INTERNATIONAL NETWORKS
NATIONAL/REGIONAL ORGANIZATIONS

STUDENT ORGANIZATIONS

 

 

 

 

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INTERNATIONAL NETWORKS

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  • . Amfort (or WAPTT,the World Association for Professional Tourism Training ) was created at Nice in 1969, as part of the same movement which created WTO. Its aim was  » to define, develop, promote and adapt  » world tourism training to the needs and evolution of the tourism industry. Every second year, its world congress brought together the representatives of the three categories of institution and people that can shape the future of tourism education and training

 

  • . Association of International Education Administrators (AIEA) works by bringing international education leaders into dialogue with each other, their counterparts around the world, umbrella organizations that promote international education, and organizations concerned with the shaping and management of higher education www.aieaworld.org

 

 

  •  . The Association of MBAs is the international impartial authority on postgraduate business education. Established in 1967, it sets the global standard for accrediting MBA, DBA and MBM programmes. The Association currently accredits MBA provisions in 189 schools in more than 75 countries. It is also a professional membership association connecting MBA students and graduates, accredited business schools and MBA employers. The Association of MBAs is committed to the advancement of responsible management through postgraduate business education. www.mbaworld.com

 

  •  . CEEMANis an international management development association established in 1993 with the aim of accelerating the growth in quality of management development in central and eastern Europe. CEEMAN is a global network of management development institutions focusing on the quality of education and innovations within the field, as well as in the broad area of subjects related to change. CEEMAN has more than 200 institutional and individual members from 51 countries in Europe, North America, Latin America and Asia.Learn more about CEEMAN http://www.ceeman.org

 

  • . CNRD is an international university network on research and education related to the Millennium Development Goal 7 (MDG 7). Currently the network consists of 11 partner universities in Latin America, Africa, the Middle East, Asia, and Europe. CNRD is funded by the German Federal Ministry for Economic Cooperation and Development and managed by the German Academic Exchange Service (DAAD). Its focal point is Cologne University of Applied Sciences. 

 

  • . EFMD is an international membership organization, based in Brussels, Belgium. With more than 760 member organizations from academia, business, public service and consultancy in 82 countries, EFMD provides a unique forum for information, research, networking and debate on innovation and best practice in management development. EFMD runs the EQUIS, EPAS, CEL & CLIP accreditation systems as well as the Deans Across Frontiers business school mentoring programme (DAF) and is one of the key reference points for management education worldwide. Since its inception EFMD has been pioneering initiatives related to responsible management .

 

  • GRLI: The Globally Responsible Leadership Initiative is a worldwide partnership of companies and business schools/learning organisations working together in a laboratory of change to develop a next generation of globally responsible leaders. The GRLI engages in thought leadership, advocacy and projects to achieve measurable impact. Founded in 2004 by the European Foundation for Management Development and the UN Global Compact, today it comprises 70 partner (member) organisations who are committed to transforming leadership development. It is a member organization, a foundation, an advanced laboratory and a movement. www.grli.org$

 

  • The COPERNICUS Alliance is a European network of Universities and partners which promotes transformative learning and change for sustainability across the higher education sector. The COPERNICUS Alliance promotes learning through dialogue and exchange opportunities; encourages the development of publications and resources; collects and shares best practice; provides opportunities for collaborative research; and reviews assessment tools to assist organisations in their journeys towards sustainability.

 

 

  •  . The International Association of Universities (IAU), founded in 1950, is a UNESCO-based worldwide association of higher education institutions.  The Association brings together HEIs and higher education organizations and associations from some 120 countries from around the world for reflection and action on common concerns.  Its services are available on a priority basis to Members but also to organizations, institutions and authorities concerned with higher education, as well as to individual policy and decision-makers, specialists, administrators, teachers, researchers and students.  The three overarching clusters the Association works on are: I. Internationalisation, globalisation, cross-border higher education, and intercultural learning and dialogue; II. Access to higher education, including growing demand for enrolment and decreased funding, use of ICTs, distance education and the opportunities brought on by innovations such as the Open Content movement; III. Higher education and society (including higher education for sustainable development, the role of higher education in meeting the UN Education for All programme goals, etc.). www.iau-aiu.net

 

  • MEDIES (Mediteranean Region):  Mediteranean Education Initiative for Environment and Sustainability aims to support the educational community in its efforts to contribute to the implementation of Agenda 21, the Millennium Development Goals (MDGs), as well as the UN Decade of Education for Sustainable Development (2005-2014), through the successful application of innovative educational programmes in all countries around the Mediterranean basin. http://www.medies.net/main1.asp

 

  • . ProSPER.Net (Promotion of Sustainability in Postgraduate Education and Research Network)is an alliance of higher education institutions launched in June 2008, formed by leading universities in the Asia-Pacific region. ProSPER.Net was created in recognition of the need to advance and disseminate knowledge and research for sustainable development within a systematic and collaborative platform. By engaging with other members within this framework, opportunities for synergies and collaboration in terms of building upon members’ strengths, exchanging good practices and expertise in joint projects are enhanced. Collaborative projects in various fields have been carried out since the network was founded, comprising design and delivery of an e-learning programme on sustainable development practice in public policy, integration of sustainability issues in business school and engineering and built environment curricula, faculty training module and resource materials for sustainability, researchers’ school in sustainable development, research on innovative pedagogies applied in regional poverty reduction programmes and alternative university appraisal project, that aims to reflect and create tools for universities’ evaluation as regards their activities in ESD.For more information, please visit: www.ias.unu.edu/efsd/prospernet

 

    •   . SENAI has been based on meeting the needs of the industrial production process, with courses and programs for vocational education, aiming at high levels of professional qualification of workers, as well as the formation of creative and enterprising citizens. We reinforce our goal of promoting education for a generation of workers and managers capable of promoting sustainability today and over the long term. Our pedagogical practice will be guided by the goal of forming autonomous learners, who have initiative, pro-activity and ability to solve problems. Thus, educating professionals capable of conducting self-training and improvement as well as the resources and environment sustainability.

 

  • The Association of African Universities (AAU) is an international non-governmental organisation founded in Rabat, Morocco in November 1967 having its headquarters in Accra, Ghana. The Association draws its membership from all five sub-regions of Africa and operates in three official languages, namely English, French and Arabic. Over the years, membership has grown from an initial 34 to 265 members from 46 African countries. It is accorded observer status by the African Union (AU), the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the United Nations University (UNU). A major development in recent years is that the AAU has been designated the lead implementing agency for the higher education component of the Action Plan for the Second Decade of Education of the African Union.http://www.aau.org

 


  • . The Association of University Leaders for a Sustainable Future (ULSF)
    is the Secretariat for signatories of the Talloires Declaration (1990), which has been signed by over 400 college and university presidents and chancellors worldwide.  ULSF provides resources and support for sustainability as a critical focus of teaching, research, operations and outreach in higher education through publications, research, and assessment. www.ulsf.org

 

 

  •  UNITWIN: The University Twinning and Networking Programme, established in 1992, seeks to advance research, training and programme development in all of UNESCO’s fields of competence by building university networks and encouraging inter-university cooperation through the transfer of knowledge across borders. http://www.unesco.org/en/unitwin/university-twinning-and-networking/

 

  • . World Business School Council for Sustainable Business (WBSCSB): WBSCSB is a sustainability think-tank and platform of action for business schools to contribute making business sustainable through their research, education and engagement. Founded at the 2010 annual conference of the Academy of Management in Montreal, a small group of concerned deans and professors took a first step to create the World Business School Council for Sustainable Business (WBSCSB). Core areas of activities include: leading research addressing pressing sustainability issues and education embracing sustainability as a function of business. www.wbscsb.com

 

 

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NATIONAL/REGIONAL ORGANIZATIONS

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Africa

 

  • ANSTI (Africa): The African Network of Scientific and Technological Institutions was established in 1980 and its mission is to facilitate the active collaboration among African scientific institutions for the purpose of training and research in science, engineering and technology. http://www.ansti.org/

 

  • . Association of African Business Schools (AABS) is an association of leading business schools throughout the African Continent. AABS promotes excellence in business and management education through capacity building, collaboration and quality improvement. http://www.aabschools.com

 

  •  .  Regional Universities Forum for Capacity Building in Agriculture :
    Mainstreaming environment and sustainability in the 29 member universities in Eastern, Central and Southern Africa which are in the consortium of RUFORUM- Building capacity of universities to access opportunities for mainstreaming sustainability in higher education-  – Greening of university training, research and outreach programs
    - Engaging with university management and policy processes to ensure visibility and contribution of universities in sustainable development

 

Asia

  • . ASPUnivNet is a network of universities that support activities at UNESCO Associated Schools as their partners.  It was established in 2008 jointly by the Ministry of Education, Culture, Sports, Science and
    Technology (MEXT) and the Japanese National Commission for UNESCO (JNCU).
    http://www.nara-edu.ac.jp/ADMIN/SOUMU/panf_e.pdf

 

  • . EcoLeaD(Japan): Environmental Consortium for Leadership Development (EcoLeaD) is an academia-industry-government-NGO/NPO consortium with 24 international partners in Asia Pacific. It was launched by the Ministry of the Environment, Japan as part of the Environmental Leadership Initiatives for Asian Sustainability (ELIAS) in 2009. EcoLeaD works as a multi-stakeholder platform to run projects in four major areas: (1) developing environmental education program guidelines and certification systems for higher education and industry; (2) holding seminars and symposia to introduce and discuss innovative approaches in environmental education and environmental business; (3) building information infrastructure including a database of environmental education programs in higher education; and (4) promoting international cooperation for constructing sustainable society.www.eco-lead.jp
  • . The Centre for Environment Education (CEE) is a Centre of Excellence in Environmental Education and Education for Sustainable Development (ESD) supported by the Ministry of Environment and Forest, Government of India. CEE is the nodal agency for implementation of Decade of Education for Sustainable Development in India and has been engaged in ESD with a variety of higher education institutions within and outside India, for over two decades. CEE also co-ordinates six Regional Centres of Expertise (RCE) under the Global RCE initiative of the UNU-IAS. CEE is the Secretariat of the South Asia Youth Environment Network (SAYEN) supported by the UNEP Regional Office, Asia and the Pacific which engages youth in the environmental activities.

 

  • . GUNI-AP (Asia & Pacific): The Global University Network for Innovation in Asia and the Pacific aims to improve higher education in that region through the application of the UNESCO decisions on higher education taken at the World Conference on Higher Education in 1998. http://www.guni-ap.org

 

 

  •  . The Himalayan University Consortium (HUC) is a membership network for education and research for sustainable mountain development of the Hindu Kush-Himalayan (HKH) region, which covers many large, vulnerable, and fragile ecosystems in Afghanistan, Bangladesh, Bhutan, China, India, Myanmar, Nepal, and Pakistan. More at http://www.icimod.org/?q=146

 

Océanie

 

  •  . “The Australasian Campuses Towards Sustainability is a non-profit member based organisation representing higher and further education institutions within Australia and New Zealand. ACTS aims to inspire, promote and support change towards best practice sustainability within the operations, curriculum and research of the tertiary education sector. ACTS seeks to build community and business partnerships at the local, regional and international level, in order to bring together a network of people for positive engagement, capacity building and change.” http://www.acts.asn.au/

 

 

  • Universities Australia (Australia): Universities Australia is the peak body representing Australia’s universities. Its broad commitment is to ensure Australia’s reputation as a highly innovative and educated nation. Universities Australia’s role is to promote the social, economic, environmental and cultural value of higher education through its relationships with governments, industry, the professions and the wider community, both nationally and internationally. Universities Australia is an active player in the determination and formulation of public policy, advocating on behalf of Australia’s universities. www.universitiesaustralia.edu.au

 

Europe

  • CGE (France): The Conférence des Grandes Ecoles is a non-profit organization dedicated to support higher education institutions through joint activities, accreditation of educational programs and promotional activities in France and abroad. CGE members are mainly engineering, management and other specialized schools (215), plus companies (16) and non-profit organizations (46). www.cge.asso.fr

 

  • . Campus Responsables (Sustainable Campus) (France) : It was launched in 2006 to encourage students and estates/administration staff of French colleges and universities to embed the sustainability into the campus management and curriculum. The Network counts 40 campus members in January 2012. Campus Responsables support the campuses by giving them the tools to share good practices, to innovate on tackling new green challenges, to communicate on their commitment especially through the Sustainable Campus Guide we publish regularly. Our website : www.campusresponsables.com

 

  • CPU (France): The Conference of University Presidents, as defined in the « Freedoms and responsibilities of the universities » Act of August 10, 2007, is an association with recognized public benefit (117 members). It represents the common interests of institutions of higher learning. French universities have set up a Sustainable Development Committee within the framework of the CPU, in order to identify shared needs, to find answers through partnerships with the socio-economic world, and to share initiatives and tools. www.cpu.fr

 

  • . The EAUC is THE sustainability champion for universities and colleges in the UK. Run by members, for its members, the EAUC seeks to drive sustainability to the heart of further and higher education. With a Membership of over 320 colleges and universities from across the UK, the EAUC is now the recognised hub of sustainability best practice in the sector. The EAUC provides strong alliance of Further and Higher Education Institutions, sector bodies and commercial organisations, working together both in the UK and internationally. With links to similar bodies in North America, Australasia, Spain and South Korea amongst others, the EAUC is working on a global scale to raise the profile of sustainability in the tertiary education sector. Find out more at www.eauc.org.uk

 

North America

 

  • AACC (US): The American Association of Community Colleges is the leading national organization representing close to 1,200 community, junior and technical colleges and their more than 13 million students. Headquartered in Washington, D.C., AACC advocates for the colleges and their interests in Congress, with federal agencies and the White House, and with a broad array of businesses, organizations and the news media. AACC’s sustainability efforts are largely focused through its Sustainability, Education and Economic Development initiative, which supports the colleges in their efforts to expand green job training opportunities and innovation. www.aacc.nche.edu

 

  • . AASHE is helping to create a brighter future of opportunity for all by advancing sustainability in higher education. By creating a diverse community engaged in sharing ideas and promising practices, AASHE provides administrators, faculty, staff and students, as well as the business that serve them, with: thought leadership and essential knowledge resources; outstanding opportunities for professional development; and a unique framework for demonstrating the value and competitive edge created by sustainability

 

  • . The American College & University Presidents’ Climate Commitment (ACUPCC) is a high-visibility effort to address global climate disruption undertaken by a network of colleges and universities that have made institutional commitments to eliminate net greenhouse gas emissions from specified campus operations, and to promote the research and educational efforts of higher education to equip society to re-stabilize the earth’s climate. Its mission is to accelerate progress towards climate neutrality and sustainability by empowering the higher education sector to educate students, create solutions, and provide leadership-by-example for the rest of society.http://www.presidentsclimatecommitment.org

 

 

  • AGB (US): The Association of Governing Boards of Universities and Colleges is the only national association that serves the interests and needs of academic governing boards, boards of institutionally related foundations, campus CEOs and other senior-level campus administrators on issues related to higher education governance and leadership.  Its mission is to strengthen, protect, and advocate on behalf of citizen trusteeship that supports and advances higher education. www.agb.org

 

  • HACU (US) : The Hispanic Association of Colleges and Universities was established in 1986 with a founding membership of 18 institutions. Today, HACU represents more than 400 colleges and universities committed to Hispanic higher education success in the U.S., Puerto Rico, Latin America, Spain and Portugal. HACU is an association representing existing and emerging Hispanic-Serving Institutions. Information is available at www.hacu.net

 

South America

  • INNOVEMOS (Latin America & Caribbean):  Network of Educational Innovation for Latin America and the Caribbean is an interactive space and a permanent forum for reflection, production, exchange and dissemination of knowledge and practices about innovations and educational change. www.redinnovemos.org

 

 

 

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STUDENT ORGANIZATIONS

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    •   . FSNSD (French Student Network for Sustainable Development): Created in 2007. In 2012, 90 students associations (situated in universities, business and engineering schools) are members of the network, that is to say 4500 students from all over the French territory working towards sustainable development in their campuses. More information : www.refedd.org.
      For an example of our work, you can have a look at the report “10 000 young people to imagine a more sustainable higher”.

 

  •  OIKOS: Oikos is the international student organisation for sustainable economics and management and a leading reference point for the promotion of sustainability change agents. http://www.oikos-international.org/

 

 

  •  . SENSD, the Students’ European Network for Sustainable Development, is a network that aims to gather European students together to promote sustainable development, by   exchanging knowledge and information. By networking European students concerned with sustainable development, SENSD promotes a new generation of students aimed at constructing a cooperative, fair and environmentally friendly Europe.

 

  • . The World Student Community for Sustainable Development (WSCSD) is a non-profit international student organization committed to addressing the issues of sustainable development. WSCSD is comprised of students and organizations within universities in more than 100 countries from all the 5 continents. Since its inception in 2002, WSCSD has provided a platform for multidisciplinary and cross-border student collaboration on research and community development projects