International Journal of Sustainability in Higher Education

ESD PROFESSIONAL DEVELOPMENT OF UNIVERSITY

EDUCATORS IN SERBIA, CROATIA
AND MACEDONIA – COMPARATIVE ANALISYS
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Journal: International Journal of Sustainability in Higher Education

Manuscript ID IJSHE-02-2016-0036

Manuscript Type: Research Paper

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Keywords: Eduaction, Sustainable, Development, Higher, university, educators

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Page 1 of 16 International Journal of Sustainability in Higher Education

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3 ESD PROFESSIONAL DEVELOPMENT OF UNIVERSITY EDUCATORS
4 IN SERBIA, CROATIA AND MACEDONIA – COMPARATIVE ANALISYS
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8 Purpose – The purpose of this paper is to provide a comparative analysis of opportunities for
9 the development of Education for Sustainable Development (ESD) competences in higher
10 education (HE) institutions in Serbia, Croatia and Macedonia. Following that, the paper in a
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process-oriented focus explores which drivers and barriers are experienced as being the most
13 important ones and how they relate to each other.
14 Design/Methodology/Approach – For the purpose of collecting data, internet and desktop
15 research was made, which was then followed by interviews with key informants and experts
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in higher education. The interviews themselves were made face-to-face or via telephone. In
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addition, information collected from the interviews was compared with both the literature
data, as well as the official documents.
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20 Results – The comparative analysis indicated how specific institutional and cultural contexts
21 affect the development of ESD competences in higher education in the region. There were
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differences, but also common opportunities for developing ESD competences of university
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24 educators in the analysed countries. For each country, drivers and barriers, as well as their
relevance are manifested differently and specific key constructs can be identified to explain
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26 the implementation process for developing ESD competences of university educators.
27 Practical Implications – This paper tried to respond to this diversity of perspectives, contexts
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and initiatives, and attempted to extract the benefits of different approaches. There is a hope
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30 that it shall provide valuable insights in the development of ESD in HE, and in various ways
31 support a sustainable transition towards the development of ESD competences in the region.
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32 Originality/Value – This is one of the first papers that provide a comparative analysis of the
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process of ESD professional development of university educators in the Balkan countries. The
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35 value of the paper lies in its potential to help understanding the role that different drivers and
36 barriers play in different patterns of implementation for developing ESD competences of
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37 university educators.
38 Keywords: Higher Education, Education for Sustainable Development, ESD professional
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development, university educators.
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1. Introduction
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48 The role of universities in sustainable development (SD) has been increasingly discussed and
49 debated at international level since the early 1990s. The early development of the process of
50 education for sustainable development (ESD), sustainable higher education and sustainable
51 University were strongly influenced by environmental considerations (Orr and Eagan, 1992).
52 However, until now there has been broad consensus in the literature that the challenge of the
53 higher education for sustainable development (HESD) is not only an environmental issue.
54 Universities are not only the place where professionals are to be trained; many scholars argue
55 about their more important role and responsibility for sustainability by virtue of its influence
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on societies (Davies et al., 2003; Sibbel, 2009). Lozano (2006) and Cortese (2003) suggest the
58 need and significance of integrating various university responses aimed at SD. Thus, it is
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3 reasonable to assume that universities, by offering ESD could play an important role in the
4 evolution of society towards sustainability (Hanning et al., 2012) by providing: (1) research
5 on the issues of sustainability; (2) learning and teaching for the education of future decision
6 makers; and (3) organizational changes, including management processes and operational
7 parameters (Barth, 2012).
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9 Accordingly, radical changes of higher education institutions are required that, inter alia,
10 affect the teaching and research (Michelsen et al, 2008). To analyze and understand the
11 necessity for such radical changes in teaching and research, a number of concepts have been
12 developed, such as the transformative learning (Wals and Corcoran, 2006), the concept of
13 competences in decision-making and planning (de Haan and Harenberg, 1999), the inter- and
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trans-discipline and participation (Hirsch-Hadorn et al, 2006;. Hurni and Wiesmann, 2004;
16 Lawrence and Despres, 2004) and experiential spaces for sustainability (University of
17 Lüneburg, 2007). An important role has been increasingly granted to universities to connect
18 with communities, to form partnerships and to contribute to solving social problems.
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Higher education in South Eastern Europe (SEE) is currently confronted with the pressures
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21 and expectations of a variety of academic and non-academic actors, which are stronger today
22 than ever before: university is required not only to achieve excellence in research and
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23 teaching, but also to develop a number of connections with the market and the local
24 community in a way that is measurable, effective and of great importance to modern
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25 knowledge economy. In order to respond to the different expectations, the mission of

26 universities becomes dispersed, and the quality of academic activities often weakened.
27 Universities today are, in fact, largely expected to contribute to economic growth and
28 development, in order to enable countries to become more competitive at the globalized
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market. Such social context intensely weakens the traditional orientation of the Universities
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31 towards teaching and research activities, and imposes a tendency to become more
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32 entrepreneurial-oriented and market-relevant as dominant. Burdened with the challenges of

33 market orientation, as well as the continuous reduction in government investment in the
34 development of academic activities, universities in SEE countries have increasingly devoted
35 themselves to finding ways of funding, and sometimes even become a subject to political
36 pressure. The development of knowledge and skills for education of socially responsible
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37 citizens, i.e. the knowledge and skills that promote active citizenship and SD, are often
38 squeezed out of the curriculum, although exactly these skills enable students’ critical thinking
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about the society in which they live and work, while at the same time stimulate sustainability.
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41 Bearing all the above in mind, the following chapters provide a comparative analysis of
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42 opportunities for the development of ESD competences in higher education institutions in

43 Serbia, Croatia and Macedonia, as a typical example of the development of higher education
44 in SEE countries.Accordingly, this paper explores in a process-oriented focus which drivers
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and barriers are experienced as being the most important ones and how they relate to each
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47 other.
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50 2. ESD professional development of university educators
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Reconciling with nature, economic durability and stability, social justice, cultural identity,
54 and global joint effort, as the primary goals of SD (Reissman, 1998) impose new demands on
55 university teaching and learning – those who complete various education levels are now
56 required to have new competences; accordingly, new demands for professional development
57 and competences are also imposed on university teachers. The discourse of sustainability
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3 “reflects the very phenomenon considered in conjunction with the concept of key
4 qualifications” (De Haan, 1998: 18). During the past decade, the evolution of views on ‘key
5 qualifications’ has led to the replacement of this concept with an essentially different concept
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of ‘competence’ (Richter, 1995). It is a concept that follows the tendency of modern society
8 and results in “the participant no longer being in a position to apply what he has learned,
9 specifically and adapted to the situation, but more often being in a position to change what he
10 has learned according to his own needs; to integrate new alternatives for action into this
11 system; to choose among different alternatives in order to behave in a balanced way; to
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connect newly learned skills with other skills; to expand the repertory of behaviour from a
14 synergy established within himself, in other words, to expand behavioural alternatives by
15 connecting his old skills with the newly learned ones” (ibid. p. 23). When defining
16 Gestaltungskompetenz (shaping competence), De Haan (2006) states that competence
17 acquisition involves multi-level teaching task – teaching every learner and learning through
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projects and opportunities for action both within and outside the classroom. Development of
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20 these competences requires a new learning culture with innovative learning forms and
21 methods (Agenda 21, Chapter 36), in other words, directing the educational and learning
22 process towards the following didactic principles: orientation towards problem solving;
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23 orientation towards communication; cooperative orientation; orientation towards practical

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application; etc. (Reissman, 1998.)
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26 The complexity and multi-dimensionality of the university teacher profession raises a number
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28 of issues regarding their ESD competences and professional development. (Barth et al., 2007;
Cuelemans and De Prins, 2010). In addition to manage the teaching process at university, i.e.
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30 in addition to the teaching function (interpretation of knowledge in the teaching process), the
31 university teacher also performs the function of a scientist/researcher (creation of knowledge
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32 in the research process), which by all means additionally complicates the issue of professional
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34 development of university teachers and raises the issue of resolving the relation between
35 teaching and scientific-research competences in their professional development. This is all the
36 more prominent if one considers the fact that some countries have yet to define teacher
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37 competence standards in higher education, or that greater significance is attributed to

38 scientific competences of university teachers, which involve production of scientific-research
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40 results and their publication, than to improving the quality of their work with students
41 (Alibabić, 2011), according to the needs of modern development.
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43 More recent studies (Barth et al., 2007; Sleurs, 2008; Tillbury, D., 2012) and documents by
44 international organizations (UNECE, 2011) indicate that the ice surrounding the university
45 teacher phenomenon is slowly melting and that the issues of professional development of
46 university teachers for SD have finally become scientifically and professionally significant,
47 interesting and “accessible”.
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49 Adomßent et al. (2014) suggest the need for transforming university so that every university
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would become a learning institution that will create patterns of teaching and learning,
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52 involving participation, interdisciplinarity and transdisciplinarity, orientation towards the
53 problem, as well as the joining of formal and non-formal learning. These learning patterns
54 have to support the development of key competences for facing the challenges of (non-)
55 sustainable development (Adomßent et al., 2014: 3-4).
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57 Scientific literature provides several models of teacher competences for SD, which frequently
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3 overlaps regarding the competences they prescribe. Rauch and Steiner (2013) believe that the
4 KOM-BiNE competence model can serve as a frame of reference for planning,
5 implementation and reflection on activities in the field of ESD. The KOM-BiNE competence
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model consists of competences arranged on three levels: the outer layer includes competences
8 for planning, organizing, visioning and networking; the middle layer includes competences
9 for reflecting and communicating; while the core layer includes competences pertaining to
10 knowledge, action, values and feeling – to know, to act, to respect opinions of others, and to
11 feel (Rauch and Steiner, 2013: 15-19). The CSCT competence model (“Curriculum,
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Sustainable Development, Competences, Teacher Training”), describes specific teacher
14 competences in ESD (Bertschy, Künzli and Lehmann, 2013). This is a curriculum model
15 tailored for institutions dealing with teacher training and looking for ways to integrate ESD
16 into their curricula. The CSCT model focuses on the teacher as an individual, as an agent in
17 the educational institution, and as a member of a given society, so their competences concern
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both personal and social behaviour of the teacher, which together should be in service of SD.
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20 Thus, this model encompasses the entire personality of a teacher, and not only his/her so-
21 called ‘professional self’ (Bertschy, Künzli and Lehmann, 2013: 5068-5069).
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23 The competences described in the document “Learning for the Future: Competences in
24 Education for Sustainable Development” (UNECE, 2011) are grouped around three important
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25 characteristics of ESD: a holistic approach (“seeks integrative thinking and practice”);

26 envisioning change (“explores alternative futures, learns from the past and inspires
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28 engagement in the present”); and achieving transformation (“serves to change in the way
people learn and in the systems that support learning”). In addition to defining competences,
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30 the document contains a series of recommendations related to ESD and continuous
31 professional development of teachers.
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33 De Haan (2006) and Ѕleurs (2008) use different setups and models when considering ESD
34 teacher competences, but their characteristics either overlap or are very similar: responsibility
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(values, ethics, reflection); emotional intelligence (transcultural understanding, empathy,
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solidarity, compassion); systems orientation (interdisciplinarity); future orientation; personal
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38 involvement (self-motivation, motivation from others, learning); and ability to undertake
39 activities (participation skills).
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41 Having in mind that SD needs new models the key role in their design belongs to university
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42 teachers and higher education institutions. They should prepare future generations of decision
43 makers, policy makers, and business leaders (Cortese, 2003). The research presented in this
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paper focuses on identifying barriers and development drivers for professional development
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46 of university teachers in the field of ESD in Serbia, Macedonia and Croatia. This type of
47 information could prove crucial for future professional development of teachers and for
48 creating favourable environment for integration of ESD competences into their professional
49 development.
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52 3. Research Methodology
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55 The analysis is based on data obtained during the work on the first phase of EU Long Life
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Learning project “University Educators for Sustainable Development” (UE4SD), more
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58 specifically national mapping exercises in respective countries (Mader et al, 2014).
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3 Considering that there has been two years passed since the collection of project data, new data
4 on ESD professional development of university educators in each country were sought.
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6 The same methodology that had been used during the work on the UE4SD project was also
7 used to obtain new data. In this sense there was conducted an online and offline research for
8 data collection, followed by interviews with key informants and experts in higher education.
9 The interviews were made face-to-face or via telephone. In addition, the information collected
10 from the interviews was compared with both the literature data and with the official
11 documents as well.
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13 In order to process data for ESD professional development of university educators in Serbia,
14 Macedonia, and Croatia and interpret the results, a comparative analysis and analysis of
15 opportunities were carried out. The criteria for comparative analysis were based on indicators
16 established within the UE4SD mapping exercise: Recognition of ESD in Higher Education in
17 national strategies, policies or legislation; National initiatives (projects, programmes, etc.) on
18 ESD professional development for university educators; Higher Education institutions’
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strategic plans or guidelines to promote ESD; Higher Education institutions’ initiatives
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21 (projects, programmes, etc.) to support the professional development of university educators
22 in ESD; ESD as a part of the quality assurance and accreditation processes of Higher
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23 Education institutions; Higher Education networks, partnerships or main drivers (public,

24 private, NGOs) that support the professional development of university educators in ESD.
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In this regard, this paper is actually a continuation of the research within the UE4SD project,
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27 focusing on the barriers and development drivers for future ESD professional development of
28 university educators.
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31 4. Findings and Results
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4.1. ESD professional development of university educators in Serbia
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36 National legislation and strategic documents of Serbia recognize the importance and the need
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37 for ESD, but not specifically in the field of higher education. The Strategy for the
38 Development of Education in Serbia 2020 (Official Gazette of the Republic of Serbia, No.
39 107/2012) is the first comprehensive document that integrates educational policies of various
40 segments of the education system from pre-school to lifelong learning with a special emphasis
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on higher education. The issues of ESD are not particularly emphasised and discussed within
42 this Strategy, but the solutions proposed are fully compatible with the principles of SD. The
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National Sustainable Development Strategy 2008-2017 (NSDS) is the only cross-sector policy
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45 document which promotes professional development for university educators as a specific
46 objective, but without any operationalization. The NSDS Action Plan (2008) assigned
47 concrete activities, some of them promoting ESD through professional development of
48 teachers (not exclusively in higher education) and improvement of skills and capacities.
49 Unfortunately, this strategy has rarely been implemented through concrete policies and it is
50 considered ‘dead’ today.
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52 Objectives and principles of higher education regulated by the umbrella Law on Higher
53 Education (Official Gazette of the R. of Serbia, 99/2014, 45/2015, 68/2015) are related to
54 equality and accessibility; transparency and openness; lifelong learning; harmonisation with
55 the European system of higher education; and improvement of academic mobility
56 programmes; and it can be concluded that the objectives are compatible with SD principles.
57 However, ESD is not explicitly mentioned, neither the ESD professional development of
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3 university educators is regulated. The Law on Environmental Protection (Official Gazette of
4 the R. of Serbia, No 43/2011) stipulates environmental awareness raising through both the
5 education process and the promotion of environmental protection. Unfortunately, although the
6 Law talks about education in environmental protection and SD, yet the higher education has
7 not been addressed and almost not mentioned. Objectives, rules and priorities related to
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environmental protection and the need for it as well as the importance of reform of education
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10 and educational needs in this field are pointed out in the fifth part of the NSDS (NSDS, 2008).
11 Number of students in tertiary education increased in Serbia by nearly 1.6% in previous
12 school year (2014/2015). The enrolment rate of graduates from secondary schools to
13 universities is about 47.6% with further tendency of slight increase. Regarding the teaching
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staff, over 100,000 teachers were employed in primary, secondary and tertiary education in
16 2015. About 54% of all the employed teachers work in primary and lower secondary
17 education, 31% in secondary and about 15% in tertiary education (Statistical Yearbook of the
18 Republic of Serbia, 2015).
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Although the importance of ESD is recognised in the national legislations and the strategic
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21 documents of Serbia, university educators still lack ESD competences and professional
22 development opportunities, as well as any kind of national professional development
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23 opportunities for ESD competences development. It is possible that some of the reasons for
24 this arise from the fact that the teaching competences (in general) as a condition for the
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25 promotion of university teachers are neglected or even non-existing. For the development of
26 university teachers’ competences and career the scientific component is emphasized, while
27 pedagogical component is considered as less important. That certainly can be a barrier to
28 professional development of teachers in general.
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30 University educators in Serbia are not legally required to attend programmes for professional
31 development. All professional development and other life-long learning programmes are on
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32 voluntary basis. Research in Serbia shows that teachers develop their professional skills by
33 attending seminars, courses and symposiums, dealing with the various problems of modern
34 teaching, while only a few of them practice self-improvement through independent learning
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and self-education. (Alibabić, 2010)
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37 Unlike university teachers, teaching competence of teachers in primary and secondary schools
38 are firmly defined and well articulated by the National Education Council of the Republic of
39 Serbia. Moreover, some of lifelong learning programmes in ESD are developed for primary
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and secondary school teachers, but none for university educators. For example, Serbian Office
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of the Regional Environmental Centre for Central and Eastern Europe (REC) has realized a
43 project for professional development and development of competencies for the ESD in
44 primary education in Serbia, entitled “Green Pack on the Western Balkan – Support to the
45 Education for Sustainable Development” (REC, 2013). The Green Pack has been developed
46 as a multimedia education tool, designed for teachers and students in primary education in
47 Europe, although it can be also used at other levels of education.
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49 Serbia became the signatory country of the Bologna declaration in 2003, and accordingly it
50 accepted the obligation to implement the Bologna process. Following the principles and
51 requirements of the Bologna process, Serbian universities have adopted strategic plans and
52 initiated a course of action towards advancing the cause of sustainability at universities.
53 However, neither ESD was considered as a part of the quality assurance or accreditation
54 process of higher education institutions nor Universities or Faculties were obliged to have
55 strategic plans or guidelines to promote ESD. As a result, higher education institutions in
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Serbia are still lacking any kind of strategic guidelines to promote HESD. In such
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58 environment, any higher education network, partnership or main drivers (public, private, from
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3 civil sector) that support the professional development of university educators in ESD have
4 not been noted yet. There has been no significant higher education initiative or project in
5 direct response to the UNECE ESD competences developed over the past years.
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7 However, there have been some recent initiatives and opportunities that aimed at supporting
8 the professional development of university educators which may be recognised as possible
9 drivers or triggers for future efforts in this area (Milutinovic and Nikolic, 2014). When it
10 comes to formal education, environmental issues are incorporated in curricula of almost every
11 university in Serbia. Many universities and colleges of applied sciences have accredited their
12 study programmes for professional education in the environment. It can be noticed that from
13 2005 up to now the number of higher education institutions that offer curricula for
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environmental education and training of professionals for environmental protection increased
16 (Nikolić et al, 2015). SD has a ten-year history of teaching at the University of Nis
17 (Department of Environmental Engineering at the Faculty of Occupational Safety) as a
18 “pioneering” syllabus of that type in Serbia. Also, many departments in the field of technical
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19 and technological sciences, and then in natural sciences, have already introduced syllabi
20 dealing with environment protection and SD (Nikolić et al, 2015). Contrary to that, the
21 concept of SD is explicitly taught in only a few syllabi in the social sciences and humanities.
22 Exemptions from this practice can be found at the Faculties of Philosophy, Political Sciences,
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23 Economy, Law and the Faculty of Security Studies at the Belgrade University, where the
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concept of SD has been introduced in few syllabi (ibid.).
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26 The Teacher Training Department at the Faculty of Philosophy, although not having
27 developed a specific course on ESD at bachelor and master studies, has introduced it partially
28 through separate chapters in a few syllabi for adult education professionals, aiming at
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covering mostly social dimensions of SD. In general, teacher training faculties in Serbia are
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31 gradually introducing SD as a topic in their syllabi, but they focus more on ecological
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32 education and didactic-methodical aspects of eco-pedagogical work for future teachers. It is

33 interesting that the syllabi entitled “Education for Sustainable Development” exist at the
34 Faculty of Philosophy (University of Novi Sad) as a part of accredited PhD program
35 “Pedagogy”.
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Similar situation can be observed when it comes to the opportunities for higher education
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38 professionals (teaching staff and university in general): opportunities are extremely limited.
39 HESD concepts are underdeveloped and not in the focus of academic community. Some
40 recent initiatives can also be seen as exemptions. For example, the Centre for Eco-politics and
41 Sustainable Development, Faculty of Political Sciences, University of Belgrade realized a
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42 project: “Sustainable development in Serbia: comparison of British and Serbian model and the
43 influence on higher education for environment” for university teachers and students. It was
44 the first ever grass-rooted discussion on HESD in Serbia initiated by academic community
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and not imposed by the Government. Main purpose of it was to discuss the problems of
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47 HESD and to contribute to wider implementation of SD ideas at Serbian universities through
48 the comparison with experiences of some developed countries, primarily UK. However, this
49 workshop was more focused on analysis the position of HESD in curricula, and less on
50 specific initiatives on professional development.
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In general, as argued in Milutinovic and Nikolic (2014), the majority of formal education
53 HESD efforts in Serbia are strictly following the orientation towards the “education about
54 sustainable development”, instead the “education for sustainable development”. Main
55 problems in curricula is not the number of courses, but the general orientation towards
56 corrective and preventive measures and methodologies within the course contents, rather than
57 towards values, change management and substantial SD principles, that often lack.
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4.2. ESD professional development of university educators in Macedonia
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8 In the case of the Republic of Macedonia, there are some strategies, strategic documents and
9 legislations that recognize the need for ESD, but not specifically in Higher Education (HE).
10 From the point of view of national legislative basis it is worth analyzing the provisions
11 contained in the Law on Environment (Official Gazette of the Republic of Macedonia, No.
12 53/2005). Namely, some of the main objectives of the Law regarding the education on
13 environment and SD and their achievement are given at the beginning (Article 4). According
14 to the Law, there is a need for raising awareness about environmental protection in the
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education process and the promotion of environmental protection. Unfortunately, although the
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17 Law talks about education in environmental protection and SD, yet the higher education has
18 not been addressed and almost not mentioned.
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19 The Law on Environment also points out the topic of education in the sense that there is a
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special chapter titled “Other research and education activities in the field of the environment”.
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In this chapter special attention is put on the necessity for two Ministries in the Macedonian
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23 Government, i.e. the Ministry of Education and Science and the Ministry of Environment and
24 Physical Planning, to provide support to the research of the environment and projects for the
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25 protection of the environment based on the annual program. These activities should be
26 financed by the central budget through an annual Program for investing in the environment.
27 At the same time, the Minister of Environment and Physical Planning planned out to give the
28 necessary support to the educational and scientific institutions, to professional organizations
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29 and NGOs established due to the promotion of the protection of the environment and SD and
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enforcement of relevant educational activities.
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32 In the National Strategy for Sustainable Development in the R. of Macedonia (Ministry of

33 Environment and Physical Planning, 2009) only minor attention is put on the higher
34 education. Actually, the Strategy recognizes the need to remodel the policy for higher
35 education with particular reference to the dimensions of SD. In this respect the Strategy
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requires necessary coordination with other economic and social policies, in order to provide a
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38 consistent policy aiming at higher economic growth and SD. Unfortunately, the Strategy does
39 not contain precise measures for its realization in practice. In a way the Strategy touches the
40 issue of HESD professional development, by elaborating the topic of outdated curricula and
41 methods of teaching, and concluding that one of the main reasons why the graduates lack
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42 adequate knowledge and skills is the use of the outdated curricula and methods of teaching at
43 all levels of education. According to the Strategy, the methods used are not in accordance
44 with the needs of the modern world. In fact, they neglect the importance of functional
45 meanings (such as problem solving and critical thinking) and do not prepare the students to
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function in a society which is knowledge based (for many occasions, this is targeted as one of
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48 the major weaknesses of the system of higher education in Macedonia).
49 Strategy for the Development of Education in the Republic of Macedonia (Ministry of
50 Education and Science, 2000), among other things, recognized the need for continuous
51 professional development of university educators and for new approaches in the processes of
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education, inclusion of new contents, as well as taking into account the topic of environmental
53
54 quality and its improvement. On the other hand, more selective approach in identifying
55 priorities and their better connection with social necessities, including specific action plan, are
56 lacking. The National Program for the Development of Education 2005-2015 (Ministry of
57 Education and Science, 2006) includes nine separate programs and contains precisely defined
58 values, principles and challenges for the education’s development, with a time horizon of 10
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3 years. Necessary activities were defined as well, but except for having defined the holder of
4 the activity, there were no defined financial resources needed to implement the activity, nor a
5 defined deadline. Also, there is no particular priority to the offered activities. In comparison
6 with the SD, yet at the very beginning of the National Program stands that the National
7 Program itself is dedicated to the advancement of knowledge and strengthening of the culture
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of residence of the citizens in Macedonia. It strives to provide full contribution to the
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10 realization of the SD and improvement of society and its affirmation as an equal and
11 respectable member of European community. Finally, in this Program it is stated that the
12 education occupies central position as undisputed key to SD, quality and competitiveness.
13 Almost none of mentioned documents (neither legislation nor strategies) refer to ESD
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professional development for university educators. In fact, SD is a topic that is mentioned
16 very often in most of the documents, but it is not proposed as a strict component of the
17 university educators’ professional development.
18 One of the interesting and innovative ideas drafted in Macedonian NSDS (under the chapter
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“Strategic actions for reaching sustainable development in the Republic of Macedonia”) is
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21 innovative institutional set-up for supporting the realization of the SD. That is the idea for
22 establishing so-called University Campus for Sustainable Development (UCSD) funded,
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23 established and developed as public-private partnership. UCSD was supposed to be

24 responsible for enforcing the SD in terms of research and studies based on the Strategy’s
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25 objectives. UCSD was imagined as a kind of green-field project i.e. as a new university
26 campus outside the capital. Planned as a driving force for regional development and
27 innovation, as well as “a place for new ways of thinking, innovation and residence”, UCSD
28 was targeting motivated, proactive and innovative students from Macedonia and neighbouring
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countries who are committed to the general vision for SD. Unfortunately, so far this idea has
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31 not been transformed into practice yet.
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32 Macedonian higher education institutions are not obliged to have strategic plans or guidelines
33 to promote ESD, and so far there is no evidence of such documents. Concerning the
34 professional development of university educators in ESD, for the time being, it is an issue left
35
to the professor/educator him/her self. The process of improvement from the viewpoint of
36
professional and scientific competences is not institutionalized, and the impression is that it
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37
38 does not follow the contemporary development. In fact, most of the educators are left to
39 satisfy the necessity of professional development in ESD by voluntarily attending seminars,
40 workshops, scientific conferences and similar events.
41
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42
There are exemptions from the previous. Namely, some universities/faculties already have
43 introduced syllabi or even study programs (curricula) on environmental protection and SD.
44 This is referred mainly to faculties of natural sciences (chemistry and biology), faculties of
45 agriculture, forestry, geography, faculties of spatial planning and architecture, but also
46 faculties of social sciences, as for instance faculties of law, economics etc. These faculties
47 have syllabi in ecology or environmental protection. Some chapters of the programs are
48 devoted to the topic of SD. It is worth to mention the privately owned Integrated Business
49 Faculty and its undergraduate curricula on Sustainable Development - Environmental
50
Economy with several syllabi on environmental protection and SD. Also, the biggest and the
51
52
oldest University in Macedonia Ss. Cyril and Methodius University established in 2011
53 master curricula in Engineering of Environment and Natural Resources.
54 ESD is not included as a part of the quality assessment and accreditation process of higher
55 education institutions. Moreover, there is no record of any Higher Education network or
56
partnership that supports the professional development of university educators in ESD. The
57
58 criteria for professional development and selection to the academic and scientific titles for the
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1
2
3 university professors/educators do not include the field of SD. Also, none of the higher
4 education initiatives or projects developed in response to the UNECE ESD competences
5 could be recognized.
6
7
8 4.3. ESD professional development of university educators in Croatia
9
10
11
12
There are 137 HE institutions in Croatia with almost 190,000 students. ESD is not integrated
13 within higher education and professional development opportunities for university educators
14 to develop ESD competences are limited.
15 In its basic document Strategic Development Framework for 2006-2013, Croatia identified
16
sustainable development as one of ten strategic areas. Strategy for Sustainable Development
17
18 of the Republic of Croatia (“Official Gazette”, 30/09) sets out basic objectives and measures
for sustainable development of economy, sustainable social development and environmental
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19
20 protection and identifies key challenges for their accomplishment. One of the prerequisites for
21 further development as stated in the Strategy is a society based on knowledge and education
22 for sustainable development. Action plan for education for sustainable development, as
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23 instrument of implementation of the Strategy was passed in April 2011. One of the priority
24 areas was entitled “Strengthening competences of educators and decision makers”, with the
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25 special emphasizes on pre-school and primary school teachers, and limited focus on HE.
26
27 Higher education institutions in Croatia have strategic plans or guidelines to promote ESD,
28 but they do not have initiatives (project, programmes, etc.) to support the professional
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29 development of university educators in ESD.

30
31 Similarly as in Serbia and Macedonia, ESD does not represent a part of the quality assurance
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32 and accreditation processes of higher education institutions in Croatia.There are no higher

33 education networks, partnerships or main drivers (public, private, NGOs) that support the
34 professional development of university educators in ESD.
35
36 Although national professional development opportunities for university educators to develop
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37 ESD competences are extremely limited, some initiatives for HESD competences
38 development exist. However, there are neither teaching competences requirements for HE
39 educators, nor demands for professional development in teaching. Teaching competences and
40 pedagogical training are not the criteria for enrolment and promotion in HE institutions. In
41
ly

practice it means that majority of university educators lack teaching competences. Younger
42 generations of university educators are aware of it and willing to attend courses for
43
development of such competences. Good practice example of such activities is the program
44
45 for HE educators’ professional development named Teacher competences in higher
46 education: Learning and Teaching, offered yearly by The Faculty of Humanities and Social
47 Sciences at the University of Rijeka for HE staff at the beginning of teaching careers. The
48 program is designed to offer SD competences in “Learning to know, learning to do, and
49 learning to live together” format, including templates of cognitive functioning of students;
50 planning of changes in everyday practice; etc.
51
52 Another initiative is the annual two-days School for Sustainable Development organized by
53 the University of Rijeka Foundation for students from 2013 in a form of informal education
54 event. The purpose of the School is to raise participants’ awareness about the necessity of
55 introducing changes in the community and to educate students about the importance of
56 sustainable development. The Programme is free of charge and is delivered through lectures.
57
58 University educators in Croatia are not obliged to attend programmes for professional
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1
2
3 development. They are obliged to publish scientific papers, attend conferences and hold
4 certain amount of teaching hours. Professional development, attending seminars and other
5 life-long learning programmes are left to their personal choice.
6
7
8 4.4. Comparative Analysis
9
10
11 The comparative analysis shows very similar situation in all three countries when assessing
12 national legislation or strategic approach (Table 1). Strategic and regulatory framework that
13 regulate ESD and HESD is developed, including strategies and laws on higher education, on
14 environment, and the importance of the general need for ESD is recognised, but not
15
specifically in the field of HE. Actually, the ESD is not explicitly pointed out in the laws on
16
17 higher education, neither the professional development of university educators is regulated by
18 these laws. Also, the laws on environmental protection in all three countries focus on the need
Fo
19 for raising awareness for environmental protection in the education process by omitting HE.
20 Similar attitudes are noted in the strategies for the development of education or national
21 strategies for sustainable development in Serbia, Macedonia or Croatia.
22
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23
24 Table 1: Indicators of establishing ESD at Higher Education Institutions (HEI)
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25 in Serbia, Macedonia and Croatia

26
27 Serbia Macedonia Croatia
28
Recognition of ESD in HE in national strategies,

X
X
X
X

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29
30
policies or legislation
31 National initiatives (projects, programmes, etc.) on

X
X
X
X
X
X
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32 ESD professional development for university

33 educators
34
Do HE institutions have strategic plans or guidelines
35
to promote ESD?
X X
X
X
36
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37 HE institutions’ initiatives (projects, programmes,

38 etc.) to support the professional development of
X X X
39
university educators in ESD
40
ESD as a part of the quality assurance and
41 X X X
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42 accreditation processes of HE institutions

43
Higher Education networks, partnerships (public,
44
private, NGOs) that support the professional
X X X
45
46 development of university educators in ESD
47 Source: Authors’ own research.
48 Legend:
- yes; X - no.
49
50
51 According to the adopted principles of the Bologna process, universities in each of the
52 analysed countries have already adopted strategic plans regarding the presence of principle of
53 sustainability at universities. However, the ESD is not considered as a part of the quality
54 assurance or accreditation process of HE institutions nor universities or faculties/departments
55 are obliged to have strategic plans or guidelines to promote ESD. Consequently, HE
56 institutions in the three countries still lack any kind of strategic guidelines to promote ESD.
57
58 Bearing in mind all the previous, it is understandable that there is no significant HE
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1
2
3 institutions’ initiative or project in direct response to the UNECE ESD competences
4 developed over the past years. Moreover, higher education networks or partnerships (public,
5 private, NGOs) that support the professional development of university educators in ESD
6 were not recorded.
7
8 It can be concluded that all the above-mentioned common characteristics of the analysed
9 countries represent barriers for future ESD professional development of university educators.
10 Among them, certainly the main barrier arises from the fact that the ESD is not integrated in
11 HE area and there are no opportunities for university educators to develop their own ESD
12 competences. In addition, the teaching competences (in general) as a precondition for the
13 promotion of university teachers are neglected. Namely, on one hand the emphasis is put on
14
15
the scientific component, while on the other hand the pedagogical component is considered as
16 less important.
17 Despite the results from the performed analysis of the influential barriers, the common picture
18 could be seen as promising. The comparative analysis offered some optimistic insights based
Fo
19
on indicators taken in consideration. From here, several drivers for ESD professional
20
21 development of university educators in Serbia, Croatia, and Macedonia could be derived.
22 First of all, the strategies for sustainable development in the three countries recognize the
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23 need to remodel the policy for higher education with particular reference to the dimensions of
24 sustainable development. The issue of education occupies a central position as undisputed key
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25
to sustainable development, quality and competitiveness. It is important to notice that from
26
27 the strategic point of view, the methods used are not always in accordance with the
28 contemporary needs, neglecting the importance of functional meanings (such as problem
solving and critical thinking).
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29
30
Also, the initiatives for development of teacher competences in higher education in general
31
could be seen as a kind of driving force. Having in mind that there are no teaching
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32
33 competences requirements for HE professors/educators nor demands for professional
34 development in teaching processes, these initiatives could play very important role.
35 Finally, not neglecting the previous ones, probably the most promising driver is the notion
36
that when it comes to formal education, environmental issues are incorporated in curricula of
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37
38 almost every university in three countries. There are significant number of universities and
39 faculties that have already introduced subjects (syllabi) or even complete study programs on
40 environmental protection and sustainable development. What appears to be of greatest
41 significance for their transformation to real driver is the necessary shift in orientation of these
ly

42 syllabi and curricula: from the “education about sustainable development”, to the “education
43 for sustainable development”.
44
45
46 5. Conclusion
47
48
49
50
ESD is still not in the focus neither of the policy makers nor the academic community in the
51 Western Balkans. It is not surprising, given the complex challenges the region faces and the
52 long history of neglected efforts to harmonize development patterns with SD principles. The
53 research argues that although the umbrella framework for both the SD and educational reform
54 is favourable, many by-laws, procedures and systemic preconditions for ESD, and more
55 specifically, HESD implementation are missing. Moreover, the research indicates on
56 deficiencies in policy integration in the analysed countries: SD is still perceived as sectoral
57 issue, related to the environment. This explains the fact that it is hard to find ESD as a key
58
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Page 13 of 16 International Journal of Sustainability in Higher Education

1
2
3 topic of higher education reform in analysed countries (rather it is entrepreneurial university,
4 research-oriented university, etc). In the environment like that the academic community itself
5 is largely ambivalent to reform and self-regulation of its own relationship with ESD. This
6 explains the absence of HESD competences as criteria for enrolment and promotion in
7 analysed countries, as well as lack of concrete ESD actions or any institutionalised (or even
8
influential) HESD network in the region.
9
10 Hereby, it is understandable why the opportunities for ESD competences development are
11 modest. In this sense, the priorities in professional development of university educators
12 related to ESD in analysed countries should be as follows:
13
14
• Bearing in mind that all three countries have their national legislation and strategies
15
for higher education, it appears a necessity to modernize and upgrade them in
16 accordance with international documents and acts (adopted at the Conference in
17 Vilnius). This is a way for acquiring new knowledge and skills concerning
18 sustainable development, and adopting positive values and attitudes.
Fo
19 • The previous should be understood as a first step to overcome the shortcomings of
20 the national systems for professional development in higher education. Namely, for
21 the time being, the university professors/educators lack pedagogic education and
22 training, and consequently didactic skills. The practice shows that university
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23 professors/educators need pedagogic education (something that teachers at primary

24
and secondary schools do already have). This is relevant especially in the case of
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25
26 new and young university associates.
27 • By and large, the process of quality assurance of HE institutions should not be
28 connected with assessment of the quality of research only, but to the quality of
vi

29 teaching processes, too.

30
31 Promising good practices (currently noted as exceptions, rather than as constituencies of the
ew

32 system) can be seeds of new practices and should be supported by decision-makers and the
33 academic community.
34
35
36
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37
38
39
40
41 References
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