Master of Arts in Responsible Management and Sustainable Economic Development pptx

Master of Arts in Responsible Management and Sustainable Economic Development Curriculum Development Omona Frank Sustainable Development July 2011 Abstract The establishment of the Institute of Peace and Strategic Studies of Gulu University in 2003 has necessitated the introduction of more academic programs to meet the increasing enrollment rate of students This can only be achieved through the development of more curricula to meet the demand The University for Peace, in her Africa program of capacity cooperation in the Great Lakes region, has entered into a memorandum of understanding with Gulu University for fellows to undertake the task of developing new academic programs to be implemented at the Gulu University This course of Sustainable Development is therefore part of a whole academic program to be implemented at the Bachelor degree level The Bachelor of Arts degree in Peace and Conflict Studies contains at least thirty-five course units to be covered in six semesters within three years, including this course of Sustainable Development leading to the award of a Bachelor of Arts Degree The author used desk top research, employing the resources at the University for Peace Library and internet sources to develop the curriculum, coupled with rigorous supervision and guidance of qualified professors in the fields of Sustainable Development and curriculum design The method of conducting this course will be mainly student-centered as will be seen in the lesson plan This course is made up of sixty contact hours with thirty sessions of two hours each to be covered in fifteen weeks of lecture Topics to be covered will include, among others: Sustainability Principles, International and National Policies on Sustainability, Sustainability and Green Economy Agenda, the Private Sector and Sustainability, and Towards Security and Sustainable Development This research report is submitted in partial fulfillment of the requirements for the degree of Master of Arts in Responsible Management and Sustainable Economic Development LIST OF ABBREVIATIONS/ ACCRONYMS BAPCS……………………………………… ….Bachelor of Arts in Peace and Conflict Studies CO2…………………………………………….…… ………………………… Carbon dioxide DA……………………………………………………… ……………… Dimension of Analysis EC ……………………………………………….………………………………… Earth Charter EU……………………………………………….……………………………… European Union FAO……………………………………………….………… Food and Agricultural Organization FBDS………………………………………… … Faculty of Business and Development Studies GATT …………………………………………… General Agreement on Tariffs and Trade GDP…………………………………………….……………………… Gross Domestic Product GE……………………………………………………………………………… Green Economy GLP ……………………………………………………… ………… …… Great Lakes Program GNP…………………………………………………………………….… Gross National Product GRI……………………………………………………………… … Global Reporting Initiative HIV/AIDS……………… Human Immune Virus/Acquired Immune Deficiency Syndrome ICLEI……………………… …… … International Council for Local Environmental Initiatives IDGs………………………….………………………………… International Development Goals IICA………………………………… Inter-American Institute for Cooperation on Agriculture IISD……………………………………… International Institute for Sustainable Development IMF…………………………….……………… ………………… International Monetary Fund IPSS…………………………….…………………….… Institute of Peace and Strategic Studies ISO……………………………………………………… International Standards Organization ii LDCs…………………………….…………………………… …… Least Developed Countries MDGs…………………………………………………………….Millennium Development Goals MNCs……………………………………………………………… Multi-National Corporations NCHE…………………………….…………………… National Council for Higher Education OECD………………………… … Organization for Economic Co-operation and Development OPEC……………………………… ………………… Oil and Petroleum Exporting Countries PCS…………………………….……… …………….……………… Peace and Conflict Studies PPPs………………………………………… ……………………… Public-Private Partnership SD………………………………………………… ………………… Sustainable Development TNS……………………………………………………………………………… The Natural Step TPOs…………………………….……………………………… Trade Promotion Organizations UA……………………………….……………………………… …………… Unit of Analysis UACE………………………………………… …… Uganda Advanced Certificate of Education UN………………………………………………………………………………… United Nations UNCED………………………… United Nations Conference on Environment and Development UNDP………………………………………………….… United Nations Development Program UNEP…………………………………………………… United Nations Environmental Program WCED…………………………… …… World Commission on Environment and Development WCU………………………………………………………………… World Conservation Union WLF……………………………….……… ………………………………… World Life Fund WSSD……………………………….………… … World Summit on Sustainable Development WTO………………………………….…………… ……………… World Trade Organization iii iv TABLE OF CONTENTS ABSTRACT……………………………………………………………………………….………i DECLARATION OF ACADEMIC HONESTY………………………………………………….ii PERMISSION……… ………………………………………………………………………….iii LIST OF ABBREVIATIONS/ACCRONYMS………………………………………………… iv TABLE OF CONTENTS…………………………………………………………………………vi 1.0 GENERAL OR ACADEMIC CHAPTER (CHAPTER ONE)……………………………… 1.1 Introduction……………………………………………………………………………1 1.2 Course Description…………………………………………………………………….3 1.3 Main Goal …………………………………………………………………………….4 1.4 General Objectives…………………………………………………………………….4 1.5 Indented Intended Learning Outcomes………………………………………………………….5 2.0 DETAILED CONTENT (CHAPTER TWO) ……………………………………………… 2.1 Detailed content……………………………………………………………………….6 2.2 Method of delivery………………………………………………………………… 20 2.3 Assessment……………….………………………………………………………… 21 3.0 ADMINISTRATIVE CHAPTER (CHAPTER THREE)……………………………… ….22 3.1 Specific course title……………………………………………………………… …22 3.2 Course code……………………………………………………………………… 22 3.3 Pre-requisites ………………………………………………………………… …….22 3.4 Course length…………………………………………………………………… ….22 3.5 Credits…………………………………………………………………………… 23 3.6 Course meeting times and place……………………………………………… ……23 v 3.7 Intended participants ………………………………………………………… ……23 3.8 Admission Requirements……………………………………………………… … 23 3.8.1 Ugandan Advanced Certificate of Education (U.A.C.E) Holders………………………………………………………………………… …24 3.8.2 Direct Entry Scheme ……………………………………………… ………24 3.8.3 Mature Age Entry Scheme …………………………………………… ……24 3.8.4 Diploma Holders’ Entry Scheme………………………………………….…24 3.8.5 Direct Entry Scheme………………………………………………… …….24 3.8.6 Mature Age Entry Scheme ………………………………………… ………24 3.8.7 Diploma Holders’ Entry Scheme………………………………………….…24 3.8.8 Note…………………………………………………………………….…….25 3.8.9 Where the course fits within the general program of Studies……….……….25 3.8.10 Evaluation……………………………………………………………… …25 3.8.11 Instructor’s biography………………………………………………… ….26 4.0 TEACHER’S MANUAL (CHAPTER FOUR)…………………………………….……….28 4.1 SESSION …………………………………………………………………….……28 4.1.1 Understanding Sustainable development………………………………… 28 4.2 SESSION ……………………………………………………………………… 34 4.2.1 Envisioning a Sustainable Society ……………………………………… 34 4.3 SESSION 3………………………………………………………………… 40 4.3.1 Sustainability Principles Part I – Respect and Care for the Community of Life……………………………………………………………………………….40 4.4 SESSION 4……………………………………………………… …………………46 4.4.1 Sustainability Principles Part –Ecological Integrity…………… ……….46 vi 4.5 SESSION 5………………………………………………………………………… 52 4.5.1 Sustainability Principles Part – Social and Economic Justice……………52 4.6 SESSION 6……………………………………………… …………………………58 4.6.1 International policies on sustainability…………………………… ………58 4.7 SESSION 7………………………………………………………………………… 64 4.7.1 National and Local Policies on Sustainability…………………… ……….64 4.8 SESSION ………………………………………………………………………….70 4.8.1 Sustainability and Green Economy Agenda ………………………………70 4.9 SESSION 9……………………………………………………………….………….75 4.9.1 Private Sector and sustainability I…………………………… …….75 4.10 SESSION 10……………………………………………………………… ………81 4.10.1 Private Sector and sustainability II……………………………….……….81 4.11 SESSION 11…………………………………………………………………… …86 4.11.1 Sustainable Development Tools…………………………………… ……86 4.12 SESSION 12…………………………………………… …………………………91 4.12.1 The Biogram ……………………………………………………… …….91 4.13 SESSION 13………………………………………………………………… ……97 4.13.1 The integrated sustainable development index………………….……… 97 4.14 SESSION 14……………………………………………………………….… …103 4.14.1 Temporal observations; Indicators; Maximum and minimum levels; indices……………………………………………………………….………… 103 4.15 SESSION 15………………………………………………………………………109 4.15.1 Globalization; International economic order………………………….…109 4.16 SESSION 16………………………………………………………………………114 4.16.1 International trade and Development; Theory and practice…… ………114 vii 4.17 SESSION 17 ………………………………………………… ………………….119 4.17.1 International trade and development, Import substitution …………… 119 4.18 SESSION 18…………………………… ……………………………………….125 4.18.1 Export promotion and Economic integration ………………… ……….125 4.19 SESSION 19……………………………………………………….………… ….130 4.19.1 International finance and debts………………….………………………130 4.20 SESSION 20………………………………………………… ………………….135 4.20.1 Market reform for sustainable Development………………………… 135 4.21 SESSION 21………………………………………………………………………141 4.21.1 Recognizing sustainable Development I……………………………… 141 4.22 SESSION 22………………………………………………………… ………….147 4.22.1 Recognizing sustainable Development II………… ……………………147 4.23 SESSION 23………………………………………………………………………153 4.23.1 Recognizing sustainable Development III………………………………153 4.24 SESSION 24………………………………………………………………………159 4.24.1 Investing in sustainable development I (Invest in people, innovation, and institutions)……………………………………………….………… …………159 4.25 SESSION 25………………………………………………………………………165 4.25.1 Investing in sustainable development II (Invest in communication and partnership)………………………………………………………… …………165 4.26 SESSION 26………………………………………………………………………171 4.26.1 Investing in sustainable development III (Invest in a supporting environment and imitation)…………………………………………………… 171 4.27 SESSION 27………………………………………………………………………177 viii scale effects on both human societies and human environment” (World Commission on Environment and Development, 1987, p 296) This is all to put aside the cost of the “arms culture.” The next session will look at what can be done to move towards a more secure society conducive for SD 4.29.4 Learning outcomes: At the end of this session, the learner will have reliably demonstrated the ability to:  Explain environmental stress as a source of conflict  Reason logically on the fact that conflict is a cause of unsustainable development  Identify development activities that can put stress on the limited natural resources in their communities 4.29.5 Session methodology: a) Teaching and facilitating strategy This session shall flow as shown below: Time 10 minutes 15 minutes 45 minutes 30 minutes 10 minutes 10 minutes Facilitator’s activity Introduces the topic Divides learners into groups and divides the session into concepts for discussion using predesigned questions Facilitates group dialogue Learners’ activity Actively listen Go into groups according to desired concepts for discussion Dialogue on concepts as they summarize their views in giving their Uses brainstorming to allow Participate students to freely respond to perceptions on the concepts of dialogue findings from their groups Debriefs lesson/assigns students Give views on debriefing into groups to prepare presentations for the next session and gives them the concepts to be researched on and presented Records takeaway points Contribute to takeaway points 193 b) Resources: The resources to be used include: video, chalk board, white board, chalk, dusters, markers, manila cards, projector, flip charts, web pages, and multimedia resources c) Activities: The strategy prepared above will entail the following activities: question and answer discussion, dialogue, brainstorming, and student participation 4.29.6 Assessment: In this session, as in all the other sessions, students will be assessed based on their group presentations on the topic discussed in class The quality and level of engagement of each student in the presentation and group dialogue and other activities that the session methodology employs will be considered Learners’ contribution to the takeaway points will be considered at the end of each session and of course their attendance Students’ attendance will be gauged by their attentiveness and concentration during the session Students caught playing with phones, passing out unnecessarily or having other discussion in class will be considered absent All these will contribute to 10% of the coursework marks at the end of the semester An average of all their performance in the successive sessions will therefore be calculated 194 4.29.7 Required Readings: World commission on Environment and Development (1987) Our Common Future Oxford: Oxford University Press, p 290-300 Kaldor, M (1999) New & Old Wars: Organized Violence in a Global Era Cambridge: Stanford University Press, p 1-14 & p 150-177 4.29.8 Recommended Readings: United Nations (2002) Plan of Implementation of the World Summit on Sustainable Development http://www.un-documents.net/jburgpln.htm Collier, P., & Sambanis, N (2005) Understanding Civil War, Africa: Evidence and Analysis Washington, D C.: World Bank, p 10-55 195 4.30 SESSION 30 4.30.1 towards Security and Sustainable Development (Principles) 4.30.2 Learning Objectives: The concluding session of this course will have the following objectives:  Help learners understand the two principles of early warning and disarmament in relation to security and sustainable development  Enable students to understand the concept of “co-operative management of environmental threat” and the challenges that go with it  Enable students to understand and be able to explain the concept of environmental security 4.30.3 Content: This session will conclude the course by looking at two principles that can lead towards security and sustainable development Focus will be placed on the principle of early warning systems and disarmament A debrief of the main points of the course will be done at the end of this session To begin with, if a country or nation needs to find a basis for a satisfactory relationship between security and sustainable development, then that country needs to broaden its vision This broadening of vision entails starting to look at the environment as an integral part of the approach to development Environment is both a social justice issue and a development issue, so the first principle would be to appreciate that “conflicts arise not only because of political and military threats to national sovereignty; they may derive also from environmental degradation and the pre-emption of development options” (World Commission on Environment and Development, 1987, p 301) Certainly there are no military options to what we are referring to here as environmental insecurity; in fact, major warfare is the vehicle that can create internationally shared environmental hazards In this session and the previous one, we 196 have constantly referred to the natural resources in the environment as the shared commons This has been proven true by the fact that the concept of national sovereignty has been modified fundamentally due to globalization In other words, the interdependence of many nations in the realms of economics, environment and security has placed the issue of environmental security at the centre of the sustainable development process The global commons (referring to shared natural resources) and threats to it cannot be managed or dealt with by one country This implies that the threats to environmental security can only be dealt with in a joint manner since the ecosystem is also shared The session will then take a few minutes to talk about cooperative management Many nations are already co-operating with one another in the fight against environmental stress, which gives some direction on the way to proceed It is worth mentioning at this point that this session is dealing with environmental insecurity as a source of unsustainable development and how to deal with it This is mentioned in order to redirect the session in a correct direction, because there is a tendency of thinking more about military insecurity than environmental insecurity For example, “there are now various institutional systems, often of complex and advanced form, to foster bilateral and regional co-operation for marine fisheries in order to regulate maximum sustainable yields and the distribution of catches” (World Commission on Environment and Development, 1987, p 301) One of the main challenges to this approach of co-operative management of environmental threats is the fact that some of the nations involved have antagonistic relations politically, and this sets back the effort to fight environmental insecurity Nevertheless, big strides have been made in many countries in this regard, and the session will provide published examples that will be available to the students Students will be invited to relate examples that they know of about countries cooperating in the fight against environmental insecurity to make the session more student-centered 197 The challenge to this approach in most developing countries is that it has been hampered by poor communication; nevertheless, progress is being made in many of these countries, and the example of the “joint-management program in Africa for the Senegal river basin” (World Commission on Environment and Development, 1987, p 302) will be given as the case of a success story The session will then turn its attention to discuss the importance of early warning in connection with environmental insecurity before looking at the concept of disarmament as a concluding concept It is important that signs of environmental stress be monitored jointly, possibly including appropriate UN bodies in order to “establish a reliable early warning system for environmental risks and conflict” (World Commission on Environment and Development, 1987, p 302) This would require the drawing together of the most sophisticated surveillance technology available This would be able to identify risks of soil erosion, growth in regional migration, and the uses of the global commons that are nearing the threshold of sustainability This is because it is always uncertainty and insecurity that prompt international conflicts, including environmental insecurity It is therefore imperative for governments to be aware of the imminent threats before they actually cause damage to the population This will be the idea of early warning in combatting threats to environmental security in particular The last concept to be discussed in this session is that of disarmament, which requires a redefinition of priorities in connection with issues regarding environmental insecurity This has to be done both at the national and global levels As mentioned at the outset, this means a broadening of our vision in the way we assess security matters to include not only the military aspect, but to also embrace all of the military, political, environmental and other aspects of conflict Here, the students will be made to understand that this means that governments should increase, if even a little, the amount of money they spend on environmental issues as compared to military 198 spending Particularly, this has to be done for the four major areas of concern, namely tropical forest, water, desertification, and population growth It is not easy to adjust government budgets in terms of priorities, but this would go a long way in alleviating some of the problems caused by environmental stress This has to be done as a preventive and not a corrective measure, because the latter is more expensive 4.30.4 Learning outcomes: At the end of this session, the learner will have reliably demonstrated the ability to:  Explain the two principles of early warning and disarmament in relation to security and sustainable development  Encourage the promotion and practice of the concept of “co-operative management of environmental threat” and dealing with the challenges that go with it  Develop and practice lifestyles that will lead to environmental security in their local territories 4.30.5 Session methodology: a) Teaching and facilitating strategy This session will flow as planned below: Time 10 minutes 10 minutes 80 minutes 10 minutes 10 minutes Facilitators’ activity Introduces the overall topic of presentation Prepares students to give their pre-assigned concepts in the order in which the content of the session flows Facilitates group presentations with strict timing and giving brief feedback on presentations and ways to improve Debriefs lesson Records takeaway points Learners’ activity Actively listen Arrange their work ready for presentation Other students actively listen and give positive points taken from the presentation of their colleagues Gives views on debriefing Contribute to takeaway points 199 b) Resources: The resources to be used include: video, chalk board, white board, chalk, dusters, markers, manila cards, projector, flip charts, web pages, and multimedia resources c) Activities: The strategy prepared above will limit the activity in this session to student presentation and participation 4.30.6 Assessment: In this session, as in all the other sessions, students will be assessed based on their group presentations on the topic discussed in class The quality and level of engagement of each student in the presentation and group dialogue and other activities that the session methodology employs will be considered Learners’ contribution to the takeaway points will be considered at the end of each session and of course their attendance Students’ attendance will be gauged by their attentiveness and concentration during the session Students caught playing with phones, passing out unnecessarily or having other discussion in class will be considered absent All these will contribute to 10% of the coursework marks at the end of the semester An average of all their performance in the successive sessions will therefore be calculated 200 4.30.7 Required Readings: World Commission on Environment and Development (1987) Our common future Oxford: Oxford University Press, p 300-304 Department for Disarmament Affairs (2004) The United Nations Disarmament Yearbook, Volume 28 New York, NY: United Nations Publications, p 208228, 269-275 4.30.8 Recommended Readings: James, H (2009) Security and Sustainable Development in Myanmar London: Routledge, p 30-67 201 Bibliography: Ajami, R., & Goddard, G (2006) International Business: Theory and Practice Armonk: M.E Sharpe, Inc Bardhan, P (2003) International Trade, Growth, and Development: Essays Malden, Massachusetts: Wiley-Blackwell Blewitt, J (2008) Understanding Sustainable Development London, UK: EarthScan Boff, L (2008) The Ethic of Care In P B Corcoran & A J Wohlpart (Eds) A Voice for Earth: American Writers Respond to the Earth Charter Athens: University of Georgia Press Brinkerhoff, J (2002) Partnership for International Development: Rhetoric or Results? Boulder, Colorado: Lynne Rienner Publishers Brown, P., & Garver, G (2009) Right Relationships: Building a Whole Earth Economy San Francisco: Berrett-Koehler Publishers, Inc Bruckmeier, K., & Tovey, H (2009) Rural Sustainable Development in the Knowledge Society Burlington, Vermont: Ashgate Publishing Ltd Clive, G., & Kirkpatrick, C (2007) Impact Assessment and Sustainable Development: European Practice and Experience Cheltenham: Edward Elgar Publishing Ltd Collier, P., & Sambanis, N (2005) Understanding Civil War, Africa: Evidence and Analysis Washington, D C.: World Bank Cornes, R & Sandler, T (1996) The Theory of Externalities, Public Goods, and Club Goods Cambridge: Cambridge University Press Dalal-Clayton, D., & Bass, S (2002) Sustainable Development Strategies: A Resource Book Sterling, Virginia: EarthScan Danaher, K., Biggs, S., & Mark, J (2007) Building the Green Economy: Success Stories from the Grassroots Sausalito, California, CA: PoliPoint Press, LLC 202 Department for Disarmament Affairs (2004) The United Nations Disarmament Yearbook, Volume 28 New York, NY: United Nations Publications Edwards, A (2006) The Sustainability Revolution Philadelphia: New Society Publishers Gordon, R (1994) Regulations and Economic Analysis: A critique over two Centuries Boston: Kluwer Academic Publishers Gustave, S (2008) The Bridge at the End of the World: Capitalism, the Environment, and Crossing from Crisis to Sustainability New Haven: Yale University Press Harris, J (2001) A Survey of Sustainable Development: Social and Economic Dimensions Washington, D C.: Island Press Held, D., & McGrew, A (2007) Globalization/Anti-globalization: Beyond the Great Divide Cambridge: Polity Press Inter-American Institute for Co-operation in Agriculture (2008) IICA’s Contribution to the Development of Agriculture and Rural Communities in the Americas Retrieved January 10, 2011, from http://www.iica.int/Eng/Pages/default.aspx International Council for Local Environmental Initiatives (1996) The Local Agenda 21 Planning Guide London: EarthScan Publications International Institute for Sustainable Development (2002) Ten+Ten Sustainable Development Successes and Failures Retrieved January 10, 2011, from http://www.iisd.org/briefcase/ten+ten_contents.asp James, H (2009) Security and Sustainable Development in Myanmar London: Routledge Jansson, A (1994) Investing in Natural Capital: The Ecological Economic Approach to Sustainability Washington, D.C.: Island Press Jovanovic, M (1998) International Economic Integration: Limits and Prospects London: Routledge 203 Kaldor, M (1999) New & Old Wars: Organized Violence in a Global Era Cambridge: Stanford University Press Kiernan, J (2009) Investing in a Sustainable World: Why GREEN is the New Color of Money on Wall Street New York, NY: AMACOM Kohli, H (2008) Growth and Development in Emerging Market Economies: International Private Capital Flows, Financial Markets and Globalization Delhi: SAGE Kuik, O (1991) In Search of Indicators of Sustainable Development Dordrecht, Kluwer; Netherlands: Springer Lawn, P (2006) Sustainable Development Indicators in Ecological Economics Cheltenham: Edward Elgar Publishing Ltd Leadbeater, C., Goss, S., & Public Management Foundation (1998) Civic Entrepreneurship London: Demos Levi, M (2009) International Finance Abingdon, Oxon: Routledge Mackey, B (2004) The Earth Charter and Ecological Integrity – Some Policy Implications In World Views: Environment, Culture, Religion, Vol No Leiden, Netherlands: Brill Academic Publishers Mansoor, D (2007) Global Development Finance: The Globalization of Corporate Finance in Developing Countries Washington D.C.: World Bank Markandya, A (1994) Policies for Sustainable Development: Four Essays Rome: Food and Agricultural Organization (FAO) McDonough, W., & Braungart, M (2002) Cradle to Cradle: Remaking the Way we Make Things New York, NY: North Point Press McEachern, W (2008) Economics: A Contemporary Introduction Mason, Ohio: South-Western Cengage Learning Meadows, D., Randers, J., & Meadows, L (2004) Limits to Growth: The 30-year Update White River Junction, Vermont: Chelsea Green Publishing Company 204 Milbrath, L (1989) Envisioning a Sustainable Society: Learning our Way Out Albany: State University of New York Press Nattrass, B., & Altomare, M (2001) The Natural Step for Business Canada: New Society Publishers Noss, R., Westra, L., & Pimental, D (2000) Ecological Integrity: Integrating Environment, Conservation, & Health Washington, D.C.: Island Press Organization for Economic Co-operation and Development (2001) Strategies for Sustainable Development: Practical Guidance for Development Co-operation Paris: OECD Organization for Economic Co-operation and Development (2007) Subsidy Reform and Sustainable Development: Political Economy Aspects Paris, France: OECD Osborne, D., & Gaebler, T (1993) Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector New York, NY: Penguin Group Page, S (1990) Trade, Finance and Developing Countries: Strategies and Constraints in the 1990s Savage, Maryland: Barnes & Noble Books Patzelt, H., & Shepherd, D (2010) Recognizing Opportunities for Sustainable Development Entrepreneurship Theory and Practice, Volume 35, issue Penning de Vries, F (2005) Civic Entrepreneurship – A Civil Society Perspective on Sustainable Development In Banuri, T., Najam, A., & Odeh, N (Eds) Global Synthesis: Volume Islamabad, Pakistan: Gandahar Academy Press Preston, N (2001) Understanding Ethics Sydney: The Federation Press Roy, K., Sen, R., & Tisdell, C (1997) World Trade and Development: Economic Integration, Regional Blocs, and Non- Members New Delhi: Atlantic Publishers 205 Sepulveda S., Chavarría, H., & Rojas, P (2005) Methodology to Determine the Level of Sustainable Development of Rural Territories San Jose, Costa Rica: IICA Singer, P (2006) Practical Ethics New York, NY: Cambridge University Press Speth, J (2004) Red Sky at the Morning New Haven: Yale University Press Speth, J (2008) The Bridge at the Edge of the World: Capitalism, the Environment, and Crossing from Crisis to Sustainability New Haven: Yale University Press Steger, M (2009) Globalization Oxford: Oxford University Press Stiglitz, J (2003) Globalization and its Discontents New York, NY: W.W Norton Swedish Government (2002) Sweden’s National Strategy for Sustainable Development Retrieved February 21, 2011, from http://www.regeringen.se/content/1/c4/28/86/46c330fd.pdf The World Commission on Environment and Development (1987) Our Common Future Oxford: Oxford University Press United Nations Development Program (2007/2008) Fighting Climate Change: Human Solidarity in a Divided World New York, NY: Palgrave Macmillan United Nations Environment Program (2011) Green Economy: Driving a Green Economy through Public Finance and Fiscal Policy Reform Retrieved February 21, 2011, from 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Recognizing sustainable Development III………………………………153 4.24 SESSION 24………………………………………………………………………159 4.24.1 Investing in sustainable development I (Invest in people, innovation, and institutions)……………………………………………….…………... Investing in sustainable development II (Invest in communication and partnership)………………………………………………………… …………165 4.26 SESSION 26………………………………………………………………………171 4.26.1 Investing in sustainable development. .. concept of sustainable development as a way forward These will include: “reviving growth, changing the quality of growth, ensuring a sustainable level of population, conserving and enhancing the