A Multi-disciplinary Partnership for the effectuation of ESD

The construction process of a Multidisciplinary Partnership

The OPEDUCA-project started out from the articulation of a holistic perspective on the development of youth and evolved towards ESD-based Education, a process requiring and enabled through a multidisciplinary partnership. Its construction consisted of hundreds of semi-structured interviews (table 1.1) with people from every sector of potential interest. It therewith involved not only the educational, academic, industrial and governmental sector, but also people active in sports, the arts, health, culture and a range of other domains. Real world concreteness and people’s capacity to draw from personal experience were the determinants for the formation of a growing community, authenticity the key selector. Researchers and policy developers in the field of ESD participated in a representative number (over 120 resp. 70) yet made up a small portion of the whole (n=1.221, 10 resp. 6%).

The structured part of the exchanges, mostly by personal interview, consisted of a time and over again hand drawing (see fig. 1.1) of the Dimensions of ESD, followed by the visualisation of ongoing future oriented learning processes as an upward pointing line throughout the fragmented educational system and into the world of work. Argumentation regarding the future-defining themes followed from a joint reflection on what the ongoing learning process should consist of and which themes would be ‘universal’ and ‘ever relevant’. Interviewees provided an enriching variety of views and points of application from their perspective, experience and disposition. From there the depiction of a continuous learning processes was expanded, the breaking points between the stages of schooling and the perceived or experienced mismatch with the world of work reasoned through.
Experiences and anecdotes were shared while the rationale prevailed. The exchanges delivered an engaged and rich narrative on the substance and spirit of ESD while favourable terms that mark the discourse on sustainable development were avoided.
Not more than 4% (49) of interviewees argued the envisioned perspective went too far beyond (their) contemporary practice or conviction. Seeking arguments by ways of continued debate, we noted that most of them were not led by alternative ideas but held positions they considered to become criticized or even endangered should the concept reach broader practice.

Parallel with the interviews, evolving OPEDUCA-practices were presented over
160 times to schools and a variety of larger audiences (ranging from ap. 20 to over 250, average 55) by ways of a 40-50 minutes presentation. The narrative, followed by critical interaction, was almost identical to the interview structure and remained consistent over the years. Consequently, the proposed re-conceptualisation of ESD (Chapter 3) was put to the test continuously, the principles scrutinized, criticized, analysed and eventually strengthened in an iterative process that expanded to transformative thinking and action. Since schools, industry, governmental bodies and

universities were joint in presentations and debate, the integrative reasoning challenged over and again while parties infused their views and standpoints.
Seeking further proof of concept, the presentation was used without any alteration (using the same wording, pictures, examples from practice) in expert- and practitioner meetings in over ten other countries . We initially thought it remarkable to not only find the same positive response in each single case, but that also questions, remarks, challenges and hopes voiced were nearly alike.

The intensity of the process in combination with an increasing application of the instruments in practice, clenched the network and strengthened the concept. Lessons from first practice crystallised ideas and propositions. Being transdisciplinary from the beginning, the application of the concept therewith touched gradually on its validity in various sectors. As ever more convictions were incorporated, the OPEDUCA-concept became more unshakable and withstood critics ever better while understanding grew as to what people considered most relevant, regarded problematic, challenging and motivating in sustainable development.

The extensive and qualitative approach had more in common with a Delphi research than a consensus-seeking process. Since an initial vision and principles were put on the table up front and not co-constructed, the process reminds of but was not an appreciative inquiry (Bushe & Kassam, 2005) . It is more accurate to say a normative was developed acknowledging the descriptive, proactive thinking and proposals resulting from the projection of an ideal model (Baron, 2000).

Distribution of interviewees

Building on direct feedback, the following factors were seen as most constructive by interviewees and later participants:
- The notion of a joint interest for youth development as the cornerstone for ESD.
- The fact interviews and presentations went to the heart, the message perceived as encouraging and hopeful, thought-provoking while not avoiding inflammatory statements.
- Formal education was not trampled on, instead of popular unsubstantiated criticism a better perspective was offered, an applicable alternative envisioned.
- The layout of images of a future though near practice, enlivened by a series of detailed examples, brought forth by convincing narrative and acceptable argument (a notion of realistic vistas).
- The delineation of instruments providing practical perspective, responsive to own experience.
- The depiction of ESD as a positive, the sense of an overarching purpose.
- The clear and present involvement of Teachers and Students as developers instead of spectators.
- The process not instigated by a governmental or university program, nor any other institution, provided a feeling of being of use and need, starting from ‘ordinary’ practice.
- The sensation of an assembled variety of people and organisations.
- The active presence of major industry providing further proof of engagement and commitment.
- The expression of the message ‘with relentless energy and conviction’.
- The personal address, also participants holding substantial authority engaging on eye-level, drilling through functions, positions, roles, structures, a sensation of togetherness.
- The sensation of empathy, a well-wrought understanding of the other’s occupation and business.
- The gathering and joint approach of primary, secondary and further education, thus far unprecedented in ESD.
- No upfront arrest of societal developments.

The approach had 4 weak points, inherent to its constructive assets:
- The breath, depth and style of the proceedings was conceived as laborious, lengthy and energy-draining.
- As supportive practice in schools already got underway, the ongoing process took (too) much time and attention away from it. The ‘turmoil’ of development did not allow for a secure caretaking of first practice.
- The approach requires the ability to build an extensive high-quality network first-hand.
- The breadth and tempo of the process left insufficient opportunity to critically address every participants’ sincerity.

As to the degree in which the development of OPEDUCA was organised, it is relevant to note several organising structures were put in place over the years:
- The ‘Leadership Forum Learning for the Future Netherlands’ (2007-2010), each time bringing together ap. 20 industry-managers, school executives, policy developers, researchers and politicians on the national level.
- The ‘School Leaders Network’ made up of 30-40 school leaders across the board of education during the entire research-period.
- The ‘RCE Rhine-Meuse’ (1.1) that took a forefront and coordinating role in the European community of eventually 27 RCE’s. The RCE initiated, organised and hosted several RCE-meetings on the European level, started the ‘European RCE Alliance’ and held the ‘Global RCE Conference 2011’, welcoming 185 experts, researchers and policy developers in ESD from over 70 countries worldwide.

The Critical Real(m) of an OPEDUCA-region

The Patched Landscape of Education

The educational potential of a region was found more scattered and at risk then eventually perceived. Metaphorically speaking, it is a ‘patched blanket’ where new ventures challenging the inertia of the system become interlocked with it or disappear altogether, patches torn loose mended in place by power structures in indiscriminate fashion. To bring all and everybody with potential value for youngsters’ development together, not only requires immense effort and persistence, but also contradicts with the societal fabric as it requires the de-patch of a blanket many stand on and live from. Moreover, since people change role and position, alter opinion, preferences, interests and reshape their disposition,
the orchestration of a hornet’s nest to play Bach seems a walk in the park.

Continuing the analogy, the conceptual strength of the OPEDUCA-concept delivered a strong new yarn and sharp needle drenched in the potential of transition, therewith holding the promise to transform the societal patchwork to a coherent whole. Therewith those seeking coherence and togetherness found a joint momentum led by vision. It was however a mistake to believe that also most prominently coloured patches, namely those in the field of STEM and Environmental Education, would eventually develop along. Even though the benefits of a joint approach were acknowledged and remain undisputed until today, such proved credulous. We had to acknowledge:
- some patches in the educational landscape are intended to be and remain so,
- several yarns appeared pervaded by personal interests (mostly funding- and job related),
- what seemed patches were holes in the landscape, only noticed when stepped on or scrutinised,
- the number and variety of patches grows due to a constant influx of new fabric and (re-)designs.

The Essence of Primary Partners

The effectiveness of a multidisciplinary partnership for ESD strongly correlates with the social-economic position of the constituting organisations. We gradually discerned between a primary, secondary and tertiary sphere:

• Primary, holding organisations that deliver first line tangible goods and services, such as in manufacturing but also those in greenkeeping and regional water authorities. This inner-dimension of social-economic activity proved defining in terms of relevant first-hand knowledge and experience in real-world settings as well as for the quality of the entire partnership.
• Organisations in the secondary sphere, grossly defined as those servicing the ones in primary. These provided fewer educational values, effective partnership depending on the degree in which products and services could be articulated in a tangible way.
• Organisations in the tertiary sphere, providing less tangible general services, could mostly only partner through the qualities of the persons directly involved.

Any diversion from this simple selective approach (overweighing the secondary and tertiary sphere) appeared to not only weaken the partnership but eventually deteriorate practice once underway.
We base this finding also on many yearlong studies of over 20 RCE’s throughout Europe and 15 beyond, being exemplary attempts to realize regional multidisciplinary partnerships for ESD. Except for 3 besides the RCE Rhine-Meuse, most were built outside in (from tertiary), leaving them only partly functional. We observed the ‘outer’ spheres (service providers, University-faculties, Cities, NGO’s, consultants)
to smother the inner in terms of action-competence, following their claim for visibility, funding and esteem.
It proved elusive to understand a multi-disciplinary partnership for ESD as a
gathering of societal actors that presently (claim to) represent regional efforts
in sustainable development; claim and authenticity too often separate qualities.
In general, we found the argument that a (regional) partnership for ESD should reflect societal actors in the field not valid. At its best such leads to an ill-founded bridging of parties resting on mutual interests but not a merger of efforts. Phenomena such as institutionalised offerings, societal movements, political intervention and existing networks were found to often more hinder than effectuate an authentic development of ESD.

Stuck in the System

A multi-disciplinary cooperation reasoned and understood from the perspective of knowledge- and competence development for ESD does not result from institutional agreements and projects lined out but from the authenticity, dedication and perseverance of the persons involved. Building on our notion of a ‘patched landscape’ and the relevance of ‘primary organisations’, we found no evidence of the premise that a broad engagement of key change agents across the system and its components leads to an alignment of multiple levels and contexts for ESD. The system’s components, imagined as gears interlocking in a series of complicated cause- and effect relations, are often either too far apart or defined by single functional dependencies instead of continuously interlinked active processes embodying change capacity. Regarding persons perceived as change agents in the system’s components, ambition and knowledge appeared subject to place and position,
most hanging in strings within a tightly woven whole. Strings with the quality of rubber strands that leave some room for renewal and motion but swiftly snap an agent back in the status quo.

Timing and Balance

The time- and energy consuming character of the construction of a multi-disciplinary partnership is on the one hand a conditio since qua non, on the other a restriction for success for reasons of timing and balance. As success unfolds, a growing partnership risks to crush under the weight of its own exoskeleton when it lacks a minimum of forward energy, of movement. A more gradual progress by match of purpose while others are still coming in conflicts with earlier partners’ tendency to seek application and justification of their partnership.
Managing the variety in timing is more complex when the multi-disciplinary partnership is as boundary-crossing as envisioned, following intrinsic differences in tempo of organising and acting. Consequently, even when purpose is matched and action projected, unbalanced operational timing is seen to hinder the envisioned dovetailing of concrete activities.
As a third aspect in timing and balance, partners that ‘got the picture’ tend to ‘go for it’ while instrumental elements and operational aspects are still on the drawing board in need of orderly application. Depending on their moment of entry, they experience and generate a different practice, involvement and sense of ownership. To put this lesson learned figuratively, during the OPEDUCA-project early and most excellent adopters dived in while the pool was still being filled.

Critical Succesfactors

Complementary to the factors that contributed to the formation of a regional
multi-disciplinary alliance for ESD (6.1.1), the above-described critical characteristics and factors were counterbalanced by 6 distinct qualities of an OPEDUCA-region:

Whole People

The possibility of authentic personal cont(r)acts; as conceptually proposed,
what is dividend or secluded by disciplinary or organisational aspects, what we artificially segregated in our societal construct and feeds polarisation and alienation, was seen joined again in the person. ‘Whole’ persons appeared more capable to (re-)establish intergenerational connections, of transboundary value-transmission and the application of a sense of history as well of social constructivism, learning by way of direct exchanges with others, co-constructing meaning.

true Understanding to establish Empathy

• The sensation of empathy effected in a well-wrought understanding of the other’s occupation and business was functional for the attraction and bonding of additional partners in the primary sphere.

Partners 'strange' to ESD

The learning can feed from a regional multitude and diversity of actors and phenomena beyond those placed or presumed essential to ESD; people and organisations that together embody a rich variety of educational values reach further than the institutionalized establishment.

Truly real and nearby sustainability

Sustainability issues are more near in local habitat, can be encountered, exchanged on, effected, critically assessed as real.

A Multi-disciplinary Partnership
for the effectuation of ESD