Projects Overview (Explanations)
Transformative Approaches Project (Explanations)
Sustainable Development Issues (Learning)
Configuring strategic dilemmas in intersectoral dialogue
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Annex to Processing Documents on Sustainable Development Issues described in associated documents, which are all part of a separate report (Configuring Globally and Contending Locally: shaping the global network of local bargains by decoding and mapping Earth Summit inter-sectoral issues, 1992, 5 mb PDF). For other tables on strategies see: confidence ploys; value-based; typology for sustainable development; Chinese strategems
The following is the learning cluster of the set of 450 issues derived from international declarations: Brundtland Report (Our Common Future), Agenda 21, and in sectoral declarations (see declaration checklist annex). The collection of the complete set of issues together is available in PDF form (Declaration Issues: Sorted by Code Combination) and highlights certain patterns.
The set of 6 clusters is:
[P=Population | W=Well-being | L=Learning (below)| T=Trade | E=Environment | R=Regulation ]
Columns in the table, as for other clusters, are coded in relation to Figure 1a. The purpose of this coding was to explore configuration of the implicit strategic dilemmas as a global structure (see commentary) and presented as Figures 3a and 3b. The coding procedure is described elsewhere.
| # | P | W | L | T | E | R | Issue name | Document | |
| 1 | L | LEARNING/CULTURE: | |||||||
| 3 | P | L | R | Education/training/public awareness | A21/7-8 | ||||
| 3 | P | L | R | Illiteracy / Innumeracy | Doc1 | ||||
| 3 | P | L | R | Appropriate education | Doc15 | ||||
| 3 | P | L | R | Improved education | BR | ||||
| 3 | W | L | R | Educational wastage | BR | ||||
| 3 | P | L | R | Environmental education (including values) | Doc27 | ||||
| 3 | P | W | L | Self-help training | A21/12 | ||||
| 3 | P | L | R | Excessive specialization / Over-education | |||||
| 3 | P | L | R | Access to education | BR | ||||
| 3 | P | L | R | Conceptual fragmentation / Paradigm shift | |||||
| 3 | L | E | R | Accelerating rates of change | Doc4 | ||||
| 3 | L | E | R | Increasing complexity of interconnections | Doc4 | ||||
| 3 | L | T | E | Living with uncertainty / precautionary principle | Doc6 | ||||
| 3 | W | L | R | Coping with value challenges / lifestyle adjustment | Doc35 | ||||
| 3 | L | T | E | Science for sustainable development | A21/31 & 36 | ||||
| 3 | L | T | E | Strengthen scientific basis for.... | A21/36 | ||||
| 3 | L | T | E | Strengthen multi-scale / interdisciplinary research | Doc4 | ||||
| 3 | P | L | E | Neglect of environmental studies | Doc16 | ||||
| 3 | L | E | R | Environmental and social impact assessment methods | Doc1 | ||||
| 3 | L | E | R | Long-term versus short term planning | Doc2 | ||||
| 3 | L | E | Improving long-term scientific assessment | A21/36 | |||||
| 3 | L | T | R | Gap in scientific/technological capacity | BR | ||||
| 3 | L | T | R | Lack of scientists/engineers | Doc4 | ||||
| 3 | L | T | E | Lack of natural resource managers | Doc19 | ||||
| 3 | L | T | E | Lack of public health and environment professionals | Doc7 | ||||
| 3 | P | L | R | Science/technology community role | A21/31 | ||||
| 3 | L | T | R | Enhancement of research/technology infrastructure | BR | ||||
| 3 | P | L | T | Improve communication and cooperation | A21/31 | ||||
| 3 | L | E | R | Codes of practice and guidelines for use of ... | A21/31 | ||||
| 3 | L | T | E | Information/data for sustainable development | A21/40 | ||||
| 3 | L | T | E | Advance earth system studies | Doc4 | ||||
| 3 | L | T | E | Improve pollution abatement technologies | A21/9 | ||||
| 1 | L | Accumulation of biological knowledge | BR | ||||||
| 3 | L | T | E | Inventory global forest resources | Doc27 | ||||
| 3 | L | T | R | Information handling and availability | A21/40 | ||||
| 3 | P | L | E | Bridging the data gap / accessibility | A21/40 | ||||
| 3 | L | T | R | Intellectual property rights | Doc3 | ||||
| 3 | L | T | R | Role of communications media | Doc4 | ||||
| 3 | L | T | R | Electronic networking | A21/40 | ||||
| 3 | L | T | E | Commercial information sources | A21/40 | ||||
| 3 | L | E | R | Data collection, standards, methods and use | A21/40 | ||||
| 3 | L | E | R | Global networks of research centres / data exchange | Doc21 | ||||
| 3 | P | W | L | Quality of life / sustainable development indicators | Doc27 | ||||
| 3 | W | L | E | State of Environment reporting/monitoring | Doc36 | ||||
| 3 | W | L | E | Tradition knowledge of indigenous people | Doc16 | ||||
| 3 | L | T | E | Information exchange on toxic chemicals and risks | A21/19 | ||||
| 3 | P | L | R | Role of universities | Doc7 | ||||
| 3 | P | L | Open channels of information exchange | Doc7 | |||||
| 3 | P | L | R | Use the university community as a role model | Doc7 | ||||
| 3 | L | T | E | Increase academic focus on large complex issues | Doc7 | ||||
| 3 | P | W | L | Public education on sustainability issues | Doc7 | ||||
| 3 | L | E | R | Direct funds to multidisciplinary research/teaching | Doc7 | ||||
| 3 | P | L | T | E | R | Partner with other [education] sectors | Doc7 | ||
| 3 | L | T | R | Information access/overload | Doc2 | ||||
| 3 | P | L | R | Corruption of meaning / Disinformation | |||||
| 3 | P | L | R | Propaganda / Psychological warfare | |||||
| 3 | P | L | R | Deception (official/unofficial) | |||||
| 3 | W | L | R | Mental/Spiritual pollution | Doc37 | ||||
| 3 | P | L | R | Freedom of information/Censorship | Doc13 | ||||
| 3 | P | L | R | Espionage/Surveillance | |||||
| 3 | P | L | R | Official secrecy | |||||
| 3 | W | L | T | Cultural heritage exploitation/destruction | Doc36 | ||||
| 3 | P | W | L | Role of visual arts & artistic communication | Doc27 | ||||
| 3 | P | W | L | Role of exhibits and display centres | Doc27 | ||||
| 3 | P | W | L | Cultural invasion/imperialism | |||||
| 3 | P | L | R | Cultural homogenization | |||||
| 3 | W | L | T | Cultural deprivation/alienation |
