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It is important to note that EUCLID functions under an intergovernmental mandate to deliver programs of higher education that conform to international standards and that are fully documented (Statutes IX). Accordingly, a standard 3 USCH course,which is at least equivalent to 4.5 ECTS, represents a number of classroom instruction hours equivalent to 3 x 12.5 = 37.5 hours (lower base line) – 3 x 14 = 42 hours (higher base line).
Even in the case of courses for which lectures (audio / video) are available to cover the entirety of the material, reading assignments are mandatory.
In the case of courses that are primarily delivered by means of reading assignments, EUCLID considers that a standard 3 USCH course should correspond to approximately 600-800 pages of intense, directly relevant readings. This is consistent with generally accepted standards applicable to the USCH and ECTS systems. Moreover, EUCLID favors full textbooks over compiled chapters from heterogeneous sources.
For practical and organizational reasons, this study workload is structured in the format of one semester (about 15 weeks). This logical ‘semester’ is organized in 7 periods of ‘2 weeks’ each, the last one being a buffer and final study period. Because EUCLID has a primary mandate to serve busy government officials for its Participating States, these periods are presented as a structured approach rather than as an enforced set of deadlines. In practice, then, a student may take more or less than 14 weeks to complete the course because the intention is not to reproduce an actual semester but rather to offer a logical breakdown of the course over a flexible span of time.
In all cases, all the assignments must be submitted, approved and graded for the course to be completed.
It must be noted that EUCLID guidelines require that a comprehensive oral examination take place upon completion of all other assignments in order for the final grade to be posted and for the course to be formally completed.
See also: Academic Standards
This standardized syllabus is your study guide for this course.
Most EUCLID courses require the sequential reading of the textbooks (and other materials) listed below. By “reading,” we do not mean mere casual reading but rather intense studying with an effort to memorize (highlighting with comments and taking notes is highly recommended).
The “Course Materials” may include textbooks as well as other types of resources including MP3 downloads, webcasts, compiled PDFs, etc.
It is the responsibility of the student to obtain the Course Materials. In most cases, the resources requires for the course are available from the EUCLID online library.
Once you have completed the reading of the course materials, you must contact your course instructor or coordinator to discuss the proposed theme of the required major paper(s).
Even though the quiz assignment is sometimes considered or listed after the major papers, it is advisable to complete this assignment prior to starting work on the paper(s).
For each quiz questions, do not forget to provide a footnote reference to where (text, page) the correct answer can be found. Remember that the instructor will evaluate your ability to create intelligent questions spanning all required textbooks, offer plausible answers, and properly footnote the textbook reference.
For the paper(s), do not forget that you must comply with all ACA-401 guidelines and requirements. Always refer to the latest Word template and ACA-401 checklist which can be found on the Egnyte Platform.
The first part of this course is based on the Harvard Continuing Education textbook: An Introduction to Sustainable Development by Peter Rogers, Kazi F. Jalal, John A. Boyd
An Introduction to Sustainable Development presents the concept and practice of sustainable development as a process that meets the needs of the present generation without compromising the ability of future generations to meet their own needs. This textbook examines the environmental, economic, and social dimensions of sustainable development by focusing on changing patterns of consumption, production, and distribution of resources.
The impact of globalization and the role of the private sector including multinational corporations are discussed. Case materials include domestic and international initiatives and projects; protection of coastal wetlands; development of community-based water supply and sanitation systems; sustainable energy, forest, and industrial development.
The second part of this course is based on the respected yet sometimes controversial textbook: Beyond Growth: The Economics of Sustainable Development by Herman E. Daly.
In Beyond Growth, Herman Daly provides an overview of the macro-economics of sustainability. His overview, however, has drawn a fair amount of criticism and is not without its detractors. In effect, Daly argues that the basic premise underlying macro-economics is faulty--that the study of the ongoing flow of goods and services and factors of production that is called an economy has historically excluded natural capital (resources from the environment). In other words, natural capital is not valued and therefore not addressed in economic analyses such as those that produce reports on Gross National Product, a commonly used indicator of a nation's economic success.
Named one of a hundred "visionaries who could change your life" by the Utne Reader, Herman Daly is the recipient of many awards, including a Grawemeyer Award, the Heineken Prize for environmental science, and the "Alternative Nobel Prize," the Right Livelihood Award. He is professor at the University of Maryland's School of Public Affairs, and coauthor with John Cobb, Jr., of For the Common Good.
The overall objectives of this course are to provide a comprehensive presentation of the mindset behind the current challenge to “growth economics” by a radical yet respected leader of the new school of thought that advocates not “sustainable growth” but “sustainable future and happiness.”
Upon completion of this course, the student is expected to able to:
- understand the issues that have prompted the development of SD as a concept and discipline
- explain what aspects of the current economic system are not sustainable and why
- articulate a framework that may improve quality of life in a sustainable way
- compare and contrast the viewpoint and perspectives of both textbooks
- discuss the sustainability issues associated with the 4 Es of the Crash Course
- An Introduction to Sustainable Development by Peter Rogers, Kazi F. Jalal, John A. Boyd
- Beyond Growth: The Economics of Sustainable Development By Herman E. Daly
- Chris Martenson’s Crash Course http://www.chrismartenson.com/crashcourse
- Beyond Economic Growth: An Introduction to Sustainable Development by Tatyana P Soubbotina
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In addition to the short response papers, the standard required assignments are:
The student must create a multiple-choice or missing word quiz with 10 questions, based on the textbook(s), and with footnoted references to the correct answers (with page number in textbook).
A sample is available at http://www.euclid.int/syllabi/quiz.docx and can also be found on the Egnyte platform under Courses > ACA-401
This course requires the presentation of 2 major paper(s) (standard length is 12-24 pages using the MP template which is double-spaced).The theme is the student’s choice, but must be selected and confirmed in consultation with the assigned instructor, and be based on the required study materials.
The major paper(s) must (1) comply with all ACA-401 guidelines (2) make at least 3 properly formatted references to the textbook(s).
Once the paper(s) and quiz have been submitted, this course is capped by an extensive oral examination and interactive interview conducted by the assigned instructor using web-conferencing technology (WebEx, Skype).
Failure to obtain a passing grade on the final oral exam will result in course failure.
Even through there is no internationally standardized grading system, EUCLID uses a scale that is fairly standard, namely:
Numeric grades are converted to letter grades as follows:
Explanation / Standards
All objectives are fully met
All objectives are fully met with minor suggestions for improvement
Rarely used: All objectives are fully met with minor suggestions for improvement
All objectives are met with specific suggestions for improvement
Satisfactory output, but improvement are expected to fully meet all the objectives of the program
Rarely used: Satisfactory output, but improvement are expected to fully meet all the objectives of the course(s)
Passing but less than satisfactory output. Improvements in more than one course standards are expected to fully meet all the objectives of the course(s)
2.5 - 2.35
Minimum passing grade: Improvements are mandated in more than one course standards are expected to fully meet all the objectives of the course(s)
Failing grade: does not meet mandatory objectives of the course(s)
Failing grade: does not meet in any way the objectives of the course(s)
Assignment to does meet in any way the objectives of the courses or contains plagiarism / academic violations
EUCLID (Pôle Universitaire Euclide |Euclid University):
A treaty-based organization with international liaison and representative offices in New York / Washington DC, Montpellier (France), Berlin (Germany)
Bangui, C.A.R.; Banjul, The Gambia
Institutional High Steward: President Faustin Touadéra, PhD (Mathematics; Lille, France)
Diplomatic and Academic High Steward: Ambassador Juan Avila, PhD (Education; Fordham, USA)
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