanka (Rank
30) 97)101)
(Rank
(Rank
0.4
Innovation Startup
11. Process Innovation 5. Cultural Support
Challenging Areas
12. High Growth 0.2 7. Technology4. Networking World Average
9. Competition
Absorption  Human Capital
0
8. Human Capital  Technology Absorption
Asia-Pacific
10.
11.Product
ProcessInnovation 6. Opportunity Startup  Process Innovation
5. Cultural Support
Innovation  Networking
US (Rank 1)
7. Technology
9. Competition
Absorption  Startup Skills
10. Product 8. Human Capital 6. Opportunity  Japan (Rank 30)
Opportunity Perception
Innovation Startup
Role of Education
7. Technology
9. Competition
Source: Global Entrepreneurship Index 2019, GEDI Absorption
20
The 2030 Agenda for Sustainable Development

Solution Framework
Sustainable Development Goals 21
 The Framework:
Transforming our world:
The 2030 Agenda for Sustainable Development
 Provides an inclusive approach to transform the world towards

sustainable development, addressing multiple development
challenges.
 Sets forth 17 Sustainable Development Goals (SDGs) with 169
associated targets and 240 indicators to be achieved in a 15-year
period commencing from 1st January 2016.
 From MDGs to SDGs:
 Although the SDGs are built on the experience and lessons

learned from MDGs, the scope of the 2030 agenda is far broader.
 Understanding SDGs:
Core Principles and 5Ps of SDGs
Intertwined Framework: Poverty Food Health Education Gender
Clean &
Water & modern
Core Principles sanitation energy
Economic
 Universal Sustainable growth &
Consumption descent jobs
 Leaving no one behind & Production
Industry &
Climate
infrastructure
 Interconnected & change
indivisible Life under Inequality

water
 Inclusive
Cities
Life on earth
 Multi-stakeholder
partnerships. Global
Peace
Solidarity
 Understanding SDGs:
“Wedding Cake” concept for SDGs:
ECONOMY
Hierarchical
categorization SOCIETY
emphasizing that
economies and
societies are
BIOSPHERE
inherently
embedded into
the biosphere.
 Role of Education in SDGs:

Interconnectedness:
Source: S.
Living
Türkeli,
Planet
Complexity
Report 2014,
and the
Global
SDGs,
Footprint
J Sustain
Network
Res. 2020;2(1)
 Role of Education in SDGs

 The challenges for sustainable development are great, which demand for
solutions that are transformational in nature.
 Thus “Education for Sustainable Development (ESD)” for competency
building becomes central in achieving SDGs.
 Knowledge development
 Knowledge sharing
 Knowledge application
 Knowledgeable People
 Learning Organizations
 Informed Society

E.g.: Competencies on Resource Efficiency in the Transport Sector of Sri Lanka
100
90
80
Percentage (%)
70
60 Low/Unsatisfactory
50
40
High/Satisfactory
30
20
10
0
Role of Education
Function

E.g.: Competencies on Resource Efficiency in the Transport Sector of Sri Lanka
90
80 Other,
Percentage (%)
70 Deploma, 2.6%
60 16.3%
50
40
30 Undergraduate,
26.8% Postgraduate,
20 54.2%
10
0
Mode of Awareness and Education Role of Informal/Non-formal Education

 Local Initiatives
 Though the Agenda 2030 is global, the primary responsibility for
implementing SDGs lies with national (and local) governments.
 Localization of SDGs is fundamental to the 2030 Agenda
 Need to adapt the goals, targets and indicators to reflect national/local
priorities and particular circumstances.
 As a signatory to the 2030 Agenda, the GoSL enacted the SD Act No. 19 of
2017 and established SD Council to provide the policy, regulatory and
institutional framework for the localization of and mainstreaming SDGs.
 At present, the National Policy and Strategy on Sustainable Development of
Sri Lanka (NP&SSD) has been drafted; and the mainstreaming SDGs into
national, provincial and local authority levels is being implemented
 Every ministry shall prepare the Sustainable Development Strategy (SDS) in
accordance with the NP&SSD
 Institutions should formulate programmes/projects under the identified SDSs.
 Localization of SDGs: Examples.
Global Target (in SDG3) Relevant Indicator/s
3.1 By 2030, reduce the global maternal mortality 3.1.1 Maternal mortality ratio.
ratio to less than 70 per 100,000 live births.
3.1.2 Proportion of births attended by skilled health personnel.
Local Target (in SDG3) Relevant Indicator/s
3.1 By 2030, reduce the global maternal mortality 3.1.1 Maternal mortality ratio by geographic regions (district).
ratio to less than 16 per 100,000 live births.
3.1.2 Proportion of births attended by skilled health personnel
by residence (Urban/Rural/ Estate), household wealth
(quintiles), education level of the mother, maternal age
and geographic regions (District).
Note: No change in these targets &
 Localization of SDGs: Examples. indicators with localization
4.7 By 2030, ensure that all learners acquire the knowledge 4.7.1 Extent to which (i) global citizenship
and skills needed to promote sustainable development, education and (ii) education for sustainable
including, among others, through education for development, including gender equality and
sustainable development and sustainable lifestyles, human rights, are mainstreamed at all
human rights, gender equality, promotion of a culture of levels in (a) national education policies; (b)
peace and non-violence, global citizenship and curricula; (c) teacher education; and (d)
appreciation of cultural diversity and of culture’s student assessment.
contribution to sustainable development.
12.8 By 2030, ensure that people everywhere have the 12.8.1 Extent to which (i) global citizenship
relevant information and awareness for sustainable education and (ii) education for sustainable
development and lifestyles in harmony with nature. development (including climate change
education) are mainstreamed in (a) national
education policies; (b) curricula; (c) teacher
education; and (d) student assessment.
 Information Sources
 Global:
 UN Department of Economic and Social Affairs: Statistic Division - Global indicator
framework for the SDGsand targets.
Web Link: https://unstats.un.org/sdgs/indicators/database/
 Local.
 Sustainable Development Council: SDG Data  Department of Census and Statistics: Website
Portal - Digital platform to monitor the progress on SDGs in Sri Lanka
of SDG implementation.
Web Link: http://portal.sdc.gov.lk/public/ Web Link: http://www.statistics.gov.lk/sdg/

Sustainable Consumption and Production
The Concept
The Basics 34
 The Issue
 The world today produces and consumes more than ever before
 The era of consumerism that encourages the purchase of goods and services
in ever-greater amounts
 Modern industrial workers now produce in a week what took their 18th
century counterparts four years
 Private consumption expenditures—the amount spent on goods and
services at the household level—showed a two-fold increase during 2000 to
2015 and an eight-fold increase since 1960.
 It is apparent that the lifestyles help to fulfil the desires and the needs of the
individuals and the society, most of which are linked to the products
consumed, the services utilized and the assets possessed.
 Further, it is not just consumption patterns of the consumers, but also the
resource consumption and environment pollution in the production and
supply of goods and services.
The Basics 35
 Lifestyles
 Lifestyle is a cluster of habits, opinions, patterns of behavior and
behavioural orientations embedded in a society and facilitated by
institutions, norms and infrastructures that frame individual choice.
 The human behaviours and lifestyles
are complex phenomena and reflect
as social prints of living, and
frame/influence the choices make for
consumption, living, traveling, working,
social relationships, health, etc.
 They are shaped by the needs and
desires of individuals, and also
maneuvered by social and institutional
contexts (influencers and motivators).
The Basics 36
 Sustainable Lifestyles
 A sustainable lifestyle minimizes ecological impacts while enabling a
flourishing life for individuals, households, communities, and beyond.
 The transformational change from unsustainable lifestyle to sustainable
lifestyles is a complex task, involving many changes on many levels, in
many domains and among many people, governance and institutions.
Broad Context
Country
Intermediate Context Province/Local Authority
City
National &
Immediate Context Transport systems & International markets
Home Infrastructure
Different layers of Neighborhood Public spaces & Systems of provision: e.g.
LIFESTYLE
context in lifestyle Work/study environment facilities water, electricity, waste
management
Norms, Values, Culture Local business &
Industry National &
Norms, Values, Culture International
Institutions
Norms, Values, Culture
Sustainable Consumption and Production 37
 The Definition
 SCP is a holistic approach to minimizing the negative environmental
impacts from consumption and production systems while promoting quality
of life for all (UNEP 2011).
 The fundamental objective of SCP is to decouple economic growth from
environmental degradation.
 The Principles
 Conserve natural resources – so there’s enough for the future;
 Promote a shift in consumption - towards products with lower energy and
materials intensity;
 Reduce waste - from extraction, production, consumption & disposal;
 Apply life-cycle thinking – in design, production, consumption & disposal;
 Guard against re-bound effect - where efficiency gains are cancelled out
by resulting increase in consumption.
 SCP Tools Waste

Sustainable
resource
management management
Sustainable Design for

lifestyles sustainability
D4S
Sustainable
Consumption and Cleaner
Sustainable Production production
marketing & Resource
(SCP) Tools Efficiency
Sustainable Sustainable
procurement transport
Eco-labelling
and
certification
 SCP Tools
Holistic Waste Management:
Examples:
 SCP Tools
Examples: Energy Efficiency and Environmentally Sound Transport (E3ST)
 SCP Tools
Examples: Livable Cities
 SCP Tools
Examples: Ethical Fashion
 SCP Tools
Examples: Sustainable Energy
 The Broader Context

 The concepts of SCP could be applied to any kind of sustainability
interventions, which provide a wide range of opportunities for socio-
economic development while safeguarding the environment, thus
contributing to achieve SDGs:
 Resource efficiency/eco-efficiency
 Cleaner production; Eco-innovations
 Sustainable design; Sustainable manufacturing; Sustainable agriculture
 Sustainable lifestyles; Ethical fashion; Eco-shopping
 Livable cities; Eco villages; Green universities; Sustainable communities
 Sustainable supply chain; Green procurement
 Sustainable infrastructure; Sustainable transport; Sustainable energy
 Poverty reduction; Green growth, Circular economy/Industrial ecology,
 Eco materials; Eco products; Eco services; Eco tourism
 Sustainable businesses; Low-carbon development

 Interconnectedness within SDGs

 The Sustainability Culture
Government
Other Other
Consumers Producers
Consumers Producers
Civil Society Business

Education for
Sustainable Consumption and Production
The Background 48
 The priorities in the education sector and the specific area of

“sustainable consumption and production (SCP)” within global
agendas and local aspirations signify the central role of “Education
for SCP (ESCP)” in achieving much anticipated “Sustainable
Development (SD)”
 This is more crucial for the transformational change of human
behaviour and lifestyle necessary for the practice of SCP in the
professional, educational, personal and other life contexts and
eventually make SCP a life-skill.
 Such radical changes demand for variety of new tools, skills,
knowledge, information and learning environment across all
related forms of education at different levels.
The Background 49
 Key Initiative in Sri Lanka

 SWITCH-Asia SCP National Policy Support Component for Sri Lanka
project (NPSC)
 Funded by EU and implemented by the Ministry of Mahaweli Development
and Environment during 2015 – 2019.
 A technical assistance programme to support strengthening the overall
government policies and institutional framework for implementation of SCP.
 Aims to enhance capacity, skills, knowledge and understanding of key policy
makers, stakeholders and the public about the main principles of SCP.
 Key Components:
 National SCP Policy & Organization
 SP Framework and SCP principles for selected sector(s)
 SC Framework, Green Procurement Policy & Eco-labelling implemented
 SCP Awareness raising & Knowledge development.
SCP Education Plan Programme for Sri Lanka 50
 In line with global initiatives in ESCP, SCP Education Plan

Programme has been developed
 Across six broader stages within formal education system
SCP Education Plan Programme
Informal Forms of Education Formal Education System

Early Primary Secondary Tertiary/ Technical/ Continuing professional
Childhood School School University Vocational development
Non-formal Forms of Education
 Non-formal and informal forms of education are treated as integral parts

providing complementary and supplementary learning tools for enhancing
the education processes and outputs.
 Common core module for each level; irrespective of the field of study or the
level of academic progression.
 The Curriculum Framework

 The SCP education plan programme for Sri Lanka is formulated in an
overarching curriculum framework:
Cognitive Competencies (Knowledge)  Leaning to Know
09 Core 08 Programme
Methodological Competencies (Skills)  Leaning to do
Competencies Outcomes
Attitudinal Competencies (Behavioural)  Leaning to be
20 SCP Thematic Areas

and Subject Topics
Common Core Module Sector-relevant Subject

09 Specific 05 Learning
for Tertiary/University Topics within the SCP
Competencies Outcomes
Education Sector Thematic Areas
 The Curriculum Framework

 SCP Thematic Areas:
Theme 1: Diversity and inclusion Theme 7: Energy Theme 13: Change management
(Values, cultures & living conditions) and Sustainability (Research & innovation)
Theme 2: Demographic structures Theme 8: Environment, Natural Theme 14: Science and
& socio-economic developments resources & their protection technological progress
Theme 3: Politics, Policy, Theme 9: Basics of Sustainable Theme 15: Mobility and
Advocacy and Governance Consumption & Production urban development
Theme 4: Globalization Theme 10: Industry, Theme 16: Inequality, poverty,
and sustainability production, services & trade social security and rural
development
Theme 5: Human rights, conflicts, Theme 11: Consumption Theme 17: Consumer rights
corruptions and peace and the environment and responsibilities
Theme 6: Global Theme 12: Education Theme 18: Food Theme 19: Theme 20:
Challenges/Issues & communication & agriculture Health & safety Waste
Key SCP Topics of the Common Core Module selected for the Universities
SCP Common Core Module for Universities 53
 The Curriculum:
 Overview:
 Module Title - Sustainable Consumption and Production
 No. of credits - 1.0 – 3.0
 Workload - 15 hrs of in-class lectures & 60 hrs of self-study
 Pre-Requisite - None. However, the understanding of the fact that SCP
is a life-long process and continuity/connectivity of earlier stages of
education is fundamental.
 Course Outline - Four main section:
 Fundamentals of Sustainable Consumption and Production
 Sustainable Production Theory & Application
 Sustainable Consumption & Tools for Practicing Sustainable Consumption
 Holistic Waste Management & SCP in Global Agenda.
 The Curriculum: Course Outline: Lecture/Presentation Topics

Sections Lecture Series Presentations
A. Overview Lecture 1: Introduction to SCP Presentation 1a: Interactive Session @ Introduction
Lectures Presentation 1b: SCP - Eye Opener
Lecture 2: SCP Overview Presentation 2: Overview of SCP
B. Sustainable Lecture 3: Circular Economy Presentation 3a: Moving Towards CE
Production Presentation 3b: Industrial Cluster Examples
Lecture 4: Cleaner Production Presentation 4: Cleaner Production
Lecture 5: Design for
Presentation 5: Design for Sustainability
Sustainability
C. Sustainable Lecture 6: Towards Sustainable
Presentation 6: Consumption Pattern
Consumption Consumption
Lecture 7: Sustainable Supply Presentation 7: Socially and Environmentally
Chain Responsible Supply Chain Management
Lecture 8: Sustainable Public
Presentation 8: Sustainable Public Procurement
Procurement
D. Holistic Waste Lecture 9: Holistic Waste Presentation 9: Understanding Holistic Waste
Management and Management Management
SCP in the Global Lecture 10: SCP in the Global
Presentation 10: SCP in the Global Agenda
Agenda Agenda
 Resource Pack:
 Course curriculum including the subject topics/outline
 Power Point Slides for 15 hours of lectures
 Handouts
 Assignments/Mini projects/Tutorials
 Case Studies
 Sample examination questions
 Teacher guide
 Soft copy of references and reading materials
 Video, etc..
 Other Key Attributes:

• Curricular flexibility:
 Depending on the context and need, different educational programmes/
disciplines of studies could extract the relevant elements from the module for
introduction to the existing curriculum with different emphasis.
 While a major part of the course content is inevitably to be common,
appropriate alterations/additions have to be incorporated into the content,
delivery and evaluation methods to best suit the target group.
 Though the proposed module is intended to be 1 credit, the educational
materials provided in this resource package are more comprehensive:
- intend to serve as both learning materials and teacher guide.
- this flexibility allows educationalists to formulate even higher credit SCP modules
to suit the requirements or offer as a stand-alone educational / training programme
(for example as a short course or seminar).
 Other Key Attributes:

 Teaching-Learning Methodology:
 Flipped Classroom Method:

 Before: Students prepare to
participate in class activities
 During: Student practice
applying key concepts with
feedback
 After: Student check their
understandings and extend
their learning
 Strategies for Introduction:

• Entry strategy, where SCP is mainstreamed as a topic taught in
existing module/s or other educational component (e.g. projects)
• Integration strategy, where SCP is integrated into the curriculum as a
specific subject; and
• Harmonization strategy, where SCP is taught as a cross-cutting
interdisciplinary theme and incorporated into similar courses, projects
and other activities across departments, faculties or universities.
Guided Discussion on
Integrating SCP to
Undergraduate Medical Lesson
Objectives of the Discussion 60
 To Identify Strategies for Introduction of SCP Concepts

to University Curricula/specific programmes;
 To Prioritize SCP Thematic Areas/ Subject Topics;
 To Revisit SCP Competencies, Programme Outcomes
(POs)
 To adapt Module Learning Objectives (LOs);
 To Revisit Curriculum Mapping;
 To propose other improvements to SCP Resource Pack.
To be completed during the discussion.
To be discussed briefly; will attend if time permits.
Strategy for Introduction 61
 Prioritize the strategy for introduction of the SCP module (Tick)

 Low Priority High Priority 
0 1 2 3 4 5 6 7 8 9 10
1. Entry strategy - SCP is mainstreamed as a topic taught in existing module/s
2. Integration strategy - SCP is integrated to the curriculum as a specific module
3. Harmonization strategy - SCP is taught as a cross-cutting interdisciplinary theme
 Remarks/Comments:
 Preferences for the SCP Module within the Curricula (Tick)

1. Preferred level of academic progression in which the SCP module is introduced
Pre- First Year Second Year Third Year Fourth Year Fifth Year
Academic
2. Preferred category of the SCP module

Common Common Field Field Complementary Other
Compulsory Optional Compulsory Optional Study (Pls specify)
3. Type of Credits 4. Number of Credits

GPA Non-GPA 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
 Time-frame for introduction (Tick)

 Immediate Short-term Medium Term Long-Term 
(Within 1 Yr) (Within 1-3 Yrs) (Within 3-5 Yrs) (> 5 Yrs)
< 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 > 5.0
1. Entry strategy - SCP is mainstreamed as a topic taught in existing module/s
2. Integration strategy - SCP is integrated to the curriculum as a specific module
3. Harmonization strategy - SCP is taught as a cross-cutting interdisciplinary theme
SCP Thematic Areas & Subject Topics 64
 Main Sections in SCP Common Core Module

1. Fundamentals of SCP (2 hr)
- Introduction to the concept of SCP.
2. Sustainable Production Theory and Application (6 hr)
- Principles and Process of Cleaner Production (CP)
- Design for Sustainability (D4S).
3. Sustainable Consumption (3 hr)
- Changing consumption patterns
- Changing behaviour.
4. Tools for Practising Sustainable Consumption (2 hr)
- Sustainable Supply Chain Management (SSCM)
- Sustainable Public Procurement (SPP).
5. Holistic Waste Management & Global Agendas (2 hr)
- Holistic Waste Management
- SCP in the Global Agenda.
 In adapting the module, prioritize SCP Thematic Areas:

0 1 2 3 4 5 6 7 8 9 10
1. Diversity and inclusion (values, cultures and living conditions)
2. Demographic structures and socio-economic developments
3. Politics, policy, advocacy and governance
4. Globalization and sustainability
5. Inequality, poverty, social security and rural development


0 1 2 3 4 5 6 7 8 9 10
6. Human rights, conflicts, corruptions and peace
7. Basics of SCP
8. Energy and sustainability
9. Environment, natural resources and their protection
10. Industry, production, services and trade


0 1 2 3 4 5 6 7 8 9 10
11. Science and technological progress
12. Consumption and the environment
13. Consumer rights and responsibilities
14. Education and communication
15. Research and innovation (Change management)


0 1 2 3 4 5 6 7 8 9 10
16. Food and agriculture
17. Health and safety
18. Global environmental changes/ issues
19. Mobility, urban development and traffic
20. Waste and hazardous materials

SCP Competencies 69
 Core competencies/specific competencies in university education:

Core competencies Specific competencies
1. Information Search, access, acquire and compile information on SCP related
competency topics from diverse sources and process them.
2. Systems thinking Recognise behaviour and inter-relationships of complex SCP
competency systems across different domains (society, environment, economy,
etc.) and across different scales (local, regional to global) and
analyse them by considering systemic features.
3. Critical thinking Challenge norms, assumptions and conventional wisdom in
competency reflecting self-values, perceptions and actions to take a stand in SCP
discourses.
4. Anticipatory Comprehend, evaluate and shape situations of multiple future
competency scenarios of SCP to form self-visions for a sustainable future.
5. Strategic Collectively design and implement interventions and governance
competency strategies with the sophistication necessary to address SCP
challenges at the local level and beyond.
SCP Competencies 70
 Core competencies/specific competencies in university education:

Core competencies Specific competencies
6. Integrated Master different problem-solving methodologies related to complex
problem-solving and diverse issues of SCP to develop locally applicable, inclusive and
competency equitable solution options.
7. Normative Elaborate and articulate self-values, -norms and -behaviours to
competency negotiate concepts and principles of SCP, in a context of conflicts of
interests and trade-offs, uncertain knowledge and contradictions.
8. Collaboration Collectively plan and perform actions with other learners through
competency collaborations, active participations and consultations.
9. Self-awareness Develop and justify the own personal options for a sustainable
competency lifestyle in line with the principle of SCP
 Modifications to CCs/SCs:
SCP Programme Outcomes (POs) 71
 After completion of the education programme, the student should

be able:
1. To envision scenarios for a desirable future and promoting work with different visions
and scenarios for such alternative and future changes needed for ensuring SCP.
2. To identify and connect the ecological, economic, and social dimensions of problems,
conceiving conditions for systems thinking to work and live with complexity in
supporting SCP.
3. To experience a sense of belonging to a common humanity, sharing values and
responsibilities and take actions to build the behaviours, values and practices of the
community for sustainable lifestyles.
4. To contextualise a problem or action associated with SCP with consideration of the
different dimensions (spatial – local/global and temporal – past/present/future).
SCP Programme Outcomes (POs) 72

be able:
5. To create the conditions for critical thinking and analysis to question assumptions and
to recognise and respect different trends and views in different situations.
6. To participate actively in functioning for change and decision-making; applying the
knowledge into practice; sharing responsibilities and engaging in joint action.
7. To engage in life-long learning approaches, with emphasis on interdisciplinarity and
innovation.
8. To manage emotions and concerns as a means to reach a deeper understanding of
problems and situations.
 Modifications to POs:
Module Learning Outcomes (LOs) 73

be able:
LO1 Define the fundamentals and concept of SCP
LO2 Describe the central role and means of changing consumption pattern and
behaviour in realising SCP
LO3 Demonstrate cleaner production as sustainable resource management, waste
minimization and management approach
LO4 Interpret the importance of product improvement and redesign as part of
sustainable manufacturing that reduces waste pollution, energy and water
consumption and end of life waste management designing for recycling and reuse
of parts
LO5 Appraise the role of Sustainable Supply Chain Management and Sustainable Public
Procurement in integrating resource efficient consumption and waste minimization
Module Learning Outcomes (LOs) 74
 Note:
LOs presented above are in lower levels of cognitive domain
hierarchy and have to be re-written depending on the academic
level of progression in which the module is introduced
 Modifications to LOs:
Curriculum Mapping 75
 Learning Outcomes (LOs) with Programme Outcomes (POs):
POs
LOs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
LO1
LO2
LO3
LO4
LO5
Lead: “X” Address; “O” Not significantly address
 Module Topics (MTs) with Learning Outcomes (LOs):

LOs
LO1 LO2 LO3 LO4 LO5
MTs
1-a Introduction to the concept of SCP
2-a Principles and Process of Cleaner Production
2-b Design for Sustainability
3-a Changing consumption patterns
3-b Changing behaviour- people's green choices
4-a Sustainable Supply Chain Management
4-b Sustainable Public Procurement
5-a Holistic waste management
5-b SCP in the global agenda
Lead: 1 - Some emphasis; 2 - Moderate emphasis; 3 - Strong emphasis
 Any Other Suggestions:

 Suggests any other improvements to the curriculum
# Suggestion
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Online Workshop on

Introducing Sustainable Consumption and Production to

23rd November 2020

Source: SERI & WU, Global Material Flows Database, 2017

GDP per Capita (USD)

Source: SERI & WU, Global Material Flows Database, 2017

Fossil Fuel Era

Source: IEA, Key World Energy Statistics, 2019

 Economic growth and resource consumption – Energy resources:

Increased dependence on imported fossil fuels

In zone of uncertainty (Increasing risk)

Source: Living Planet Report 2014, Global Footprint Network

Source: IPCC Special Report 1.5 (SR1.5), 2018

Ecological Footprint per capita (gha)

Source: Living Planet Report 2014, Global Footprint Network

Source: National Footprint Accounts 2018, Global Footprint Network

 Development and Energy:

0.8 India and China 2060

Source: Living Planet Report 2014, Global Footprint Network

 Development and Energy:

100% 20% 14%

 Development and Energy:

Although Sri Lanka has relatively less resource intensive

Source: Industrial Development Report 2011, UNIDO

 Development and Lifestyle:

GNI / Capita / Year

The 2030 Agenda for Sustainable Development

 Provides an inclusive approach to transform the world towards

 From MDGs to SDGs:

 Although the SDGs are built on the experience and lessons

indivisible Life under Inequality

 Role of Education in SDGs:

 Role of Education in SDGs

 Role of Education in SDGs:

 Role of Education in SDGs:

Mode of Awareness and Education Role of Informal/Non-formal Education

Web Link: https://unstats.un.org/sdgs/indicators/database/

Web Link: http://portal.sdc.gov.lk/public/ Web Link: http://www.statistics.gov.lk/sdg/

 SCP Tools Waste

Sustainable Design for

 The Broader Context

 The Broader Context

 The Broader Context

Civil Society Business

 The priorities in the education sector and the specific area of

 Key Initiative in Sri Lanka

 In line with global initiatives in ESCP, SCP Education Plan

Informal Forms of Education Formal Education System

 Non-formal and informal forms of education are treated as integral parts

 The Curriculum Framework

20 SCP Thematic Areas

Common Core Module Sector-relevant Subject

 The Curriculum Framework

 The Curriculum: Course Outline: Lecture/Presentation Topics

 Other Key Attributes:

 Other Key Attributes:

 Flipped Classroom Method:

 Strategies for Introduction:

 To Identify Strategies for Introduction of SCP Concepts

 Prioritize the strategy for introduction of the SCP module (Tick)

2. Integration strategy - SCP is integrated to the curriculum as a specific module

3. Harmonization strategy - SCP is taught as a cross-cutting interdisciplinary theme