UWCSEA WHITE PAPER 2 March 2022 UWCSEA CHANGEMAKERS: placing sustainable futures at the heart of a school
“Wellbeing for all, within the means of nature.” Global Footprint Networkdefinition of Sustainable Development adopted by UWCSEA
PlacingDevelopment.”sustainable futures at the heart of a school Statements 2021 Competencies
Throughout its 50-year history, UWC South East Asia (UWCSEA) has used education to empower students to become positive contributors to a peaceful and sustainable future for all. A core principle of the teaching and learning is the understanding that peace is engendered by healthy societies, and that successful peace is only possible through solutions that are sustainable for all. Whether teaching students to embrace peacebuilding through cultural understanding, or building their awareness of the importance of connecting with nature and being conscious of their impact, the concept of sustainable, reciprocal relationships has been foundational to the school’s philosophy. As UWCSEA has developed and grown, so too has its focus on sustainability. Building sustainable futures is an integral part of the school’s Mission, with educational strands embracing economic, political, social and environmental sustainable development topics woven throughout the holistic Learning Programme. Operational practices across the College are similarly shaped by the foundational consideration of sustainable practice. The College also works to share and collaborate on wider sustainability goals within Singapore and the broader international school community to drive sustainability learning into the future. “UWCSEA is now focused on a path pursuing a net zero future, together with the global UWC Movement as we seek to harness our collective initiatives and insights and create opportunities to amplify our impact. A UWC Movement-wide group is setting targets, working together and sharing information and tools to drive this agenda,” explains Carma Elliot, College President of UWCSEA. “We also continue to contribute to the Singaporean ecosystem for mutual benefit, furthering the sustainability agenda of our host nation while providing our students with powerful opportunities to develop the skills and understandings they will need to fulfil our Mission Competency for Sustainable
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UWCSEA Mission
UWCSEA MISSION COMPETENCY: SUSTAINABLE DEVELOPMENT
Extracted from UWCSEA Guiding
Engaging with complexity, understanding multiple futures, taking the role of steward and developing sustainable solutions within environmental, social, economic and political systems.
EMBEDDING SUSTAINABILITY TOPICS
In 2007, the College developed its first Environment Policy in order to drive the integration of sustainable development into the school’s operational governance in addition to the education.
This decades-long experience in transdisciplinary curriculum development has meant that sustainability topics have been successfully embedded throughout the UWCSEA Learning Programme from Kindergarten to Grade 12.
EVOLVING TRANSDISCIPLINARY COURSE DESIGN
At the time, UWCSEA High School teachers, including Ellie Alchin, who is now Director of Teaching and Learning at Dover, were invited to an IB workshop to write and then pilot a new IB subject based on the Ecosystems and Societies course which has been developed by Dover Campus High School faculty. This course would eventually be adopted as a new type of transdisciplinary IB subject. ESS has since grown in popularity, reflecting the increasing importance of these concepts and skills for students who will join the workforce of the future.
UWCSEA teachers have continued to contribute to the review and development of ESS, including co-writing the Higher Level course curriculum being piloted by the IB from 2022.
“Within the formal written curriculum and the taught curriculum, there are explicit and implicit ways that we Sustaining a long-term commitment
The subsequent evolution of the course into the Middle School ‘EngHum’ (integrated English and Humanities) programme of today is a hallmark of the College’s pioneering approach to curriculum development. This early adoption of concept-led, place-based learning proved to be foundational for the College’s future. The transdisciplinary, holistic course design was an early model which informed the multi-year K–12 curriculum articulation project, which in turn led to the adoption of a concept-based model for teaching and learning.
In 1999, UWCSEA was at the forefront of the development of the transdisciplinary Environmental Systems Societies (ESS) course, an IB Diploma subject that is now recognised globally as an exemplary model for learning in sustainable development. The ESS course explores highly academic concepts like applied systems thinking as a core topic, challenging students to understand how each part of an ecosystem interacts with and impacts other parts, as well as the nature of the entire system. This provides a framework to understand the ethical and sociopolitical aspects of societal issues, evaluate and measure their impact on people and the environment, and grow students’ understanding of ecological footprints and systems thinking.
However, concepts underpinning sustainable development were not new to the College. In the decade before this, teachers had already made a start by designing an integrated Humanities course called Grade 6 Global Concerns. At the time the College was a secondary-only school, and this introduction to History and Geography for new students joining the College set out to explicitly link learning with a deep understanding of the development challenges facing communities throughout Asia, the same communities the students would be engaging with throughout their time at the College.
In 2005, as the science and understanding of the extent of the world’s environmental challenges grew and the economic consequences of rising inequality became visible to all, UWCSEA urged the international UWC Movement to adopt sustainability as one of its goals. Although always implicit in the school’s approach to education, a sustainable future was officially named in the UWC Mission just over 15 years ago, widening the UWC Movement’s aim of promoting peace through young people who would contribute to building healthy societies. These dual challenges made it clear that sustainability would have to be incorporated into both the education and operations at the College as a more explicit aim.
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In 2019, after years of curriculum development, sustainability initiatives and student activism, Sustainable Development was named as one of the five Mission Competencies which the College aims to develop in students through the holistic Learning Programme. The UWCSEA Sustainable Development Mission Competency is demonstrated by individuals ‘engaging with complexity, understanding multiple futures, taking the role of steward and developing sustainable solutions within environmental, social, economic and political systems.’
The approach continues to evolve, but the results of the programme so far have seen UWCSEA become a leader in sustainability in the international education community, as well as in Singapore through its operational commitments, where its building and facilities management are regularly shared as case studies in how local organisations can adopt a comprehensive approach to sustainability.
“Getting kids to be really engineers,goodand to factor in sustainable thinking when they’re making decisions about design projects is going to make a much differencebiggerthan an individual switching off the tap when they brush their teeth.”
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Ellie Alchin Director of Teaching and Learning, UWCSEA Dover
teach sustainability. This could be a whole course, a unit within a course, or even a conversation within a unit where you can pull out concepts that are related to sustainability in a topic that isn’t necessarily explicitly about that,” explains Alchin. “But we don’t just have the Academic curriculum, we also have the Service curriculum, Activities, Outdoor Education and, in fact, the entire way the school is run.”
UWCSEA Five P’s Framework
The concepts of sustainable development now embedded at UWCSEA encompass all three domains identified by the UN: environmental, social and economic. These are understood to be interlinked, contributing factors in creating lasting peace. This agenda encapsulates the broad application of sustainable development adopted by the College, provides tangible recommendations by which progress can be measured, and links sustainability through other Mission Competencies, like Peacebuilding and Self and Community Wellbeing.
Reflecting this holistic understanding, UWCSEA came to use a definition of sustainable development derived from the 1991 UN report Caring for the Earth: “improving the quality of human life while living within the carrying capacity of supporting ecosystems.”3 This definition is measurable and achievable, both of which are important for a school setting, and epitomises the approach UWCSEA takes to the challenge, which is to offer a way forward and to consider how to make sustainable choices when weighing up decisions across all areas of education.
Modified from United Nations Agenda for Sustainable Development Goals
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ProtectPLANETourplanet’snaturalresourcesandclimateforfuturegenerations harmonyandPROSPERITYEnsureprosperousfullfillinglivesinwithnature PARTNERSHIPImplementtheagendathroughasolidglobalpartnership
In 2015 UWCSEA’s first Director of Sustainability, Nathan Hunt, began a process of gathering data and input to outline a dual campus approach that defined and professionalised the sustainability programmes across the College. The result is based on the United Nations (UN) Agenda for Sustainable Development Goals (SDG’s),1 employing a Five P’s2 framework to set goals around the impact of College programmes on People, Planet, Prosperity, Peace, and Partnerships. just and inclusive societies
Aligning with a global framework SUSTAINABLE DEVELOPMENT EndPEOPLEpoverty and hunger in all forms and ensure dignity and equality PEACEFosterpeaceful,
“Many people think of sustainability in terms of environmental factors. But it includes economic factors, natural factors, social factors and political factors, all coming together. They’re interconnected in terms of how we look at sustainability at school,” says Andrea Strachan, Head of K1 and Infant School Curriculum Coordinator at UWCSEA Dover.
ADOPTING A CONTEXTUAL DEFINITION
As the world’s understanding and appreciation of the sustainability challenges facing the planet has grown, UWCSEA’s sustainable development mission continues to evolve, responding to changes in communities and the environment, and to advances in technology and knowledge.
To do this, Claire Psillides, the Head of Environmental Sustainability and Middle School and High School Environmental Stewardship Coordinator at UWCSEA East, says a holistic approach ensures that all teachers can help students develop the core skills they need to be active changemakers when they graduate. “You need somebody who’s willing to dig in and deepen their understanding by applying their knowledge in action.”
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Development“Sustainable is improving the quality of human life while living within the carrying capacity of ecosystems.”supporting United EnvironmentNationsProgramme, International Union for Conservation of Nature and World Wide Fund For Nature in Caring for the Earth: A Strategy for Sustainable Living, 1991
The written curriculum, which specifies benchmarks in Academics, Outdoor Education, Service and Personal and Social Education, is wellestablished. The focus at present is to give teachers outside of the core sustainability subjects expertise in building direct connections to the Five P’s and the UN SDG’s. The College is also working on finding more ways to engage students in sustainability learning that is meaningful in their lives.
FUTURE-FOCUSED LEARNING
One College, two campuses: a singular commitment
The Dover Campus, parts of which date back to the 1960s, was not originally designed with sustainability top of mind. However, an extensive campus rejuvenation spanning 2009–2016 began with sustainability as a guiding principle. Whether designing new buildings or retro-fitting others, the efforts were extensive, including implementation of recycled water strategies, a retrofit of the air conditioning chiller plant to make it energy saving and efficient, establishment of a dedicated tree nursery that is managed in conjunction with Singapore Botanic Gardens, and a rethinking of food waste management to recycle oil and turn fruit and vegetable waste into compost that is used to fertilise the trees and gardens. Dover Campus has also installed over 1,500 solar panels, which together generate approximately 500,000 Kilowatt Hours of electricity per year, or enough to power 125 four-room Housing Development Board apartment units for a year.
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Dover Campus—which underwent extensive retrofitting—received the award for the entire site, rather than for an individual building—a remarkable achievement for a campus that’s 50 years old, while the East Campus became one of very few buildings in Singapore that has been re-awarded Green Mark Platinum status at each stage of its life cycle, from planning and design, through construction and opening, to the energy efficient operation and maintenance of the campus. This recognition is a testament to UWCSEA’s commitment to educating for a sustainable future, and also a practical example of how the College is enacting the UWC Mission.
As a College, UWCSEA itself is putting its knowledge into action as it seeks to achieve its own net zero goals while also providing students a learning environment filled with real-world examples of sustainability in practice. And the school has won recognition for its efforts. In December 2020 both the Dover and Tampines sites were awarded Green Mark Platinum Super Low Energy certification by the Singapore Building and Construction Authority.
DOVER CAMPUS: RETROFITTING FOR THE FUTURE
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The East Campus, which opened in 2008 after being constructed on a green-field site in Tampines, was designed as a showcase for sustainability from the start. The hard work here came in the pre-planning to demonstrate that building a sustainable structure can prove to be more cost effective than a traditional approach. The facility was constructed to Green Mark Platinum Standards, making it one of the first such buildings in Singapore, has solar-powered energy efficient water and air conditioning systems, makes use of architectural solutions like wind funnelling and sun shading to assist with these efficiencies, and has extensive green learning spaces and programmes, such as composting, biodiversity work in the rainforest nursery, water recycling and an extensive student-initiated Solar for East installation programme, all of which are used by students from K–12 in their learning.
EAST CAMPUS: STARTING WITH SUSTAINABILITY
Monitoring and continuously improving the operations of a green campus—whether it was designed and purpose built, or created through innovative and thoughtful retrofitting—requires consistent, reliable data. In this, UWCSEA’s Facilities team has again led the way through a collaboration with Singaporean firm MNV to design and build its own data dashboard, with the goal of bringing all the data from an individual campus under a single umbrella. The dashboard tracks water management, electricity, waste management, solar, and other live data points. This allows the Facilities team to identify and correct inefficiencies with the goal of increasing the sustainable operations and enhancing the school’s capacity to manage both short-term problem-solving and long-term development planning. More than just a barometer of sustainability efforts on campus, the dashboard is a sustainability tool used by students and staff alike. Students have access to the dashboard and data through a new Campus Case Studies programme. In this, Middle and High School students visit the Facilities and Operations Centres to see first-hand how the dashboard works, what the various data points are, and to learn more about and contribute to decisions on sustainability projects on campus.
MEASURING WHAT MATTERS: DATA DRIVEN OPERATIONS AND STUDENT LEARNING
School is fortunate to be able to offer students regular access to green spaces and nature-based learning opportunities on campus and across Singapore. Students play and learn outdoors in the gardens, investigating the natural world through the accessible landscaping, helping to tend herb and sensory garden beds, and there are regular nature walks and excursions to parks and gardens. These activities—some of which happen as part of the Outdoor Education and Service strands of the Learning Programme—equip students with skills to navigate and keep themselves safe in the outdoors, as well as learning about their environment and how to care for it. Strachan explains this approach as a foundation of sustainability education because, “if you’re talking about environmental sustainability, you cannot teach anybody to care for something that they have no understanding of.”
CREATING CONNECTIONS
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Andrea Strachan Head of K1 and Infant School DoverCoordinator,CurriculumUWCSEA
In the Infant School, the approach starts with building awareness of the different types of sustainability, based on the UN SDG’s. These are then linked to many experiential learning activities, from Service learning actions to the books they read and discuss. They also link behaviours, like being aware of plastic usage, with learning how to live a sustainable lifestyle, focusing on human rights and global citizenship and building an appreciation of the “Weoutdoors.lookforthose little ‘aha’ moments. That’s where our play-based programme, rich in inquiry and exploration and deliberately incorporating outdoor learning opportunities becomes important,” says Strachan. “We’re teaching the intellectual skills that children will need to be sustainable citizens in terms of critical reflection on their own actions. UWCSEA has a concept-based curriculum, and this focuses on powerful conceptual understandings that remain the same across time, place and culture. So things like systems thinking are embedded in the learning in age-appropriate ways, and that’s going to be just as important 20 years from now, as it is UWCSEA’stoday.”Infant
“The environmentnatural is key to the foundations of understandingthatcarechildrenyousustainability,aboutifeducationsustainabilitybecauseyou’retalkingenvironmentalcannotteachorpeopletoforsomethingtheyhavenoof.”
Through Primary, Middle and High Schools, sustainability continues to be taught explicitly through the Academic programme and implicitly through the Service, Outdoor Education, Personal and Social Education and Activities programmes. The facilities on both campuses provide multiple opportunities for real-world, hands-on learning in collaboration with the Facilities and Operations teams. This can be through simple things such as students learning about environmental principles by gardening, or understanding the principles underpinning waste management systems in the canteen and composting, or using sustainable products at school events and fairs. It can also be more complex, with many of the school’s Service groups working with non-government and volunteer welfare organisations that aim to build a more sustainable environment, local economy, or socio-political system for the communities they serve.
Layered learning
Claire Psillides
Head of UWCSEAStewardshipSchoolMiddleSustainabilityEnvironmentalandandHighEnvironmentalCoordinator,East
Throughout Middle and High School, sustainability concepts feature in subjects like Mathematics, Art, and Languages and are taught using scenarios that present applied sustainable development challenges. The aim is to teach students the hard skills they need to make a difference in the future, while also developing soft skills, like agility and an understanding of how they can build sustainable practices into their own lives and careers after school.
“Students learn empathic strategy, and develop their interpersonal skills. They learn to be agile. They learn to be flexible and to be adaptive in pursuit of a goal,” explains Psillides. “They learn project management, they learn collaboration and this learning by doing helps them develop a growth mindset.”
Explicitly, there are also multiple opportunities where sustainable development is taught within an Academic course while students develop the Qualities and Skills needed to address challenges. The concepts required to find solutions to sustainability challenges are introduced in Primary School through Units of Study. They are then expanded throughout Middle School, in subjects like the UWCSEA-designed SEED (Social, Environmental and Entrepreneurship Development) and EngHum courses, as well as in Design Technology and Science. This provides a lens for students to focus their thinking, challenging them to deepen their understanding of local and global problems within different contexts.
“It’s understanding the bigger picture,” says Alchin of the approach. “In IB Geography, in an oceans and coasts unit, we teach about fishing. A lot of people think fish farming is a great alternative to wild fisheries because overfishing is a big problem. But the evidence is pretty clear that aquaculture can be even more damaging than wild fishing, it just depends on how it’s done. So it’s teaching that understanding of nuanced, critical thinking, to look deeper and not just accept things at face value.”
BRINGING LEARNING TO LIFE
These learnings are further explored throughout High School in subjects including Economics, Enterprise, Geography, History, Global Politics, Design Technology and the Sciences, where the courses provide opportunities to build Conceptual Understandings, with practical opportunities for students and teachers alike to explore topics and issues from multiple standpoints. For example, in Design Technology, the unit that explores design thinking may have an assessable assignment to develop a social enterprise idea or to create an energy efficient design that uses recycled materials. Finding solutions for waste materials generated by a project is also part of the assignment, with students tasked to explore ideas of how they can be reused, thereby learning about concepts like the circular economy.
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EQUIPPING CHANGEMAKERS
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Place-based sustainability learning
A school focused on sustainability ensures that lessons aren’t confined to the classroom. At UWCSEA, the physical facilities and the way they are designed, built, lit, cooled, managed and cleaned ensure that students are surrounded by real-life examples of sustainability in action, and can bring their classroom learning to life across the two campuses.
One of the key factors in this approach is that the operation of the facilities is viewed not as a background function, but rather as something that can contribute to education itself. Students are involved in planning and development of any refurbishments and continually learn from and contribute to the sustainable operation of their campus. At Dover, for example, the Solar for Dover student group designed a live dashboard to help monitor the solar fields on that campus, while the Solar for East team have made over 80 classroom presentations on environmental management. Both campuses also have a live solar lab, which supports hands-on environmental engineering and science lessons.
Students are also key to the success of numerous operational initiatives, from managing the composting systems, to helping the canteens become zero waste. It has been a conscious effort to build educational opportunities into as many aspects of the day-to-day operations on each campus as possible, and it’s something that Aman Chauhan, the Head of Facilities and Operations across both campuses, is working to grow even further.
“At the moment I conduct solar tours for Grade 12 students, and we bring Grade 5 classes for energy tours. There are around 12 student tours that we have structured, with a Facilities staff leader answering student questions and making presentations. We show our students how we use water more effectively, how we use electricity more effectively, and how they can help us,” he says.
CREATING AWARENESS AND OPPORTUNITY
The Facilities team has been working with the Director of Teaching and Learning on Dover Campus, Ellie Alchin, and curriculum leaders across both campuses to build nine sustainability modules into the Academic curriculum and Service and Outdoor Education programmes. These modules are based on learning that can be done using on-campus facilities and operations and will be launched in 2022. “The learning is not only happening in the classroom, but also happening as you walk on the campus. There are brilliant opportunities to learn through understanding the systems and infrastructure all around us,” Chauhan adds. If students are doing a unit on thermodynamics in Physics, for example, one component will involve learning about transformers, with lessons on the physical campus buildings with a member of the Facilities staff. All units are backed by UWCSEA-created teaching resources, so that the Facilities staff are supported and can explain complex concepts in the context of the Academic curriculum and how the infrastructure was designed to help the buildings stay as sustainable as possible.
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On the operational side, the school is also continuing to expand its unique work with staff on both campuses to develop new teaching and learning units based on case studies connected to UWCSEA’s buildings, operations and location in Singapore. This practical approach to placebased learning provides students with the opportunity to develop their knowledge of how applied theoretical concepts might contribute to a sustainable future.
TAKING ACTIVISM TO THE WORLD
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Sustainability learning doesn’t end at the gates of the school, however, and staff, often working together with engaged students, collaborate with suppliers to help them understand their impact and improve their commitment to sustainability, and hence that of the school. This includes the stationery suppliers who have moved to forest-friendly paper, food wholesalers who have stopped using unsustainable palm oil in products they supply through the canteen, uniform manufacturers who now source more environmentally friendly fabrics, and the bus company, who now wait until all students are boarded and ready to leave before they start the engines.
This ‘whole of school’ approach defines the way UWCSEA describes developing a Mission Competency, which is that their education is a way for individual members to develop approaches that can be extended throughout the community. To this end, UWCSEA will be working with other schools and organisations for mutual benefit, including the Singapore Green Plan, contributing to improvements in the sustainability of construction and building management across Singapore, as well as staying abreast of new developments that may help the College to further reduce its environmental impact.
Aman Singh Chauhan Head of Facilities and Operations, UWCSEA
CAMPUS-BASED CASE STUDIES
“The learning is not only in the classroom, but also happening as you walk on the campus.
“I thought it was important for all the schools to make a commitment to COP26 as we share a Mission and a holistic approach to building sustainable futures,” explains Elliot, adding that leadership and advocacy has encouraged other organisations to develop their own net zero commitments, and to seek partnership opportunities.
NURTURING PARTNERSHIPS
Nathan Hunt
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For example, UWCSEA is implementing workshops, students’ groups, and Science programmes at both campuses to support a new partnership with Conservation International to develop opportunities for marine conservation education over the next five years. The long-running Rainforest Restoration Project has seen students actively raising endangered rainforest species on both campuses in a College partnership with Singapore’s National Parks Board. A more recent collaboration on Singapore’s Million Trees project is supporting their need for saplings through the on-campus nursery managed by students.
College President Carma Elliot says UWCSEA’s advocacy is critical to the school growing its impact as the College leans into the future. Drawing on the College’s success in embedding a sustainability focus across the holistic Learning Programme and in the successful reduction of the environmental impact of operating the two large campuses, Elliot worked with the UWC International Board to create a joint commitment to COP264 outlining how all 18 UWC schools and colleges aim to work together to become net zero.
BRINGING COMMITMENTS TO LIFE
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UWCSEA’s first Director of Sustainability
Sustainability cannot be achieved alone. One of the key focuses for the future will be for UWCSEA to continue to share its lessons widely, with organisations in Singapore, and the broader international education Advocacycommunity.is one of the cornerstones of education at UWCSEA, and the school teaches and models this through community engagement.
Everyone at the school—facilities, administration and teaching staff as well leadership and governors—takes responsibility to help educate the wider community, including parents and carers of the students. Advocacy is incorporated into partnerships with local and global organisations that work with the school through its Service and Outdoor Education programmes.
and
“Achieving peace a
At a school level, this will include expanding student-led projects that capture data across both campuses to provide a baseline from which the sustainability programme over the next 50 years can be measured and guided (refer to page 7). The data project will also identify where further improvements in contributions to the carbon footprint from electricity usage and utilities can be made. Other projects involve creation of a sustainable decision-making framework to be used in planning all overseas trips and the Outdoor Education expedition
Advocates for change
[2] Five P’s https://sdgs.un.org/2030agenda
[3] Caring for the Earth : a strategy for sustainable living, UNEP; International Union for Conservation of Nature and Natural Resources; World Wide Fund for Nature, 1991, https://digitallibrary.un.org/record/491317?ln=en
“We will be sharing our lessons but also learning from others so we can continue to grow our sustainability programme into the future,” promises Elliot.
In Singapore, UWCSEA is sharing its advocacy with the government and aims to find ways for the voice of youth to make a positive difference to the national response to sustainability challenges. By working with the Singaporean ecosystem for mutual benefit, Elliot believes the school can leverage its role as an education thought leader and share information and experience that will contribute to Singapore’s own impressive sustainability leadership. Already, a mapping exercise plotting the College’s activities against the SG Green Plan 20305 shows significant progress which can continue to be used as a benchmark for other organisations in Singapore and the region.
[4] https://president.uwcsea.edu.sg/thought-process/a-commitment-for-cop26 [5] SG Green Plan 2030 https://www.greenplan.gov.sg
A recently developed Sustainability Assessment Tool will be used to frame decision-making as the College re-starts the extensive programme of student trips and expeditions, supporting the continued delivery of rich learning for students, while aligning more intentionally with the College’s Mission.
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[1] United Nations (UN) Agenda for Sustainable Development Goals (SDG) https://www.un.org/sustainabledevelopment
Building on its international advocacy work which started with the UWC COP26 statement, the College is in the early stages of developing resources to share with other schools and educational organisations that provide practical guidance, based on its own experience, to reduce carbon footprints, facilitate economic sustainability and advocate for systemic change. The tools provided will be designed to help any school, regardless of its location or curriculum structure, to adopt simple, practical sustainability strategies and to support its community in doing the same.
“UWCSEA is focused on working together with other schools and organisations to pursue a net zero future by harnessing our programmes and the UWCinternationalMovement. We are setting targets, working together and sharing information and tools through a UWC Movement— wide group.”
Carma Elliot College UWCSEAPresident,
Dover Campus 1207 Dover Road, Singapore 139654 T +65 6774 2653 | E uwcsea@uwcsea.edu.sg Scan the QR code to read about Sustainable Development learning at UWCSEA. Scan the QR code to read all the UWCSEA White Papers. East Campus 1 Tampines Street 73, Singapore 528704 T +65 6305 5353 | E uwcsea@uwcsea.edu.sgOOTP-2122