Sustainability, education and local government: insights from the Australian state of Victoria

Local government (LG) is increasingly playing a role in tackling environmental issues and promoting sustainability. An important element of this LG focus is sustainability education and engagement, yet only few details on the nature of these activities are evident. Similarly there is little understanding of the professional competencies required by LG staff to deliver the relevant sustainability education and engagement activities. A web-based survey of LG sustainability officers in the State of Victoria (Australia) provides insight into the focus of these officers' work and the competencies they rely on. The findings seek to guide the training and employment of LG sustainability staff and the effective delivery of sustainability education and engagement activities. Broadly, the sustainability officers surveyed are closely involved with activities within their LG organisation, but are engaging less so with specific education institutions, organisational sectors and the community in general. In keeping with this, the major sustainability education and engagement focuses are collaboration with peers and stakeholders, rather than community-wide initiatives. For undertaking sustainability education and engagement activities, systems-thinking, anticipatory competence and normative competence were highlighted as important; however, strategic competence and interpersonal competence were considered most important.