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In defining quality of higher education, competences achieved by graduates are interpreted as essential criteria. There are two political processes in education dealing, among other issues, with competence development: the Bologna Process in European Higher Education Area and a global process--the United Nations (UN) Decade (2005-2014) of Education for Sustainable Development (ESD). This article presents the desired learning outcomes and the strategic principles for achieving them based on both the Bologna-2020 action lines and the UNECE Strategy for ESD as the regional strategy for the UN Decade. A possible interplay and synergy between these processes could bring a new insight to the development of the quality assurance concept within the Bologna Process. Key principles of ESD such as a value-orientation, a holistic approach, reflexivity and achieving transformation provide a learning philosophy and a strategy relevant to emerging qualities of the postmodern society. (Contains 1 table.)

As its major contribution to the United Nations Decade of Education for Sustainable Development (UN DESD, 2005-2014), the United Nations University (UNU) has promoted the establishment of Regional Centres of Expertise on education for sustainable development (RCEs) and their net-working to build innovative multistakeholder platforms for ESD locally and globally. In the first half of the UN DESD, UNU acknowledged 74 RCEs around the world. As an introduction to the special section on RCEs, this article highlights diverse roles that RCEs have taken and presents issues and challenges they have faced. It discusses RCEs as an engine for mobilising diverse stakeholders for ESD, a coordinator and an intermediary support structure for local-regional ESD activities and related initiatives in the region, and a facilitator of "social learning". (Contains 1 note.)

Purpose--The purpose of this paper is to draw attention of the education for sustainable development (ESD) community to recent discussions on competence approaches and to examine the adequacy of a competence-based model as the means of achieving educational and societal transformation towards sustainability. The paper analyses and highlights some important aspects of case studies of the contributing authors to the special issue. Design/methodology/approach--The paper is based on the review of relevant literature and reflections on the articles that constitute this special issue. It also reflects the authors' observations through their extensive interactions with theoreticians, practitioners and policy makers on ESD in the context of the United Nations decade of education for sustainable development (DESD) and higher education for sustainable development (HESD). Findings--The paper recognises a highly complex nature of the conceptualizations of competences for SD and their articulation in educational programmes. It also highlights a growing interest in competence-based approaches from institutions of higher education and their stakeholders in different parts of the world. Practical implications--The paper provides a broad picture of influential international processes and diverse players driving competence-based approaches in ESD and indicates a need for more coherent critical multi-level analysis of such processes. Originality/value--The paper contributes to a broader debate on strategies of implementation of ESD and education for sustainability (EfS) by mapping arguments on competences for SD and sustainability with a particular focus on higher education institutions. (Contains 5 notes.)

Purpose: The purpose of this paper is to offer an overview of the United Nations University's Regional Centres of Expertise on Education for Sustainable Development (RCE) initiative--the global process created to support the implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005-2014)--and discuss the roles of institutions of higher education (IHEs) in RCE efforts. Design/methodology/approach: The paper provides a historical overview of the RCE initiative, clarifies the philosophy behind it, and describes the guiding principles for RCE establishment and operations. Findings: The paper reveals the UNU's views about effective strategies to promote Education for Sustainable Development (ESD) and discusses the roles of IHEs as partners within and among RCEs. Highlights the potential roles of IHEs in overcoming the compartmentalization of knowledge and linking policy and practice. Research limitations/implications: The paper recognises that RCE is an evolving concept and calls attention to the RCE process as a promising example of "social learning" and "communities of practice", and at the same time, of "knowledge management system". Practical implications: The paper clarifies the expected functions of RCEs as multi-sectoral and interdisciplinary partnerships and "local-regional knowledge base" and exhorts local ESD stakeholders, including higher education institutions to use RCEs as value-adding learning networks at the local and global levels. Originality/value: The paper refines the RCE concept and offers practical advice to RCEs and RCE candidates. Opportunities are indicated for higher education institutions in contributing towards ESD and sustainable development through RCEs. (Contains 1 figure and 6 notes.)

The concept of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD) has been enthusiastically embraced by a diverse array of actors since it was first introduced by the United Nations University (UNU) in 2004. An RCE is conceived of as a "network" of existing organisations of formal, nonformal and informal education, mobilised to promote ESD at the local-regional level. Derived from experiences of mobilising RCEs around the globe, this article offers a range of strategic concepts to explain and facilitate the transformation of RCEs into value-adding localised networks constituting a global network--an emerging "Global Learning Space for Sustainable Development". (Contains 1 figure and 5 notes.)

Purpose – The purpose of this paper is to draw attention of the education for sustainable development (ESD) community to recent discussions on competence approaches and to examine the adequacy of a competence-based model as the means of achieving educational and societal transformation towards sustainability. The paper analyses and highlights some important aspects of case studies of the contributing authors to the special issue. Design/methodology/approach – The paper is based on the review of relevant literature and reflections on the articles that constitute this special issue. It also reflects the authors' observations through their extensive interactions with theoreticians, practitioners and policy makers on ESD in the context of the United Nations decade of education for sustainable development (DESD) and higher education for sustainable development (HESD). Findings – The paper recognises a highly complex nature of the conceptualizations of competences for SD and their articulation in educational programmes. It also highlights a growing interest in competence-based approaches from institutions of higher education and their stakeholders in different parts of the world. Practical implications – The paper provides a broad picture of influential international processes and diverse players driving competence-based approaches in ESD and indicates a need for more coherent critical multi-level analysis of such processes. Originality/value – The paper contributes to a broader debate on strategies of implementation of ESD and education for sustainability (EfS) by mapping arguments on competences for SD and sustainability with a particular focus on higher education institutions. [ABSTRACT FROM AUTHOR]

The number and diversity of chemicals produced and used in society today are growing in conjunction with the both evident and uncertain environmental impacts associated with the life cycles of these chemicals. Chemical management services (CMS) is a business strategy based on a strategic, long-term contract, according to which the supplier of chemical management services accepts the responsibility for managing chemicals and strives to reduce the associated costs and risks. This strategy also has the potential for reducing the environmental impacts of chemicals. This article provides an overview of the existing advantages and barriers for CMS providers and customers in the European context, identifies conflicts of interest between them, and highlights important lessons regarding the role of CMS in shaping these markets. It reports on findings from interviews with European chemical producers and other stakeholders of chemical management services and is directed toward industry professionals interested in chemical management services. It concludes that economic and environmental advantages of CMS are not automatically guaranteed and lists factors that are critical for developing a win-win CMS for both providers and customers. Finally, ways of fostering CMS dissemination in Europe are suggested. [ABSTRACT FROM AUTHOR]