built environment curricula: responding to climate …...2016/05/16 · built environment...

10YFPprogrammename(s) SustainableBuildingandConstruction

Projectnameandversioncontrol

ProjectTitleBuilt environment curricula: responding to climate change through industryengagementOverview–“salespitch”(oneshortparagraph):makethecasefortheflagship,whyitisneededbystakeholders,andwhythe10YFPshouldsupportthis,throughwhichprogramme(s)andandpartners

HighurbanisationandrapidbuildingandconstructionactivityisanticipatedinmanygrowingeconomiesintheAsia-PacificandLatinAmericanregion.Ifbuildingandconstructiongrowthisnotdirectedwithintherightframework,carbonemissionswillcontinuetogrow,perhapsexponentially.Theaimofthisflagshipprojectistodevelopamethodologyforunderstandingandguidingchangeintertiaryandvocationalprogramsthateducatebuiltenvironmentprofessionals,whilealigningthesechangeswithprofessionaldevelopmentforacademicsandindustrypractitionersfordesigningandbuildinglowcarboncities.Theprojectmeetstheaimsofthe10YFPbybuildingonanunderlyingfoundationofsustainableconsumptionandproduction.Itwillfosterawareness,trainingandcapacitybuildinginindustryandacademia,usingbestpracticeexamplesandshowcasingcuttingedgetechnologyinthebuildingsandconstructionsector.

TheprojectwillbedriventhroughtheSustainableBuildingsandConstructionProgramme,butalsohaslinkstoSustainableTourism,SustainableLifestylesandEducationProgrammeandSustainablePublicProcurementProgramme.

1. Contextandjustification(0.5page)What is theproblem/why is theprojectneeded? Includedetailsof theglobalcontext inwhichtheprojectistakingplace.Useevidencewherepossible,referencereports/publications.Includeabriefreferencetothe‘how’,‘where’and‘when’oftheproject.

Currentgrowthofgreenhousegasemissionsinthebuildingandconstructionsectorneedstobearrested.Thisisparticularlythecaseindevelopingeconomies.InOECDeconomiesbuildingsconsumeuptohalfofavailablerawmaterialsandaccountforuptoathirdoffinalenergyconsumption(OECD2002).Forexample:ithasnowbeenwelldocumentedthatgrowthinAsiawillcontinueandwillresultinincreasedenergyuseandcarbondioxideemissions(Itoetal.2006).Keyhighlightsofthisarethat:

• AsianGDPwillexpandfrom27percentin2004to34percentin2030,thehighestcomparedtootherblocksincludingEuropeandNorthAmerica

• Asianpopulationisforecasttorisetohalftheworldpopulation,withIndiaandChinabeingthelargestby2030

• Primaryenergydemandandattendantcarbondioxideemissionsareexpectedtoriseby9percentin2030underabusinessasusualscenario

• PrimaryenergydemandinAsiaisexpectedtogrowto6.2billiontonnesofenergyequivalentby2030,agrowthof200percentfrom3.1billiontonnesofenergyequivalentin2004.

WithinAsiancities,itisanticipatedthat:



• Totalenergyconsumptionthroughbuildinguseisexpectedtorise65percentto1150milliontonnesofenergyequivalentby2030(Hong&Chiang2007).

• Buildingenergyconsumptionispredictedtocomprise18.5percentoftotalenergyconsumptionin2030.

Itisinresponsetotheseissues,thatthisflagshipprojectissituated.AsalreadydescribedintheSBCprogrammeconceptnote,thesustainablebuildingsandconstructionprogrammewillcontributetothepromotionoftheenvironmental,socialandeconomicagendastherebyaddressingthebroader10YFPgoalsrelatedtosustainable,inclusiveandequitablegrowth,povertyeradicationandemploymentopportunities.

Itbuildsonworkalreadyundertaken.TheprojectIntegratingsustainabilityintoengineeringandbuiltenvironmentcurriculum(fundedbyUnitedNationsUniversity(UNU)PromotionofSustainabilityinPostGraduateEducationandResearch(ProSPER.Net)from2012-14:Phase1)found,amongstarangeofotheroutcomes,thatuniversityacademicssoughtassistanceinextendingcurriculumchangebeyondsinglecoursestowholeprofessionalprograms.Theysoughtassistancetochangeprogramssothatthecapacityofbuiltenvironmentprofessionalstodesignandbuildlowcarboncitieswasinstitutionalised.Thisinstitutionalfocussuggeststhatbuilding-onfromthefirstphaseoftheproject,thefocuscurrentlyshouldbeondevelopingameansforunderstandingbuiltenvironmentprofessions,inparticularengineers,architectsand,constructionandprojectmanagers,inrelationto:

• countryspecificconditions:industry,faculty,curriculum,pedagogyandorganisationoftheprofessions

• governmentpolicy:urbanplanning,buildingcoderegulationandeconomicdevelopmentstrategiessupportinglowcarbonurbandevelopment.

Academicssoughttoalsobridgelinkswithindustry.Aprofessionaldevelopmentprogramencompassingindustrypractitionersandacademicsisrequired.

FurtherinformationofPhase1projectisavailableat:

http://prospernet.ias.unu.edu/index.php/projects-2/current-projects/integrated-sustainability-education/

Bookchapterrelatingtothisprojectisavailableat:

http://prospernet.ias.unu.edu/wp-content/uploads/2012/09/2014_ProSPER.Net-book_interactive.pdf

NOTE:AsPhase2oftheUNUprojectisnowbeingundertakenwithIndonesiaasthefocuscountry.AdditionalfundingthroughAPNidentifiedattheFlagshipworkshopinParisinJuly2015wassought.Unfortunately,thisfundingwasnotsecured,despitemakingprogresstothelastroundoffunding.



2. Projectoverviewandobjectives(1page)Includeasummaryoftheprojectobjectivesandexpected impactswithbriefdetailsofthewaytheprojectwilldeliverthem,including:

ArecentWorldBank(2012)report,Inclusivegreengrowth:thepathwaytosustainabledevelopmentarguesstronglyforcouplingeconomicgrowthandsustainabilityobjectives.Itstatesthatgreeninggrowthis‘necessary,efficientandaffordable’.Thecontextforthispursuitofsustainabledevelopmentiscontinuingrapidurbanisationandcitybuildingglobally.Akeyrequirementinthiscontextisaworkforcewithappropriateskills.

[G]reeninnovationlikeinnovationingeneral,dependsonpeoplewhoareabletogenerateandapplyknowledgeintheworkplaceandsocietyatlarge.Requiredinnovationskillsincludebasicskills(reading,writing)technicalskills(science,engineering),genericskills(problemsolving,multiculturalopenness,leadership),managerialandentrepreneurialskills,creativityanddesignskills.Thegreeneconomyrequiresgreateremphasisondesignandmultidisciplinaryteamwork,strategicleadershipandadaptability,andknowledgeofthesciences(ibid75).

However,thereisaskillsdeficitproblembecauseeducationandtrainingsystemsarenotproducinggraduateswiththerightskills.

Manyoftheskillshortagesalreadyreportedinconnectionwithgreengrowthstrategiesappeartoresultfromgenericfailingsineducationandtraining.Andtheyreflectlong-standingissuessuchasthelackoffunctioninguniversitiesandresearchcenters,themismatchbetweenstudents’choicesofdisciplineandtheneededskills,thelackofincentivesforemployerstoinvestindevelopingthetransferableskillsoftheirworkforces,thelackofaccessforthedisadvantagedtotimeandfinancefortraining,andthestickinessofrelativepayrates(ibid100).

Thisskillsdeficitalsoappliestobuiltenvironmentprofessionalsthatleadcontinuingrapidurbanisationandcitybuilding.Theiroutputismeasuredlargelybybuildingandconstructionactivitylevels.Littleattentionispaidtotheaccompanyinguseofresourcesandimpactonclimatechange.Tomaximizebuildingrelatedimpactsofclimatechangeandassociatedgreenhouseemissionlevels,someprofessionaldevelopmentopportunitiesexist,buttheyarefragmented.Thereisuntappedopportunitytouseprofessionaldevelopmentasastrategicopportunityatbothundergraduate/postgraduatelevelsinuniversitiesandinthebuiltenvironmentprofessionstomaximizeunderstandingoftheimpactsofthebuiltenvironment.

Theprincipalobjectiveofthisprojectistoinstitutionalizethecapacityoffuturegenerationsofbuiltenvironmentprofessionalstodesignandbuildlowcarboncities,commencingwithafocusonAsia.ThiswillbedonethroughanetworkedcollaborativeprogramthatdevelopsguidesandimplementationcapacityinindividualcountriesintheAsianregion,andbeyondwhereneedsareidentified,suchasLatinAmerica.Professionalcontinuingeducationmaybeusedasfeatureintandem,wherebuiltassetsmaybeusedasalearningopportunityforbothacademicsandindustry



professionals.Participantsinclude:universities,industrybodies,professionalassociationsandgovernmentagencieswithresponsibilityforcityplanning,buildingandeconomicdevelopment.

Theaimofthisproject,Builtenvironmentcurricula:respondingtoclimatechangethroughindustryengagement,istoincreasethesupplyofbuiltenvironmentprofessionalsabletosupportfuturelowcarbonurbangrowthbyextendingtheuseoftheguidedevelopedalreadyintheproject:Integratingsustainabilityinengineeringandbuiltenvironmentcurriculum.Thisisundertakenthroughthedevelopmentofintegratedcontinuingprofessionaleducationalopportunitiesforbuiltenvironmentprofessionalscontextualizedwithinindividualcountrycontext,andusingexistingcollaborativenetworks.UsingIndonesiaasacasestudycurrently,theprojectwilldevelopamodelforsystemwidechangewithinoneprofession.

Thekeysubaimsareto:

1. Prioritizeandcontextualisechangestocurricula,commencingwithonebuiltenvironmentdiscipline,iearchitecture.Thefocusaudiencewillbebuiltenvironmentprofessionals.Forexample,inIndonesia,existingnetworkssuchasthearchitecturalprofession’sBuildingSciencecollaborativenetwork(BISA)willbeusedasakeyvehicleforeffectingprofessionalchangeforIndonesianbuiltenvironmentacademics.

2. Developcommitmentfromindustrybodies,professionalassociations,universitiesandkeyurbandevelopmentandeconomicpolicygovernmentagenciestoalignpolicyobjectivesforlowcarbongrowthwithuniversitybuiltenvironmentcurricula,whilesimultaneouslybuildingprofessionaldevelopmentopportunities.

3. Developa“template”thatmaybeusedinothercountriestosupportinstitutionalizingadditionalcapacitywithinuniversitiestoenablecurriculumdevelopmentinsupportofalowcarbonurbanfutures.

4. Identifyareasofprofessionaldevelopmentopportunitiesforuniversityacademicsandindustryprofessionals.

o 10YFPProgrammesandfunctionsPresenttheprojectinthecontextofthe10YFPprogramme(s)itbelongsto,showinghowitwillcontributetoachievingtheobjectivesandactivitiesofthis/theseprogramme(s)

The10YearFrameworkofProgrammesonSustainableConsumptionandProductionPatterns(10YFP)isaconcreteandoperationaloutcomeofRio+20.The10YFPisaglobalframeworkthatenhances international cooperation to accelerate the shift towards sustainable consumptionandproduction(SCP)inbothdevelopedanddevelopingcountries.Itprovidescapacitybuildingandtechnicalandfinancialassistancetodevelopingcountries,andencouragesinnovationandcooperationamongallcountriesandstakeholders,soastoshifttoSCPpatternsinthissector.

The 10YFP Sustainable Buildings and Construction (SBC) Programme aims to foster amutualunderstanding of sustainable buildings among relevant stakeholders and to identify the



knowledge, resources and incentives required to build, maintain and use them; ensuringstructuresarehealthytoliveandworkin;thattheysustainablyutiliseenergy,water,landandother key resources, respect environmental limits; are responsive to climate change; andcontributetothesocialandeconomicdevelopmentofthecommunitieswheretheystand.

Thisflagshipprojectisalignedtothegoalsofthe10YFPSBCprogramme.Itbuildsknowledgeinthe various disciplines comprising the building and construction sector, for both current andfuture professionals. It enhances capacity building in the building and construction sector,whilst acknowledging the need to share research, tools, financial and other approaches topromote a common language for tackling current and future sustainable buildings andconstruction policies. It focuses efforts directed towards certain types of problems in thebuildingsandconstructionsector,forexample,anurgentneedforfocusingonlowcosthousingin countrieswith increased urban populations. It brings knowledge and capacity building forensuring new and refurbished construction activities to consider resource efficiency, supplychainmanagement,lowemissionsandresilientplanning,policiesandpracticesinbuildingandconstruction.

TheflagshipprojectalsolinkswiththegoalsoftheSustainablePublicProcurementprogramme,SustainableTourismprogrammeandtheSustainablelifestylesandEducationprogrammes.

o SustainableDevelopmentGoalsSpecify how the project may contribute to the UN post 2015 Development Agenda and theSustainableDevelopmentGoals(ascurrentlyproposed)

This flagship project supports that green economies may be able to achieve sustainabledevelopment, it supports sustainable production and consumption, it brings in a range ofstakeholders including civil society, science, technology, legislation, industry, and others tosupportsustainabledevelopmentholistically.ItfocusesonGoals4,Goals6-13and15-17oftheSustainableDevelopmentGoals.

o RegionalSCPStrategiesandInitiativesSpecifyhowtheprojectcontributestothe10YFPregionalroadmapsand/orexistingregionalorsub-regionalSCPstrategiesandinitiatives

TheprojectcontributestothegoalsofSCPstrategiesandinitiatives.ItmeetstheArabStrategyon SCP, the key aimsofwhich are to encourage theutilisationof products and services thatensure environmental protection and conservation of water, energy and other naturalresources, while contributing to the poverty eradication and sustainable lifestyles (ArabRegionalStrategyforSustainableConsumptionandProduction,2009).

3. ProjectDetails(1-2pages)Explain the different work streams and activities of the project, what they include, how theycontribute to the objectives and expected impacts of the project, and outline the performanceindicatorstomeasuretheproject’sprogressandimpacts.



Thisflagshipprojectcontributestoworkstreamsasfollows:

Workstream1:EstablishandpromoteenablingframeworkstoimplementSBCpolicies

- Fosterandshareresearch,tools,financialandotherapproachesrelatedtoSBC- Maintain and engage in global dialogue to develop and promote common language and

toolsrelatedtoSBC- FosterenablingframeworksforSBC

Workstream2:Supportandpromotesustainablehousing

- Pilotingsustainablehousingapproachesintheaffordableandsocialhousingmarkets- Supportsynergieswithrelevantprogrammes

Workstream3:Enhancesustainabilityinthebuildingsupplychain

- Identifyandsharecoreanalyticaltools,conceptualworkandimprovedknowledgebaseforsupportingdecisionmakingtowardsresourceefficiencyinbuildingsupplychain

- Promotepoliciestointegrateresourceefficiencyinthebuildingsupplychain- Engageupstreamstakeholdersandsupplychainstowardsresourceefficiency

Work stream 4: Reduce climate impact and strengthen climate resilience of the building andconstructionsector

- Identifyandsharecoreanalyticaltools,conceptualworkandimprovedknowledgebaseforsupportingdecisionmakingtowardsamoreclimateresilientandlowemissionbuildingandconstructionsector

- PromoteresilientandlowemissionSBCplanningandpiloting

Crosscuttingtheme:Knowledgesharing,outreachandawarenessraising

- Promoteawarenessraisingeffortsandpromoteunderstandingofsustainablebuildingsandconstructionacrossthestakeholdersandgeneralpublic,

- Supportorganizationofinternationalconferencesandplatformsfordisseminatingactivitiesandresults

- Support building of peer groups based on region specific conditions to share lessons andexperienceswithbuildingcodes,solutions,geographicallyboundinfrastructure

- Promote interdisciplinary exchanges between institutions of higher education forarchitecture,urbanplanning,engineeringetc.informingthedevelopmentandapplicationofSBC policies and foster integration of sustainability consideration in relevant curriculasupportedbyconcretecasestudies

Themainwork streams are aligned to the SBCprogrammeworkstreamactivities, flagship projectactivitieswithsubsequentindicators,showninthetablebelow.



Work/focusareas Programmeactivities Flagshipproject Activities Indicatorsofsuccess

WorkStream1:EstablishandpromoteenablingframeworkstoimplementSBCpolicies

1. Foster and share research, tools,financialandotherapproaches related toSBC

✔

Curriculumchangetoinclude:industrycasestudiesinthecurriculum,engagementofindustrystakeholdersasguestspeakers,providinginternshipopportunitiestostudents,industryandpeermentoring,settingupprofessionaldevelopmentopportunitiesforacademicstaffandindustrypractitioners.Bothacademiaandindustryaretargeted.

• Curriculumchangesacrossmorethanonediscipline

2. Maintain and engage in globaldialogue to develop and promotecommon language and tools related toSBC ✔

Useconferencesandotherprofessionalplatformstoinform,engageandbringnewthinkingwithtoolstoengageinpractice.

• Reportinginlocal,regionalandinternationalconference

3.FosterenablingframeworksforSBC

✔

Settingupacommunityofpractice,whereacademicsandindustryprofessionaleducationprogrammeleadersandcoordinatorscannetworkandshareexperiences.

• Communityofpracticeestablished

WorkStream2:Supportandpromotesustainablehousing

1.Pilotingsustainablehousingapproachesin the affordable and social housingmarkets

✔

Usingtoolsformeasuringenvironmental,economicandsocialapproachesforhousing.

• StudentinvolvementinthecommunityforTBLoutcomes.

• Workingwithindustry.

3. Support synergies with relevantprogrammes

✔

Throughsupportingnetworksofcommunitiesofpractice,arangeofactivitiesimpactonotherprogrammessuchastheSustainablePublicProcurementprogramme,SustainableTourismprogramme,SustainableLifestylesandEducationprogramme.

• Linkswithatleastoneother10YFPprogramme.

Workstream3:EnhanceSustainabilityinBuildingSupply

chain

1. Identify and share core analyticaltools, conceptual work and improvedknowledge base for supporting decision ✔

Teachingandprovidingexamplestorelevantstakeholderssuchasacademics,smalltomediumenterpriseholdersandotherrelevant

• Atleastonebestpracticeexampleincludedintheteachingsuiteofmaterials,



making towards resource efficiency inbuildingsupplychain

stakeholdersinthebuildingsupplychaintolearnaboutknowledgepertainingtosustainablefutures,includingresourceuse,climatechangeadaptationandmitigation.

includingprofessionaldevelopmentmaterials.

2.Promotepoliciestointegrateresourceefficiencyinbuildingsupplychain

✔

Workingwithuniversitiesandothereducationalinstitutionstochangecurriculumtoincludeunderpinningsforsustainabilitythinkingandpracticeinthecurriculum.

• Inclusionoflifecyclethinking,supportedbypracticeinthecurriculum.

3. Engage upstream stakeholders andsupplychainstowardsresourceefficiency

✔

Usecasestudieswithstakeholdersupdownthesupplychaintosetupdetailedstudiesofsuccessesforalltypesofbusiness,includingvolumehomebuilders,smalltomediumenterprisesandlargeorganisations.

• Casestudieseachof:• Volumebuilders• SMEs• Largecommercial

buildersAndotherrelevantstakeholderssuchasarchitects,engineers,consultants,surveyors,andothers.

Stream4:Reduceclimateimpactandstrengthenclimateresilienceofthebuildingandconstructionsector

1.Identifyandsharecoreanalyticaltools,conceptualworkandimprovedknowledgebaseforsupportingdecisionmakingtowardsamoreclimateresilientandlowemissionbuildingandconstructionsector ✔

FocusontoolssuchasLifecycleassessment.IncludethermalassessmentandmodelinginbuildingsimulationsforenergyefficiencybyusingsoftwaresuchasIES,Ecotectandothers.Useofratingtoolsandassessmentsfordifferenttypesofbuildings.

• UseofatleastONEsoftwaretoolinthecurriculum.

• Professionaldevelopmentprovidedtotheteachingcommunitytousethetool.

2.PromoteresilientandlowemissionSBCplanningandpiloting

✔

Extensionoftoolsacrossallbuiltenvironmentprofessionstoincluderesilienceandclimatechangeadaptation,inadditiontoclimatechangemitigationforvarioustypesofprojects;includingresidentialandnonresidentialprojects.

• Movefromonecoreprofessiontoanotherrelatedprofessionsuchasengineersorbuilders.

Cross-cuttingtheme:Knowledgesharing,outreachandawarenessraising

Promoteawarenessraisingeffortsandpromoteunderstandingofsustainablebuildingsandconstructionacrossthe ✔

Setupinformationsessionsandseminars,professionaldevelopmentsessionsacrossarangeofstakeholders,includingthegeneral

• Sharingacrossotherprofessionaldisciplines,e.g.,betweenarchitectsand



stakeholdersandgeneralpublic. public. engineers.

Supportorganizationofinternationalconferencesandplatformsfordisseminatingactivitiesandresults.

✔

Arangeofinternationalconferences,forexample,theSustainableWorldBuildingConferenceseriesandtheirregionalconferences.

• Reportinatleastonelocal/regional,nationalandinternationalconference

Supportbuildingofpeergroupsbasedonregionspecificconditionstosharelessonsandexperienceswithbuildingcodes,solutions,geographicallyboundinfrastructure.

✔

Anetworkofcommunityofpracticewillbesetupineachcountrywheretheflagshipprojectisrolledoutandtherewillbenetworkedsharingofinformationbetweencountries.Itwillalsobelinkedtootherprofessionalindustryassociations.

• Communityofpracticeisactive,thatis,theysharebestpracticeexamplesandsupporteachother.

Promoteinterdisciplinaryexchangesbetweeninstitutionsofhighereducationforarchitecture,urbanplanning,engineeringetc.informingthedevelopmentandapplicationofSBCpoliciesandfosterintegrationofsustainabilityconsiderationinrelevantcurriculasupportedbyconcretecasestudies. ✔

Thefoundationalbasisoftheprogrammereflectsthis.Theprogammeisaboutlinkingbuiltenvironmentrelateddisciplinesinacurriculafocusingonenhancingsustainabilityintegrationinthecurriculumsupportedbyrealisticandpracticalcasestudies.Thisensuresindustryandwiderstakeholderinvolvement.

• Foundationforlongitudinalresearchissetupsothattheprogrammeismonitoredandtrackedtoensurelongtermsustainability.



o OutlinetheproductsandservicesprovidedthroughtheflagshipprojectStart with an overview of the types of products and services that the 10YFP programme will

provide through the flagship. Specifywhy the 10YFP programme is the best placed to do this

work.Indicatehowhighimpactandscalabilitycanbeachieved.

This flagshipproject isaboutscalingupcurrentstudy takingplace in Indonesia toprepare thearchitectureprofessionforafuturewherecurrentandfuturegenerationsofarchitectscancopewithclimatechangemitigationandadaptation.Theoutcomeofthecurrentprojectistodevelopa template that can be used for other built environment related disciplines, and in othercountries.ThiscurrentprojectissupportedbyProSPER.Net,UnitedNationsUniversity,InstituteofAdvancedStudies(UNUIAS),alsoaMACintheSLEprogramme.

The flagship proposal is to use the template developed for the architecture profession inIndonesia across other disciplines and in other countries. It is essential that the templatedeveloped is used across countries that are in emerging economies, where building andconstructionactivitiesarecurrentlybeingundertakenatarapidpaceorexpectedtoincreaseinthenear future. It isessential that thebuildingandconstructionsector is setonasustainablepath, rather than an unsustainable one. The template is a starting platform for builtenvironmentrelateddisciplineswithinidentifiedcountries.Itisnotmeanttobeprescriptive,itsupportsandfacilitatesengagementwithrelevantstakeholders.Workingwithkeyplayerssuchas the building and construction industry code developers and regulators, the variousprofessions comprising the built environment, universities and schools of architecture orrelevant disciplines, city governments, in country government department/ministries such asministryofeducation,ministryofenvironmentandministryofpublicworks,aworkshopwillbeundertaken in the countries identified. In doing so, there will be buy-in from the team andsupportfromeachofthestakeholdersengagedinmeetingthegoalsoftheproject.

Builtenvironmentcurricula:respondingtoclimatechangethroughindustryengagementisaboutharnessing change in built environment professional education, including post universityeducationasprofessionaldevelopmentinthedisciplines.Thefocusistointegratesustainabilitythinkingandpracticeincurricularandpostgraduationeducationsuchthatseedsofchangeforafoundationinrecognisingcurrentchallengesinthebuiltenvironmentarefrontandcentreoftheeducationalsystem,equippingcurrentandfuturegraduatestodealwithclimatechange.

This flagship is a large scaledevelopment requiring large injectionof resources across variouscountries.Itrequiresconsiderableeffortfromvariousstakeholdersacrossindustry,governmentand academia, and will need in-country project management support. It also needs anorganisation such as theUN to tie the successes of the project, and develop communities ofpractice to be shared on platforms such as the Sustainable Consumption and ProductionClearinghouse. It also requires support fromotherprogrammessuchas theSustainablePublicProcurementprogrammeandtheSustainableLifestylesandEducationprogramme,sotherearecrosslearningsandsharedcasestudyexperiences.



o Detailouttheproductsandservices.Usethefollowingstructureforeachproduct/service:o Titleortypeofproduct/service(e.g.assessment,policydevelopment,strategydevelopment,

etc.)Theproductiscurricularandprofessionaldevelopmentchange,whichwillvaryfromcountrytocountry; not in the intent and learning outcomes, but in the context of the building andconstruction sector in the country and links to the professional development needs of theindustry,andvariousaccreditationbodiesnationallyandinternationally.Itiscriticalthatarangeofvariousstakeholdersareinvolvedtoensurebuy–in,andtoworkoutthebestsetofchangesfor optimum outcomes for that particular set of discipline/s. Curricular changes will includelearningoutcomesholistically fromaprogramme level for thatparticulardisciplineandat thecourselevelforeachcourse/subject,includingcasestudies.Professionaldevelopmentwilloccurattheindustry levelandthisknowledgewillbebrought intotheacademicprogrammes. Itwillincludeassessments.Theprogrammewillneedtobemonitoredthroughtheuseofsurveyswithvariousstakeholders,forexample.

o Descriptionofproduct/serviceCurricular change at the undergraduate and post graduate levels will be undertaken using aguiding template provided to universities/course and program developers. Once issues areidentifiedfor inclusion, industrypractitionerswillalso involved indevelopmentofcontentandguide the change. Engagement with various stakeholders within the country to acceleratecurricularchange in tandemwith industrywillbe focusedupon.Changes thatpostgraduationwillrequirewillalsobeincluded,toensurethatgraduatesandacademicstaffareuptodatewithcurrent industry knowledge and expertise. It is not possible to only make change/s at theuniversity level, without getting support and acknowledgement from the wider industry andgovernment.Thatiswhy,thetemplatedevelopedisnotprescriptive,buttobeusedasastartingpositionfordebateanddiscussioninthecountrieschoosingtobepartoftheflagshipproject.

o 10YFPprogrammepartners’expertiseinthatarea10YFP partners for the SBC programme are yet to be identified. However, some work hasalready been undertaken in collaboration with other Asia Pacific universities in setting up atemplate. This template is now being fine tunedwith the development of an in-country casestudy,usingIndonesiaasanexample,focusingonthearchitectureprofessioninIndonesia.

o ExpectedresultsandimpactswithinspecifictimeframeIt isanticipatedthattheflagshipwillyieldshorttermandlongtermresults. Intheshortterm,curricularchangewithbestpracticeexampleswillsettheballrollingfordebateanddiscussionsin changing traditional unsustainable approaches to building and construction. Indicators ofresults are involvement of local businesses in providing case studies for the students and theacademics.



It is essential that graduates of the programmes where these changes or interventions areimplemented are tracked.Using longitudinal surveys to close the feedback loopswill test theassumptions that the approaches taken for curricular change are indeed appropriate andproviding expected results. Such longitudinal surveys will need to be undertaken upongraduation and post graduation when students have entered the workforce, armed withknowledgeregardingsustainability.

4. Projectbeneficiaries(0.5page)Projectbeneficiariesareprimarilystudents(currentandfutureprofessionalsinthebuiltenvironmentindustry),academicsandindustry.Studentsbenefitbecausetheyarenotsubjectedtothesamepedagogiesofteachingandlearningthathassetusonourcurrentunsustainablepath.

Academicsbenefitbecausetheyareabletogetsupportfortheirteachingfromindustryandtheflagshipprogramme.Academics’knowledgeandresourcebaseimproveastheyaresubjectedtoprofessionaldevelopmentopportunitiesthemselves.Theyalsogettheopportunitytoworkwithindustry,learningfromtheindustryandsupportingprofessionaldevelopmentofindustry.

Industrybenefitsbecausetheygetvalueaddfortheirtimethroughsharingknowledgeandexpertisethattheywouldnototherwiseget.Theyareinapositiontoshapeyoungprofessionalsthathavefoundationalknowledgeonthetheoreticalframeworksofsustainabilityandevenpracticalorbestpracticeexamplesofuptodateknowledge.Industrydonotneedtoretrainstudentstomeettheneedsoftheworkforce.

5. Partnerships(0.5–1page)o Whoaretheleadingpartnersoftheflagship?Theleadingpartnersoftheflagshipare:

o RMITUniversityo MACmembers:Polito,Energies2050,BCAo CurrentprojectpartnersforthestudyinIndonesia:UniversityofGajahMadah,

UniversityofIndonesia,InternationalFinanceCorporationIndonesia,MinistryofPublicWorksIndonesia,IndonesianGreenBuildingCouncil,BISA-BuildingScienceAllianceofProfessionals,IndonesianInstituteofArchitects,IndonesianSchoolsofArchitecture(APTARI)

o ProSPER.Net,UniversityofPeradeniya(SriLanka),NIASA(NationalInstituteofAdvancedStudiesinArchitecture(India),AsianInstituteofTechnology(Bangkok),UniversityofPhilippines(Philippines),TongjiUniversity(China).

o Whichotherpartnerswillsupportitsimplementation?

o Thisisyettobedecided.

o Whatwillthemodalitiesforthepartnershipbe?



o Iftheprojectreceivesfundingrequested,industrypartnershipsareexpectedtobein-

kindpartnerships,whereindustrysupportsthecurricularchangethroughprovidingcasestudiesandbestpracticeexamples,professionaldevelopmentopportunities,mentoring,internshipsandtheliketosupportacademic-industryengagement.

o Listandcategoriseorganisationswhichhavecurrentlyexpressedinterestintheproject

o Universitiesmainlyo Localgovernmento Professionalorganisationso GreenBuildingCouncils

o Indicateifprojectleadsareinterestedinsecuringadditionalpartners

Yes

6. Projecttiming(0.5page)o Detailthehighleveltimingsoftheprojectincludingtheproposedkickoffdate,phases,

importantreviewpointsandprojectcompletion.

TheprojectworkshopinIndonesia,supportedbyProSPER.Netisexpectedtotakeplacelate2015.Therefore,itisanticipatedthatthisflagshipprojectwillcommenceinthefirstquarterof2017.

ItisexpectedthattheflagshipwillberolledoutinfourothercountriesintheAsiaPacificregion,initially.SriLanka,Thailand,Philippines,China,andIndonesiahavealreadyexpressedinterestthroughProSPER.Net.MalaysiaandIndiaarealsorepresentedontheProSPER.NetBoard,buttheyhavenotyetshownformalinterest.

Thefocuswillbechangingthearchitecturecurriculuminthesecountries,usingtheIndonesianexperience.ThetemplatedevelopedinIndonesiawillbeusedinthecountriessimultaneouslysothatcommunitiesofpracticemaybedevelopedasasupportnetworkfortheacademicsandindustry.

Workshopswillbeundertakenintheidentifiedcountriesoveraperiodof2yearsfrom2016-2018.Changesidentifiedwillbeimplementedandwillbemonitoredoverthedurationoftheundergraduateprogram(3,4or5years,dependingonthecountry).

Basecaseinformationwillbegleanedpriortotriallingtheinterventionstocomparebeforeandafterinterventionscenarios.

o Estimatetimingofproducts/services(keydeliverables).



UsingthetemplatedevelopedfromtheIndonesiancasestudy,countriesinterestedinparticipatingintheflagshipprojectalreadyidentifiedwillbecontactedtocommencetheprojectwithintroductoryworkshops.MostcountriesinthenorthernhemisphereworkonaSeptembertoJuneacademiccalendaroraJunetoAprilacademiccalendar,hencethecommencementdateswillbeworkedbackfromthesedates.

Thetimingoftheprojectwillvarydependingonthelengthoftheprogramme.Architectureprogrammesvaryinlengthfrom3-5years,dependingonthecountry.Forexample,fora3yearprogram,theworkshopsformakingcurricularchangesanddevelopinginterventionsmaybesetupin2016.Onceidentified,theinterventionswillbeappliedthefollowingyear,2018,andthechangestrackedfrom2019-2020.Surveyswillbeundertakenin2021.Thusthetimeperiodfora3yearprogramfortriallingtheinterventionsis5years.Likewise,forthe4yearprogram,itwillbe6years,andforthe5yearprogram,itwillbe7years.

ThemajormilestonetimelinesarepresentedinTable1below,andcostingsarepresentedinthenextsection.

Table1

7. EstimatedProjectcosts(0.5–1page)Includedetailsofthetotalprojectcostsperhighlevelactivityanddeliverable

WorkingonaroughestimateofUSD$500,000percountry,basedontheworkdonetodate($60,000committedand$60,000inthepipeline)totalprojectcostswouldamounttoUSD$5,000,000.

wk1$4

wk&4$8

wk&8$12

wk&12$16

wk&16$20

wk&20$24

wk&24$28

wk&28$32

wk&32$36

wk&36$40

wk&40$44

wk&44$48

wk&48$52

wk1$4

wk&4$8

wk&8$12

wk&12$16

wk&16$20

wk&20$24

wk&24$28

wk&28$32

wk&32$36

wk&36$40

wk&40$44

wk&44$48

wk&48$52

TasksIdentification of relevant schools and stakeholdersIntervention template organisedIntervention implementation discussions Key stakeholders invited.Intervention application workshopping with associated travelInterim reportIntervention tested over two semestersFeedback from stakeholdersReportCurriculum mapping over programCurriculum mapping over programCurriculum mapping over programFinal report drafted.

Year&5

Year&6

Year&1 Year&2Year&3

year&4



WORKSHOP(1:

Research Officer* (AUD $1,200/day excl

GST)

Senior Research Officer/Expert** (AUD $1,500/day excl. GST)

Background work/IFC/APTARI collaboration

10 weeks 5 days= 6,000 1 days= 1,500 (UIR)$7,500.00

Workshop event See Table 2 See Table 2 $17,660.00

Workshop report 2 weeks 2 days = 2,400 1 days(UIR) = 1,500 $3,900.00

Identification of intervention and stakeholder discussions re application

10 weeks 4 days = 4,800 2 days(UIR) = 3,000$7,800.00

Final report 10 weeks 2 days = 2,400 2 days ( UIR) =3,000 $5,400.00

Funding(for(this(is(already(secured(through(ProSPER.Net

INTERVENTION(IMPLEMENTATION,(per(discipline

Research Officer* (AUD $1,200/day excl

GST)

Senior Research Officer/Expert** (AUD $1,500/day excl. GST)

Intervention application- discussions with various schools and accreditation bodies within discipline

10 weeks 10 days= 12,000 3 days= 4,500 (UIR) $16,500.00

Travel: Disbursements, as per Table 2 $17,660.00

Interventions over the year (Year 1) 48 weeks 10 days= 12,000 3 days= 4,500 (UIR) $16,500.00

Report 4 weeks 2 days = 2,400 1 day= 1500 $3,900.00

Years: 2, 3 and 4. No of years depending on length of programme, av 4 years

3 years $49,500.00

Final report 10 weeks 3 days = 3,600 3 days ( UIR) =4,500 $8,100.00

Disciplines:Architecture/DesignCivil3EngineeringPlanningBuildingQuantity3surveying

Task Timeframes

Budget

Subtotal

Workshop event and associated administration

1 week: 2 days workshop

3 days = 3,600 3 days = 4,500 (UIR)$8,100.00

$6,400.00

Total in AUD $118,560.00

Total in AUD $50,360.00

* Trivess Moore, ** Usha Iyer-Raniga

Task Timeframes

Budget

Subtotal

* Trivess Moore, ** Usha Iyer-Raniga

Implementation of intervention and associated travel, based on 3 days stay in country

1 week: 2 days workshop 2 days = 2,400 2 days = 3,000



ThisfundinghasbeensecuredthroughProSPER.Net.

TABLE&2:&WORKSHOP&1&ASSOCIATED&EXPENSES

Item RateNo&of&days

No&of&persons No&of&

nightsTotal&cost Comments

Australian*contingentHotel*in*Jakarta*for*3*persons*(RO,*PLs) 200 2 4 1600Flights*for*2*people*to*and*from*Australia 1500 2 3000Cost*of*visa 30 2 60Per*Diem 30 2 4 2400Transportation*to*and*from*aiprort:*Melbourne 100 2 200Subtotal 7260Venue*details

Venue*hire 500 500University*of*Indonesia*venue,*donation*only

Catering*at*venue 1000 2 2000Transportation*to*and*from*aiprort 1200 1200 lumpsumStakeholder*gifts 50 20 1000 local*Indonesian*giftsSubtotal 4700Local*staffTravel*for*3*local*indonesian*Building*Science*Committee 400 3 1200Accommodation* 200 3 3 1800Per*diem* 30 3 3 2700Subtotal 5700Invited*participantsExpected*to*pay*their*own*airfares*and*acommodation 0TOTAL&in&AUD 17660

RO:*Research*OfficerPLs:*Project*Leaders



8. Riskanalysisoutline(0.5–1page)Risksareidentifiedasfollows:

o Commitmentbyacademicsanduniversitiesarenotfollowedthrougho Politicalinstability/changespreventlocalgovernments/relevantministriesfrom

participatingo IndustryarenotpreparedtosharebestpracticeexamplesorcasestudiesduetoIPissues

orpersonalityconflicts



Annexes–tobedevelopedlater

AnnexA:ProjectactivitiesIncludedetailsoftheactivitiesandproducts/servicesthatwillbedeliveredbytheproject,showwhowill be responsible for delivering them and where they will be implemented. Use diagrams ifrequired.

AnnexB:ProjectbudgetIncludedetailsoftheprojectbudgetbrokendownbyworkpackage(butnotbyspecificactivity).Showhowandwherethebudgetwillbespent.

AnnexC:GanttchartIncludeahighlevelGanttchartshowingwhenthekeyactivitieswillbedelivered,thereviewandreportingdatesandoveralltaskresponsibilitiesanddependencies.

AnnexD:Otherprojectspecificannexes



References:

Arab Regional Strategy for Sustainable Consumption and Production, 2009. Accessed June 25, 2015, from http://www.unep.fr/scp/marrakech/publications/pdf/Final%20Draft%20Arab%20Strategy%20on%20SCP%20-%2006-10-09.pdf

Economics of Climate Adaptation. 2009. Shaping Climate-resilient Development: A framework for decision-making. ClimateWorks Foundation, Global Environment Facility, European Commission, McKinsey & Company, The Rockefeller Foundation, Standard Chartered Bank and Swiss Re.

Goldenberg, S. 2013. Survey finds scientific consensus on cause of climate change: humans. The Guardian, May 17 2013.

Hong, W. & Chian, M. S. 2007. Trends in Asia's Building Energy Efficiency Policies. Available: http://www.hkccf.org/download/iccc2007/31May/S5A/HONG%20Wen/Trends%20in%20Asia%27s%20Building%20Energy%20Efficiency%20Policies.pdf [Accessed 15 July 2012].

Ito, K., Morita, Y. & Komiyama, R. 2006. Asia / World Energy Outlook 2006. 395th Forum on Research Works. Tokyo, Japan: The Institute of Energy Economics, Japan (IEEJ).

Iyer-Raniga U and Andamon, M.M.2012. Sustainability education in the engineering and built environment curriculum: The case of Asia-Pacific from Proceedings of the 5th International Conference of Education, Research and Innovations (ICERI 2012), International Association of Technology, Education and Development (IATED), pps: 5190 - 5200.

McGraw Hill Construction. 2013. World Green Building trends: Business Benefits driving new and retrofit market opportunities in over 60 countries. Bedford, MA: In Partnership with United Technologies, USGBC and World Green Building Council.

UNEP. 2013. Climate Change Mitigation [Online]. Available: http://www.unep.org/climatechange/mitigation/ [Accessed May 15 2013].

UNU-IAS 2013. ProSPER.Net: Developing a New Generation of Leaders (2008-2013), A. Tanaka, et al., Editors. United Nations University - Institute of Advanced Studies (UNU-IAS): Yokohama, Japan. p. 72.

World Bank (2012) Inclusive Green Growth: The Pathway to Sustainable Development, World Bank, Washington DC, USA.

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