Transcript Sustainable Development Education (SDE) - UNU-IAS

Education for Sustainable Development
. . . research and capacity development for ESD
Reporting from the parallel
sessions
Aspirations and actions
Thematic discussions
www.ias.unu.edu
Climate Change
• Each RCE is responsible for coming up with a report of best practices (ex:
initiatives, strategies, projects, hand-print/foot-print calculators, indicators,
teacher training, presentations, formalized educational courses, etc.) with
respect to addressing climate change for the RCE portal. Deadline
December 2012. (Audience: RCEs).
• For countries with existing national action plans (incl. work plans) to address
climate change, RCEs will partner with government on the implementation
(ex: NAPA) and report on such actions within one year. ESD actions should
be a priority, but not exclusive.
• Prepare a publication for government policymakers (and multinational
agencies) to show the changing lifestyles of people because of climate
change. Draft deadline: March 2013.
• Produce a publication/book of documented activities to share what RCEs
are doing with respect to climate change with each other and the general
public (business, media, stakeholders). (Audience: General Public). This
could be done later on & should be a compilation of actionable point 1.
• Be very visible to the media (Media publicity). Show that RCEs are key
stakeholders in addressing climate change. This is a recommendation to the
communications group.
www.ias.unu.edu
Teacher Education
• Leadership development resources and program – action on TLSHE
in Teacher Education Departments in universities and colleges (South
Africa/Southern Africa) – Action: Tich (RCE KwaZulu Natal)
• Student Exchange and Staff Exchange - Action: RCE Severn (Ingrid)
• Sharing videos, narratives, stories, case studies on what works –
teacher educators and their leaders talking about successful approaches
to Teacher Education for ESD – use this more directly as a selling point
to key leaders – Action: RCE Graz-Styria (Marlene) and RCE Denmark
(Niels Larsen in collaboration with Angule Gabriel)
• Replicate TLSHE in other contexts – look for the successful leaders in
the community to support RCEs role in ESD and work out together how
to convince a targeted list of leaders to support ESD in Teacher
Education
www.ias.unu.edu
4
Sustainable consumption and
production and livelihoods
Technical and Vocational Education and Training (TVET) – the group will
be formed to further explore the issue and identify actions
Innovative educational processes (focus on formal education) – RCEs
form China, Korea and Japan will focus on the ESD- Inspired changes in
curricula, education of teachers, informal education
Up scaling SCP and livelihood practices – documenting practices of up
scaling (in texts, videos, photos) and analyzing them
Capacity development for SCP and livelihood practices – research of
transformative practices in capacity development (project concept and a
search for funders)
Social and community enterprises – facilitation of learning through
documentation and exchange of the lessons using the RCE Portal
www.ias.unu.edu
Youth
Involving youth in decision making processes in governance at the
school level and providing them with platforms for innovation
Empower and encourage them
Four RCE regional youth coordinators have been nominated for steering
the discussion on RCE youth initiatives
www.ias.unu.edu
Higher Education
Student and staff exchange site/project between RCEs (contact: Ingrid Mula, RCE
Severn)
• needs and skills on offer
• produce a good practice handbook from these practices – online
• contact the international program offices in each RCE – University
Use the RCE concept and international network as a key focus for each
university’s engagement strategy (contact: Dawn Gaymer, RCE Grand Rapids)
• put a paper in the HE Journal on sustainability – role of RCE’s in University’s
engaged learning and research strategies
Use of the RCE Portal to share successful strategies for engagement and projects
(contact: Marlene Mader, RCE Graz-Styria)
Distribute the TLSHE study to RCE – HE colleagues (contact: Geoff Scott, RCE
Western Sydney)
• particular focus on the strategies and incentives that will engage the senior players
Be present in international conferences (contact: Ingrid Mula, RCE Severn)
• e.g. run a parallel session next year at GUNI
www.ias.unu.edu
Biodiversity, Traditional Knowledge and ESD
• RCEs are actively working in various areas related to bio-cultural div
ersity
–
–
–
–
–
–
–
–
–
–
–
–
–
–
RCE Kyrgyzstan – traditional knowledge
RCE Penang – traditional health and food
RCE Espoo – heritage education
RCE Bohol – Organic agriculture, food
RCE Shangri-La – Community heritage education
RCE Guatemala – Mayan heritage education
RCE Yogyakarta – documentation of local wisdom
RCE Greater Phnom Penh – Recycling natural resources
RCE Chubu – Cyber dialogue lecture series
RCE Lesotho – Wetlands and birds conservation
RCE Chandigarh – Wetlands conservation
RCE Kakamega – Medicinal plant conservation
RCE Kitakyushu – apply Satoyama values in city life
RCE Denmark – Eco-farming
• Capacity building, linkage with policy processes and research
publications should be key
•
focal areas for future work
• Create a panel and network of experts to advance the activities
www.ias.unu.edu
Disaster Risk Reduction
• RCEs to take up a proactive role in mobilizing political
will and support for community related DRR initiatives
• RCEs to take up action projects on vulnerability
reduction like preparing local volunteers with
appropriate training and capacity building
• Cross continental documentation of ‘Good Practices”
related to DRR
• RCE members belonging to higher education institutes
should carry out research on Disaster Management in
local context
www.ias.unu.edu
Health and ESD
RCEs are evolved in diverse projects related to
health and ESD.
The major areas in this theme include TK and
health, environment , sanitation, water and
health, inclusive community health and
wellbeing, health interventional research
Inter-RCE projects have to be encouraged and
focus should be on documentation of good
practices, capacity building and policy
engagement.
www.ias.unu.edu
Inclusive Development &
Learning
- Learning as ongoing process stimulated by
including excluded knowledge / groups
- Analyse old and contemporary ownership
concepts and bring back excluded people,
common ownership concepts
- Inclusion of disabled in regular schools (e.g.
in Germany, Japan, Netherlands)
www.ias.unu.edu
Continental discussions
www.ias.unu.edu
12
African continental meeting
Participants
www.ias.unu.edu
Highlights of the meeting
Collaboration in research and projects in areas of
•
•
•
•
•
Leadership in ESD
Sustainable agriculture and food security
Social and cultural issues
Disease and health issues
Teacher education (Primary and secondary, e.g. TLSHE)
Writing of capacity development modules to be
completed by December 2012
Preparation for the 8th RCE Global conference –
Nairobi Kenya
www.ias.unu.edu
Americas



Regularized continental meetings: RCE Lima-Callao
hosting Continental Meeting (Feb. 27-March 1, 2013)
and RCE-Curitiba-Paraná “ESD Interactions in PostRio+20 context” (April/May 2013)
Compilation of best practices/resources from RCEs
on: (1) ESD and Indigenous youth, (2) indicators and
competencies for teachers and schools, (3) cases
relating ESD and quality education, & (4) living
learning laboratories
Connecting with World Business Council on
Sustainable Development of Columbia; collaboration
on social entrepreneurship
www.ias.unu.edu
Asia-Pacific
www.ias.unu.edu
Asia-Pacific
• Further develop the Asia-Pacific vision paper through the
RCE Portal communications (work in progress)
Recognizing the global ESD initiatives, the Asia-Pacific regional platform
promotes perspective on SD though collaborations among RCEs and
partners while preserving Asia-pacific culture and way of life based on
traditional wisdom/traditional knowledge of co-existence.
• Undertake concrete collaboration projects in the AP region
(and beyond):
(1)Biodiversity and Traditional Knowledge; (2) Youth;
(3) Community; (4) Formal Education; (5) Disaster Risk
Reduction
www.ias.unu.edu
Europe
New Coordinator is Detlev Lindau Bank from RCE Oldenburger
Muensterland (Germany)
The RCE Network Portal should be the primary communication source
for the European RCE Community
European continental meetings should be organiced back to back with other
Conferences to increase communication
The Tongyeong Positioning paper will be sent to all RCEs for comments a
nd additional input
A mechanism for peer appraisal for closer engagement and support
structure should be developed
Other Conferences and external Partners should be used, to present
the RCE movement.
www.ias.unu.edu
Intercontinental discussion
We don’t know what we don’t know: We need to make it easier
for RCEs to know what projects/expertise etc are available in
other areas – the RCE Portal should have a simple marketplace or
“classifieds” areas where RCEs can easily figure out what kind of
expertise/projects/etc exist
There are many challenges to collaboration – fundraising, cultural
constraints, language etc – and RCEs involved in these types of
projects have to be willing to accept failures, take time to build
trust and focus on small, practical ach5evab3e –r61cts
RCEs should commit themselves to preparing a one paragraph
abstract on every new project that an RCE is working on, to be
shared with all RCEs
www.ias.unu.edu
19
Strategies to implement visions
of the RCE community
www.ias.unu.edu
CAPACITY DEVELOPMENT - Priorities For Action
1. Establish a database for sharing capacity
development materials and resources. RCEs to
provide web sites for materials
2. Cultivate capacity development community forum
discussions using RCE portal
3. Produce publication based on capacity development
case studies (RCE Mumbai to take lead)
www.ias.unu.edu
Appraisals and assessments
Initiate online discussion on RCE appraisal on the
RCE Portal
Share experiences of assessment that is already in
practice around the world, e.g. RCE Greater Western
Sydney, RCE Okayama, RCE KwaZulu Nathal, RCE
Greater Nairobi
Propose pilot project by RCE greater Western Sydney
on assessment of impact of ESD practices to the
RCEs community for participation
Initiate process of mapping competences (agree on
the framework)
www.ias.unu.edu
Research and Development:
Opportunities Identified






Comparative research examining relationship of types of
RCE governance to leadership and partner engagement
Appropriate methods of sustainable technology infusion
and research dissemination in communities
Collaborative development of indicators as a learning
process
Comparative studies on good ESD practices in schools
Evolution of the RCE concept
Kinds of social learning/participatory tools and methods
employed by RCEs
www.ias.unu.edu
GOVERNANCE - Priorities For Action
1. Carry out comparative research on RCE
governance and explore what is currently
working (RCE Service Centre)
2. Share research on what makes a
‘productive’ partnerships with reference
to RCEs (RCE Greater Western Sydney)
3. Implement module on governance in
African RCEs
www.ias.unu.edu
Engagement with Policy Makers
Concrete Actions
Prioritized orientation of politicians, civil
servants and influentials
Strategic engagement of relevant
ministries such as ministry of education
and non governmental organization
Advocate legislation supporting ESD and
ensuring implementation
Youth leadership program integrating ESD
www.ias.unu.edu
Operational issues
www.ias.unu.edu
Fundraising & Marketing
1. Identify leader to identify and share information on
companies interested in corporate partnerships. Action:
Lin Yun Hua(Shangri-La and Tichaona Pesanayi, KZNSouth Africa/SADC REEP)
2. Establish database / portal for networking. Action: Thomas
to share info on RCE reporting on portal.
3. Develop fundraising partnerships between North and South
(e.g. DFID) – develop corporative framework for raising
funds. Provide information which van link RCEs in the
North and in the South. Action: Prof Alimullah Miyan
(IUBAT University) RCE Greater Dhaka, Jose
Phillipines, Tichaona Pesanayi, KZN-SADC REEP, RCE
Munich
4. Form stronger international RCE networks between RCEs.
Action: RCE Service centre
www.ias.unu.edu
Communications & Outreach
Action Points
•Simplify Portal design (UNU-IAS)
•Create support to solve RCE problems with using
the Portal (CWG)
•Explore idea of finding a “harvester” of ESD
content (UNU-IAS & CWG)
•Create RCE Communications Group within each
RCE that link to the wider CWG (RCE Greater
Nairobi)
www.ias.unu.edu
Engagement with international
sustainability processes
Approach other networks
- Be present/partner/collaborate with other sustainable
networks
- UNU to talk with ICLEI
- Identify RCE’ networks strengths and expertise
- Future Earth Launch
- Sustainability Solutions Network
- Earth Charter
- Business Council for Sustainable Development/ICC
- Global Compact Initiative
Conferences
- YUVA Meet
- UNEP Tunza Youth
- OIKOS
- WSC-SD (World Student Community for Sustainable
Development)
- IUCN Young Professionals
- Youth Employment Summit
- attract students and universities for exchanges and
research
- Framework Concerning Youth and Sustainable
Development
- Bridge to the World
- GUNI 0May 16-18, 2013 (RCE Barcelona)
International/UN Communication Experts for RCE
- BBCC/RCE EU June 4-7, 2013
Global Conference
- UNESCO APEID (Bangkok) (Parallel RCE sessions?)
- Develop Global Standard ppt/videos for external
- RCE Americas Meeting (~Feb 2013, Lima, Peru)
communications
- UN for ESD Conferences (Link RCEs to them)
- Invite major news agencies/oultlets/press
- COP 11 (India)
releases/public service announcements/student and
th
community papers
- 8 Global RCE Conference (Kenya) (Nov 3-6)
- Delegate a team of each RCE members/journalist
- Research workshop for regional learning for
students? for international media relations
sustainability (May 16-17, 2013) (Germany)
Global RCE Youth movement
www.ias.unu.edu
Award
Should not be competitive
Leads to promotion of the RCEs’ practices
and learning
Minimum standard is to be set and the criteria
have to be carefully defined
Legitimate panel to assess
Followed by publications
Clear instruction manual to be developed
www.ias.unu.edu
30
2014 and beyond
RCEs are about collective learning for
sustainability through and towards diversity
How to sustain it?
…at the local level
…at the continental level
… globally
www.ias.unu.edu
31