Call for Expressions of Interest GUIDELINES DOCUMENT

Transcription

1 Call for Expressions of Interest GUIDELINES DOCUMENT Establishment of a SARUA Curriculum Innovation Network Development and Delivery of a regional Master s Programme in Climate Change and Sustainable Development Deadline for EOI submission: Friday, 20 March Central Africa Time

2 Note on Process The Expression of Interest (EOI) phase is an important initial step in the establishment of a SARUA Curriculum Innovation Network (SCIN). The SCIN is being set up in tandem with a tangible project to develop a Master s degree curriculum and courseware in climate change and sustainable development, to support curriculum innovation in the region. The results of the EOI phase will determine which university delivery consortia will be invited to tender for the contract to develop the Master s curriculum and courseware. The initial process to appoint and contract a delivery consortium is expected to last until June 2015 and the contract to develop the curriculum and courseware is expected to last until February months months Nominations for Curriculum Innovation Working Group (CIWG) THIS DOCUMENT EXCO CIWG appointed Call for Expressions of Interest (EOI) from universities and stakeholders CIWG Shortlisting of university delivery consortia Invitation to Tender (ITT) issued to shortlisted university delivery consortia CIWG Selection of university delivery consortium Contracting of delivery consortium Curriculum and courseware development Jul 15 Feb 17 Jan 15 Feb 15 Mar 15 Apr 15 May 15 Jun 15 Key dates in the initial process are: Event Date Call for Expressions of Interest (EOI) issued 13 February 2015 CIWG Nominations Process closes 18 February 2015 Deadline for Expressions of Interest to be submitted 20 March 2015 Invitation to Tender (ITT) issued to shortlisted university consortia 7 April 2015 Deadline for Invitations to Tender to be submitted 22 May 2015 Selected university consortium contracted 12 June 2015 Curriculum development and courseware development commences 1 July 2015 SCIN EOI Guidelines 13 February

3 Deadline for EOI Submission Completed Application Forms must be received by 20 March 2015 at 16h00 Central African Time (CAT). All submissions must be made electronically, via . The onus is on the sending party to confirm receipt by the deadline. Submitting hard copies are optional, and will not be accepted without electronic copies also received by the cut-off time. EOI Application Forms and supporting documentation must be submitted to the following addresses. Electronic submissions (compulsory) Via Hard copy submissions (in addition, optional) Via Post: SARUA Curriculum Innovation Network EOI FOR ATTENTION: Botha Kruger Higher Education Management Africa PO Box 2197 BELLVILLE 7535 SOUTH AFRICA More information on the minimum required information is contained in Sections 3, 4 and 6 of this EOI Guidelines document. SCIN EOI Guidelines 13 February

4 Contents GLOSSARY OF TERMS INTRODUCTION Background to SARUA SARUA Programme for Climate Change Capacity Development Climate Change Counts mapping study Network design SCOPE OF EOI Rationale for a regional Master s programme Principles guiding the SCIN EOI REQUIREMENTS SCIN categories of participation Contracted roles and voluntary contributions Eligibility criteria for EOI participation University delivery consortia Participating universities External stakeholders Contributing individuals Evaluation criteria Evaluation criteria for university delivery consortia REQUIREMENTS FOR THE CURRICULUM FRAMEWORK Broad and orientating rationale Starting principles The curriculum framework should have a regional focus and developmental outlook Regional leadership, visibility and accessibility Curriculum innovation Essential elements Curriculum structure Regional knowledge exchange and flexible uptake Informed by research Niche areas and elective streams Institutional issues to consider PUBLISHING STRATEGY Strategic objectives Publishing model Products Authorship Review Marketing Intellectual property SHORTLISTING AND INVITATION TO TENDER PROCESS FOR EOI SUBMISSION ANNEXURE A: REGIONAL SCIN START-UP PARTNERS ANNEXURE B: SCIN UNIVERSITY DELIVERY CONSORTIUM CONTRACTING PRINCIPLES SCIN EOI Guidelines 13 February

5 Glossary of Terms Concept Climate-resilient development pathways Definition The Intergovernmental Panel on Climate Change (IPCC) notes that: Climate-resilient pathways are development trajectories that combine adaptation and mitigation to realize the goal of sustainable development. They can be seen as iterative, continually evolving processes for managing change within complex systems. 1 This highlights the need for a focus on both adaptation and mitigation in pursuing climate-resilient development. A more detailed definition of climate-resilient development pathways, taken from the glossary of the Fifth Assessment Report prepared by the (IPCC) 2, states that these are: Evolutionary processes for managing change within complex systems in order to reduce disruptions and enhance opportunities. They are rooted in iterative processes of identifying vulnerabilities to climate change impacts; taking appropriate steps to reduce vulnerabilities in the context of development needs and resources and to increase the options available for vulnerability reduction and coping with unexpected threats; monitoring emerging climate parameters and their implications, along with monitoring the effectiveness of vulnerability reduction efforts; and revising risk reduction responses on the basis of continuing learning. This process may involve a combination of incremental changes and, as necessary, significant transformations. Curriculum framework The curriculum framework is the broad framework within which the SARUA curriculum in climate change and sustainable development will be grounded. It contains an overall orientating rationale, underpinned by a set of starting principles that originate from the SARUA Climate Change Counts mapping study. It includes some of the key elements necessary for developing a Master s level curriculum for climate change and sustainable development, including broad recommendations on the ethos and approach to be inculcated in the curriculum, as well as certain key directions for contents, learning and research support. 1 IPCC 2013 Fifth Assessment Report: Impacts, Vulnerability and Adaptation. Technical Summary, draft October IPCC (20013), currently in draft form. SCIN EOI Guidelines 13 February

6 Concept Curriculum Courseware Curriculum Innovation Working Group Master s programme Network SARUA Curriculum Innovation Network Definition The curriculum is a detailed document, to be developed after an Invitation to Tender (ITT) process by the selected university delivery consortium, containing at least the following sections: Rationale Modular framework and approach (e.g. core courses and electives) Credit allocation per module and for the programme overall Objectives / learning outcomes per module and for the programme overall Content outline and rationale for each module Approaches to teaching and learning Learning resources Assessment Evaluation Proposed delivery modalities/ pathways The curriculum aligns with cross-national quality assurance formats and requirements for participating countries. The curriculum outlines staff qualifications and capacity for delivery, as well as minimum facilities for delivery of the programme at institutional level. The courseware comprises the texts and activities that are to be used within the proposed modules / courses. This will be in the form of written text (potentially a regional textbook) and associated multi-media elements, regional case studies, and e-learning tools to allow for a multi-modal approach to learning that could be delivered via (or adapted for) the following delivery modalities: Face-to-face learning; Blended learning; and/or Distance learning. As these are intended to be for regional use, courseware will adopt a regional focus and approach. The Curriculum Innovation Working Group (CIWG) is the officially designated SARUA working group responsible for project oversight and quality assurance of outputs. The CIWG will compile a shortlist of potential university delivery consortia from EOI submissions for the Invitation to Tender (ITT) stage and make the eventual decision on which consortium to award the tender to. The Master s programme is a resulting programme that is customised at university level, based on the curriculum developed by the SARUA university delivery consortium, and approved by the relevant university bodies such as the Faculty and the Senate and associated national quality assurance mechanisms. It includes the participating lecturers and students, and has undergone the necessary national accreditation and quality assurance processes. A network is a structured forum for collaboration, communication and information exchange, which exists for the mutual benefit of members and defines clear objectives, principles and roles for participation. The SARUA Programme for Climate Change Capacity Development makes use of the collaborative network model to strengthen higher education in the region. The SARUA Curriculum Innovation Network (SCIN) is the first network to be established as part of the SARUA Programme for Climate Change Capacity Development. Its first two years of activity will be focused on developing the shared Master s curriculum and courseware, to be customised and converted into Master s programmes at participating universities. SCIN EOI Guidelines 13 February

7 1 INTRODUCTION 1.1 Background to SARUA SARUA is a Vice-Chancellor-level membership organisation which represents the leadership of public and private universities in the SADC region. SARUA s purpose is: To promote, strengthen and increase higher education, training and research through institutional collaboration and capacity-building initiatives across the SADC region; and To promote SADC universities as major contributors towards national and regional socioeconomic development. SARUA has an eight year track record of implementing programmes based on four activity types: (a) Thought leadership, (b) Purposeful engagement, (c) Capacity building support and (d) Advocacy and influence within the higher education sector. It is officially recognised as a SADC subsidiary organisation. 1.2 SARUA Programme for Climate Change Capacity Development The SARUA Programme for Climate Change Capacity Development (PCCCD) is a multi-year programme contributing to the revitalisation of higher education in the SADC region through collaborative research, teaching and community engagement which responds directly to southern Africa s high vulnerability to climate change. It provides a platform for regional universities to strengthen their capabilities to address climate change, together with other knowledge partners Climate Change Counts mapping study SARUA conducted a mapping study in which comprised of a regional needs analysis of climate change priorities and needs, and institutional assessment of university capabilities and responses to address these needs. The mapping study outputs a regional Knowledge Co-Production Framework (Volume 1) and 12 SADC country reports (Volume 2), are available in full on the SARUA website. It is expected that interested parties wishing to participate in this EOI process familiarise themselves with the outputs of the mapping study, in particular Volume 1, available in English, Portuguese and French at SCIN EOI Guidelines 13 February

8 Knowledge Co-production Research Themes Call for Expressions of Interest: SARUA Curriculum Innovation Network (SCIN) 1.3 Network design The mapping study recommended the establishment of four regional collaborative university networks: Macro Research Network: comprising seven transdisciplinary research clusters, to collaboratively produce new climate change knowledge relevant to the region; Curriculum Innovation Network: to develop shared curricula and courseware at a Master s degree level, with an emphasis on the inter-disciplinary study of climate change issues. The Curriculum Innovation Network may also, in future, work together on other forms of curriculum innovation (the Master s degree referred to in this EOI being a key starting point); Capacity Development Network: to build human capacity within SADC universities related to teaching and learning, research, community engagement and institutional management; Policy and Institutional Development Network: to strengthen institutional leadership and networks in order to better inform and influence regional climate change policy. Indigenous knowledge, resilience and cultural, social and technological innovation Social dynamics of adapting to environmental change: Sense making, social learning and social transformation Green economy and sustainable energy and infrastructure technology innovations Monitoring and mapping biodiversity and complex social-ecological systems changes for CCD Climate change resilience: A focus on health and well-being Resilient landscapes for people, food and ecosystems 1 7 African futures are resilient (AFAR): Governance, participation and socialecological system change Higher Education Development Focus Figure 1: SARUA PCCCD Network Design SCIN EOI Guidelines 13 February

9 Knowledge Co-production Research Themes Call for Expressions of Interest: SARUA Curriculum Innovation Network (SCIN) 2 SCOPE OF EOI This Expression of Interest covers only the establishment of the SARUA Curriculum Innovation Network (SCIN), as illustrated below. Indigenous knowledge, resilience and cultural, social and technological innovation Social dynamics of adapting to environmental change: Sense making, social learning and social transformation Green economy and sustainable energy and infrastructure technology innovations Monitoring and mapping biodiversity and complex social-ecological systems changes for CCD Climate change resilience: A focus on health and well-being Resilient landscapes for people, food and ecosystems 1 7 African futures are resilient (AFAR): Governance, participation and socialecological system change EOI FOCUS Higher Education Development Focus Figure 2: Scope of the Call for Expressions of Interest Establishment of the SCIN will coincide with the development of a Master s degree curriculum and courseware that can be shared regionally and contextualised and applied at individual university level. The emphasis of the Master s degree curriculum and courseware development is on the interdisciplinary study of climate change and sustainable development. SARUA has received funding from the Climate Development Knowledge Network (CDKN) and wishes to appoint a consortium of SADC universities to develop the curricula and courseware collaboratively, to be made available to universities in the region, for customisation and alignment to the unique accreditation and quality assurance requirements of different universities and countries. The appointed consortium will be formally contracted by SARUA s technical delivery partner, Higher Education Management Africa (HEMA). Through this EOI process, SARUA also wishes to gauge the interest among universities, academic staff and other stakeholders to participate in the establishment and initiation of the SCIN, as it aims to become a multi-stakeholder regional network for information exchange and knowledge sharing on curriculum innovation. SCIN EOI Guidelines 13 February

10 2.1 Rationale for a regional Master s programme The rationale for the development of a shared curriculum and courseware for a regional Master s programme in climate change was outlined in the Volume 1 Knowledge Co-Production Framework 3 : A key area for climate change (CC) curriculum innovation was at the Master s degree level. A number of universities had plans to develop a climate change-related Master s degree. This is particularly important for the SARUA climate change programme, which seeks to support integration of CC modules into Master s degrees as one of its key outputs. Master s degree curriculum innovation took different forms, and was found to be at different levels of completion: New Master s degrees; Focussed integration of CC into existing Master s degrees; Already existing specialist degrees in CC; Multi-institutional Master s degrees in CC across countries. The Master s degree therefore seems to be a key curriculum innovation point for further development, especially via partnerships with universities that already have such Master s degrees, and those that are ready to, or in the process of developing Master s degrees. E- learning approaches and shared courseware are further important strategies for curriculum innovation. 2.2 Principles guiding the SCIN The principles on which the SCIN s design is based are: Inter- and transdisciplinarity: An emphasis on inter- and transdisciplinary approaches to teaching and learning; while recognising the importance of disciplinary contributions to interdisciplinarity 4 ; Relevance: Responding to and guided by regional climate change and development concerns, policy and research in SADC; New knowledge: Emphasis on research-informed curriculum development; Innovation: New approaches to thinking included in the curriculum; Integration of different types and forms of knowledge; Focus on core competences for CCD; Incorporation of aspects such as values and ethics, relational understanding, aesthetic appreciation, equity and social justice, a futures orientation, care and concern and sustainability. The approach will therefore be focused on: Identifying and adapting existing modules that have been developed and are available in countries and possibly the region, where appropriate; and/or designing new modules. Designing and developing a curriculum outline for a set of core modules which provide a basis for country-by-country customisation in terms of national programme development and quality assurance (QA) requirements. This will include development of suitable courseware for supporting the teaching of these modules. 3 Available at 4 For definitions of these, see the SARUA Knowledge Co-Production Framework, Volume 1. SCIN EOI Guidelines 13 February

11 Designing and developing curriculum outlines for selected electives which can provide a basis for country-by-country customisation, for further development at university or national levels to address specific national priorities, and university niche areas. This will include development of suitable courseware for supporting the teaching of these modules. The electives should also provide a model for further elective development by participating institutions in the wider SCIN. Capacitating lecturers in the SCIN in both programme development and delivery. Developing a research methodology training programme for post-graduate scholars focussing on inter- and transdisciplinary research to support Master s level research practice, and strengthening supervisor capacity for such research. 3 EOI REQUIREMENTS 3.1 SCIN categories of participation SARUA envisages multiple avenues for network participation and requests both individuals and organisations to express their interest to participate in one or more of the following categories: Categories of participation in the SARUA Curriculum Innovation Network University Delivery Consortia Participating Universities External Stakeholders Individual Contributors SADC university consortia who are interested in developing the shared master s curriculum modules and master s courseware SADC universities, faculties, schools and centres who are interested in customising the courseware to offer a Master s Programme in Climate Change and Sustainable Development, or in making resources available to assist the delivery consortium Government, non-profit or private sector stakeholders and educators who wish to participate in the SARUA Curriculum Innovation Network, to exchange information on climate change in tertiary education, and to receive regular communications Individual researchers, academics and subject matter experts with a specific interest in climate change and/or tertiary education curriculum design, who wish to contribute to and benefit from the exchange of information within the SARUA Curriculum Innovation Network Figure 3: Categories of SCIN participation Contracted roles and voluntary contributions The appointed university delivery consortium will have clearly contracted roles and responsibilities as outlined in this EOI and in subsequent Invitation to Tender (ITT) documentation and will be remunerated for its work. Participating universities, external stakeholders and individual contributors are requested to indicate in their responses whether they are interested to provide voluntary support to the SCIN. Offers for voluntary support, to be evaluated by SARUA, could be in the form of: Making available relevant resource materials to the university delivery consortium; SCIN EOI Guidelines 13 February

12 Offering to host SCIN workshops, training sessions and/or events; Providing systems and communications or IT infrastructure for SCIN data; Other, as identified by the interested party. 3.2 Eligibility criteria for EOI participation University delivery consortia Any proposed university delivery consortium must comply with the following requirements to be considered for shortlisting to develop the SARUA Master s curriculum and courseware in climate change and sustainable development: The delivery consortium shall include only partners from SADC universities. They should be prepared to, and willing to provide leadership for a regional programme, intended to benefit universities and communities across the SADC region in the interests of the public good. Each consortium must identify a lead university partner who is a SARUA member and an individual who is the designated consortium coordinator within the lead university, who will act as its representative and contact person. This person must have proven expertise and experience to lead such a consortium. At least one professor or associate professor with relevant climate change expertise is to be included within the consortium. At least one senior level expert in curriculum development and/or academic development at Master s level is to be included within the consortium. Each participating university shall submit a letter from its Vice-Chancellor, endorsing the submission of the EOI and the university s support for being part of the consortium, and for contributing to the curriculum and courseware development processes. It should also indicate support for the nominated staff members to participate in the consortium activities. A delivery consortium shall consist of at least three [3] partner universities, representing at least three [3] SADC countries. No more than two [2] universities from one country may be included in one consortium. Minimum university delivery consortium membership SADC Country A SADC Country B SADC Country C SADC Country D SADC Country E Lead university partner Uni1 Uni2 Uni1 Uni2 Uni1 Uni2 Uni1 Uni2 Uni1 Uni2 Multiple consortium configuration possibilities SADC Country A SADC Country B SADC Country C SADC Country D SADC Country E Lead university partner Uni1 Uni2 Uni1 Uni2 Uni1 Uni2 Uni1 Uni2 Uni1 Maximum university delivery consortium membership Uni2 SCIN EOI Guidelines 13 February

13 The minimum requirement for a delivery consortium is therefore to have: o o One lead university (SARUA member); A minimum of one [1] additional university partner each from two [2] additional SADC countries. The maximum allowance for a delivery consortium is therefore to have: o o One lead university (SARUA member); No more than one [1] additional university from the lead university s country, plus no more than eight [8] additional university partners from four [4] different countries. The delivery consortium is required to provide some information on how the curriculum and courseware will be used within its partner universities. In case of non-university contributors being proposed to be part of a consortium, these will be in addition to the required number of university partners. Each delivery consortium must provide a preliminary indication of its proposed work allocation between partner universities, in line with the proposed curriculum framework provided in Section 4 of this EOI. Of the listed team members in each consortium s response, a minimum of 20% must be recent post-doctoral scholars (5-10 years after PhD completion), and/or emerging researchers and supervisors, and/or lecturer and senior lecturer personnel. EOI responses shall include initial proposals on how the delivery consortium will contribute to awareness raising and creating ownership of the regional programme amongst other SADC universities. Proposals shall outline the proposed roll-out process once a curriculum is developed and how the consortium proposes to address country differences in its development process. The delivery consortium is required to submit the EOI in English. The delivery consortium, once appointed, will be required to report regularly (a process will be stipulated during the ITT phase) and work closely with the SARUA Curriculum Innovation Working Group (CIWG) 5 which will guide this programme and be responsible for quality assurance. The delivery consortium shall indicate in clear terms how the curriculum and courseware development processes would be implemented to harness regional development opportunities. Fundamentally, these processes should support the region and strengthen capabilities among all institutions. The delivery consortium is required to acknowledge the intention to publish the curriculum and courseware according to the Publishing Strategy contained in this EOI (see Section 5). While the EOI process requires at least the lead university partner to be a SARUA member in good standing, all members of the successful university delivery consortium, to be selected after the Invitation to Tender process, will be required to become SARUA members in 2016, if not already. 5 See the accompanying Curriculum Innovation Working Group (CIWG) Terms of Reference available with this Call for EOIs. SCIN EOI Guidelines 13 February

14 3.2.2 Participating universities Universities who may be interested in offering aspects of the Master s programme (e.g. the whole programme or selected modules) once it has been developed and who wish to share in network information exchanges and also participate in capacity building events of the SCIN, are required to comply with the following criteria: EOI submissions shall be accompanied by a letter of interest submitted by at least a Dean of Faculty of the proposed participating university External stakeholders External stakeholders shall provide information on the goals and purpose of their organisation, their role in climate change knowledge production and tertiary education in southern Africa and their envisaged contribution to the goals of the SCIN. The EOI submission shall be accompanied by a letter of interest submitted by a member of the organisation s senior management team Contributing individuals Individuals who wish to contribute their expertise to the SCIN, or wish to participate in information exchange, shall indicate the following: Reason for interest in SCIN as an individual and not part of an organisation. An outline of the particular expertise that they may be able to offer to the SCIN (with relevant short CV attached (2-3 pages). In case of university staff, an indication of whether the individuals universities are participating in the SCIN, and whether their universities are SARUA members. Section 3.3 below only applies to potential university delivery consortia. 3.3 Evaluation criteria The following evaluation criteria will be used to assess the EOI submissions received from potential university delivery consortia. These evaluation criteria are dependent upon submissions meeting the primary eligibility criteria, as detailed in section 3.2 above Evaluation criteria for university delivery consortia The following weighted evaluation criteria will apply to the proposed university delivery consortium: Team profile and expertise (50%) Experience in cross-institutional and regional collaboration in the SADC region. Demonstrable expertise in curriculum development at Master s level (proof to be provided via CV s and an example of a course outline). Demonstrable expertise in climate change and sustainable development at a senior research and/or teaching level (via CVs and publications listed) SCIN EOI Guidelines 13 February

15 Experience with working within a programme accountability structure. Gender balance. Attention to capacity building (see below). For the Invitation to Tender (ITT) Phase, financial due diligence and project management / proof of systems of accountability to manage external funds will be required. Cost (25%) Affordability of hourly rates as specified. Feasibility, quality and sustainability within programme budget parameters. Capacity development (25%) Involvement of recent post-doctoral scholars (5-10 years after PhD completion), and/or emerging researchers and supervisors, and/or lecturer or senior lecturer personnel (to make up a minimum of 20% of consortium members). 4 REQUIREMENTS FOR THE CURRICULUM FRAMEWORK 4.1 Broad and orientating rationale The curriculum framework should provide a broad and orientating rationale that will guide the development of the Master s curriculum and courseware. The intention with providing this framework is not to be prescriptive to universities, but rather to ensure that the Master s programme that is developed responds to, and is built upon the findings of the SARUA regional Climate Change Counts mapping study. The overall findings of the mapping study call for a broad approach and ethos in initiatives to enhance university capabilities for responding to climate change challenges to teaching, research, community and policy engagement. For example, while there is a need to strengthen single discipline research and teaching relevant to climate-resilient development, many of the gaps identified in the regional response to climate change call for inter-disciplinary approaches that transcend disciplinary boundaries in order to provide a more holistic and integrated response to the climate change challenges. This related to the finding that a particular disciplinary emphasis influences the understanding of climate change and development, and may be too narrow for adequately responding to the challenges of climate change. This does not, however, deny the importance of disciplinary foundations; it rather emphasizes the need to expand these into interdisciplinary understandings. The necessity for a broad, inter-disciplinary approach to climate change and sustainable development refers to both cross-sector as well as cross-scale and time aspects. Thus, stakeholders from different sectors in many countries identified the need for systemic, integrated perspectives on global change and climate-resilient development concerns at multiple scales and levels that are oriented towards sustainable development of the SADC region, where regional integrative processes are key to the work of SARUA. The broad and orientating curriculum framework, as set out in this call for EOIs, has two main components, as described below: SCIN EOI Guidelines 13 February

16 Starting principles: these are the fundamental principles that should guide and inform the curriculum and courseware development process, as distilled from the mapping study. Essential elements: these are the non-negotiable components that should form part of the curriculum and courseware to be developed, and indeed of the Master s programme/s as offered by different universities. Again these are distilled from the SARUA Climate Change Counts mapping study and provide a foundation for development of the delivery consortium and the SCIN s activities and engagement. 4.2 Starting principles The following starting principles should be an explicit part of, and should inform, the curriculum framework: The curriculum framework should have a regional focus and developmental outlook The curriculum framework will be aligned to the regional climate change and development priorities of southern Africa as summarised in the SARUA Climate Change Counts mapping study (Volume 1, Knowledge Co-Production Framework) and as also identified in other relevant documents (e.g. regional and national climate policy, development goals, and climate and environmental and social science research from the region). It will position the curriculum as a mechanism to promote regional development goals, to realise climate-resilient development in southern Africa within a framework of sustainable development as outlined by SADC-level policies and protocols Regional leadership, visibility and accessibility The curriculum framework should be designed to enable a regional response, with SARUA in a leadership role, mobilising collective capacity, developing skills proactively, and allowing for economies of scale, while allowing universities to innovate and develop specialisations. The framework and subsequent development and delivery of the curriculum and the courseware should emphasize that climate change is a regional developmental issue requiring a regional response, hence this SARUA climate change capacity development initiative. The curriculum framework should be imbued with the ethos of open source learning resources and knowledge, shared knowledge production, and regional cooperation to achieve this end Curriculum innovation Strategic direction setting for curriculum development and innovation, as proposed in the SARUA Climate Change Counts mapping study Knowledge Co-Production Framework (KCPF) involves both: 1. Conceptualising what climate-resilient development curriculum innovation means (i.e. not simply inserting content into existing courses), but framing curriculum development based on knowledge questions, climate-resilient development relevant competences, values and ethics, and new paradigm thinking ; and 2. Improvement and design of new courses. A starting framework for these dimensions of curriculum innovation is proposed in section 4 of the KCPF Volume 1 document, along with a set of start up partners who have capacity to support SCIN EOI Guidelines 13 February

17 CRD concerns, policy and research (critical starting points for CRD curriculum innovations) Call for Expressions of Interest: SARUA Curriculum Innovation Network (SCIN) and/or contribute to a curriculum innovation network that also builds capacity for curriculum innovation (see Annexure A). The suggestion is that this start up framework can be used to guide and support a variety of curriculum innovations at under- and postgraduate levels which include integration of relevant knowledge, competences and values relating to climate-resilient development into existing courses, and/or the design of new courses. The focus of this EOI is, however, Master s level curriculum development. A proposed framework for climate-resilient development curriculum innovation to guide curriculum development at a broad level, and to guide staff capacity development is captured in the figure below, with further explanations following, for consideration by the curriculum innovations network. Curriculum concerns to include in climate resilient development curriculum innovation 1. New paradigm thinking 2. Types of knowledge relevant to CRD 3. Core competences for CRD 4. Values and Ethics Applied to all disciplines (congruent with discipline) Applied to undergraduate courses and course design (congruent with level and specialisation) Applied to post-graduate courses and course design (congruent with specialisation) 5. New teaching methods and approaches Applied to inter- and transdisciplinary course designs To include staff capacity building for curriculum innovation across disciplines Figure 4: Proposed framework for CCD curriculum innovation 6 Curriculum concerns to include in climate-resilient development curriculum innovations across disciplines and levels include new paradigm thinking i.e. systems thinking, integrative thinking, critical and creative thinking; integration of different types and forms of knowledge relevant to climate-resilient development (see KCPF section 3.2.9), including giving attention to indigenous knowledge where relevant; core competences for climate-resilient development (see KCPF section ); values and ethics, including for example inclusivity and democracy; respect for people and all life forms; relational understanding; aesthetic appreciation; equity and social justice; futures 6 This is Figure 14 of the SARUA Climate Change Counts Knowledge Co-Production Framework report. SCIN EOI Guidelines 13 February

18 oriented; quality of life; care and concern; sustainability. New teaching methods and approaches also need to be considered, as reported in the mapping study, including service learning and Web 2.0 approaches. Application of the core curriculum concerns outlined above is possible in relation to different disciplines (here lecturers would need to consider the framework in relation to the specific disciplinary requirements e.g. the framework applied to Law may be different to the framework being applied to Biological or Biodiversity Sciences); different programme levels (e.g. under- and postgraduate programmes); and different specialisations (at under and/or at postgraduate level). The framework will also have to be contextualised according to disciplinary structure and specialisation. It can further be used to guide aspects of inter- and transdisciplinary teaching. This could help to provide a shared language that many say is difficult to develop in inter- and transdisciplinary curriculum development processes. As mentioned above, the mapping study found that a key area for climate-resilient development curriculum innovation was at the Master s degree level. While a number of examples of existing Master s degrees specialising in climate change or climate change and development concerns (with various disciplinary specialisations) were found across some of the SADC universities, they are almost all relatively new offerings, having been in existence for three to five years only. Existing initiatives were also judged as inadequate for the scope and demand of the climate change challenges in SADC. There were very few examples identified of interdisciplinary curriculum development and teaching, and where this occurred it was more based on voluntary interest than on institutional policy or frameworks. Where cases of interdisciplinary curriculum were found, it was noted that it was engagement with specialist and contextual knowledge of climate-resilient development issues amongst lecturers that appeared to be the key stimulant for interdisciplinary curriculum innovations. The institutional analysis set out in the mapping study highlighted a number of institutional aspects that influence the possibilities for climate-resilient development knowledge co-production related especially to research, curriculum innovation, and university policy and community outreach. The methodology and approach to develop the curriculum should respond to the curriculum innovation issues that were raised in the mapping study. Key amongst these are the following: Key competences for climate- resilient development: A number of key competences for climateresilient development learning were identified, including more generic competences such as systems thinking and strategic planning (including use of modelling tools etc.), as well as normative, anticipatory and socially engaged practical competences; in addition to area specific competences for climate-resilient development e.g. town and regional planning, or agricultural adaptation competences. Integration of indigenous knowledge is also a key concern in and for curriculum innovation, as is inter-disciplinarity, social-ecological systems thinking, and use of creative teaching methods see below. New paradigm thinking and values: The mapping study foregrounded calls for new paradigm thinking, and for giving attention to different types and forms of knowledge in climate-resilient development (e.g. indigenous knowledge; knowledge of risks; knowledge of solutions; knowledge of causes etc.), as well as values and attitudes. Such knowledge, values, competences and new paradigm thinking concerns were seen to be relevant to all or most disciplines. SCIN EOI Guidelines 13 February

19 Problem- and inquiry-based learning approaches: A variety of problem based and inquiry based learning approaches, case studies, dialogues, fieldwork, modelling, scenario planning and more active teaching methods were noted as most appropriate for climate-resilient development related teaching. Service learning, while recognised as being an important possible strategy for strengthening community-engaged teaching approaches, was not widely used. There was little evidence of use of Web 2.0 platforms in climate change and development teaching and learning in most SADC countries, despite new possibilities offered via these technology-enhanced learning approaches. Climate-resilient development: The curriculum framework should be designed to deliver a curriculum and associated courseware that is centred around the concept of climate-resilient development, as used by the Intergovernmental Panel on Climate Change (IPCC) and set out in the glossary. Thus the concepts and practices of adaptation and mitigation should not be taught in isolation, but rather as an integrated learning area, designed to deliver competences for attaining the goal of sustainable development. The curriculum framework should additionally place emphasis on developing skills and competences that support iterative, continually evolving processes for managing change within complex systems. 4.3 Essential elements The curriculum and courseware to be developed by the delivery consortium should include a number of essential approach elements and components, as detailed in this section, and in order to respond to the findings of the mapping study Curriculum structure Core modules: The curriculum should include as a minimum the following three core modules: 1. Introduction to climate science 2. Overview of climate change and sustainable development in southern Africa 3. Research methodology (allow for multi- and/or inter- and/or trans-disciplinary research) Additional core modules may be proposed by the delivery consortium, with substantiation provided for their inclusion as core modules. The first two core modules listed above will provide an essential level of knowledge and understanding of the region s climate-resilient development needs, priorities and potential solutions, as well as a solid grounding in climate science. In addition, the mapping study identified a strong need for research methodology development and training. A clear request was for training in how to conduct multi-, inter- and transdisciplinary types of research, as well as for mainstream forms of climate change research (e.g. risk and vulnerability assessments). Some practical suggestions for new methodologies include using more mixed methods approaches; action oriented approaches; systems modelling; and approaches that allow for high quality vulnerability and impact assessment. The Water Research Commission in South Africa calls this a transdisciplinary research toolbox, and there SCIN EOI Guidelines 13 February

20 may be an interest across various research councils to support development of such a methodological support programme. There is further a need for research methodology training and development processes in which the best inter- and transdisciplinary methodological practices of participating universities can be documented and shared with others at a regional level. There are internationally published inter- and transdisciplinary research handbooks that have recently been published and various published works on inter- and transdisciplinary research that can be used within this training programme. These would need to be adequately scoped, and regional examples of such methodology will need to be collected from participating universities to be used as case study material in the methodology training. As indicated in the mapping study, such work is in its infancy in the SADC region. Elective modules: To be proposed by the university delivery consortium (maximum of 6). These can be organised into one or more elective streams as outlined below in Section 4.4 and Figure 8. The way in which the elective modules are set up and organised could also provide a model for further elective development within the wider curriculum innovation network, allowing for participating universities to develop a range of niche areas associated with climate change and sustainable development research in the SADC region, so that ultimately the core research and knowledge needs can be met Regional knowledge exchange and flexible uptake The curriculum framework should be designed to plan for regional knowledge exchange in both the development and the delivery of the curriculum and courseware, as well as for mobility. Elective modules should be provided to allow for disciplinary specialisation and/or interdisciplinary engagement, and for sub-regional knowledge and climate change-priority niche areas. The curriculum framework should be designed to promote regional uptake and flexibility, as well as different processes of contextualization in other universities and countries. Thus, for example, pathways should be provided so that other universities could develop their own electives, based on different areas of disciplinary specialisation and sub-regional priorities, issues and knowledge niches, after which they could go into the system of courseware production. The curriculum framework should allow for alignment and adaptation to national and university accreditation and quality assurance requirements and systems Informed by research The curriculum should ideally have a substantive research component, which is aligned with national and regional policies, climate change priorities and needs as set out in national and SADC level climate change policies and protocols, strategies and other relevant documents, including work of researchers within the participating universities within the delivery consortium. The mapping study highlighted the critical need for capacity to assess and build new research-based knowledge into curricula, and to design curricula that are more oriented towards knowledge co-production, and less SCIN EOI Guidelines 13 February

21 oriented to assimilation or transfer of knowledge. Some exemplary programmes and curriculum support initiatives were identified Niche areas and elective streams The SARUA Climate Change Counts mapping study identified different Master s degrees that are being developed in the southern African region, which show how universities are developing niche areas for addressing different aspects of regional and national climate change challenges. Examples of existing specialist degrees were found at the University of Eduardo Mondlane (in the Faculty of Agronomy and Forestry Engineering, with a focus on disaster risk reduction); at the Lilongwe University of Agriculture and Natural Resources (with a focus on environment and climate change); at the University of Cape Town where a Master s degree in Climate Change and Sustainable Development exists; the recently launched Master s Programme in Climate Change and Sustainable Development (Regular and Executive Programmes) at the University of Dar es Salaam s Centre for Climate Change Studies; and at the Universities of Stellenbosch, Wits, Fort Hare and North West (in South Africa) where Master s degree programmes in renewable energy are on offer; the University of the North West (SA) where an LLM course in Climate Law exists; and the University of the Free State (SA) where a Master s degree in Disaster Management exists. Thus these existing Master s degrees all focus specifically on climate change and climate-resilient development, but are also oriented towards specialist disciplinary areas, with some levels of interdisciplinarity. The mapping study also highlighted examples of focussed integration of aspects of climate change into existing Master s degrees: Examples here are the UNISWA stand-alone graduate course on climate change titled Climate change and environment within its multidisciplinary MSc on Environment and Resources Management (ERM). In Tanzania, the Muhimbili University of Health and Allied Sciences Master s degree in Environmental and Occupational Health (MSc EOH) includes a module on the Impact of Climate Change on Health, which is a further positive innovation for the under-researched area of climate change impacts on health. Some courses include climate change issues to a very high degree, such as the Master s programme on Ecosystem Sciences and Management at Tanzania s Sokoine University of Agriculture, in which almost half of the courses are related to climate change, including a focus on gender and climate change. The mapping study further found no multi-institutional Master s degrees in climate change and development. However, closely-related Master s degrees in this category were emerging. An example here is the University of Stellenbosch, which is developing a joint Master s degree programme in sustainable development with universities in Europe, India and Japan. Examples of universities that would like to develop new climate change / CCD Master s degrees included the University of Namibia and Eduardo Mondlane University in Mozambique. Sokoine University of Agriculture in Tanzania is considering developing another programme on Climate Change and Natural Resources, although it seems that this will only be at an undergraduate level initially. 7 Section of the Knowledge Co-Production Framework SCIN EOI Guidelines 13 February