Transcript Sustainable Development Education (SDE)

Education for Sustainable Development
. . . research and capacity development for ESD
RCE Community:
Progress, challenges and aspirations
Evolution of Global RCE Community
MidDecade
Year
DESD
Launched
Establishment Development
of ESD
of the RCE
Programme at concept
UNU-IAS
Establishment
of the first 7
RCEs
UNU/UNESCO
Conference on
Globalization
and ESD
(Nagoya,
Japan)
Number of RCEs
Acknowledged by
UNU
2003
2004
Beginning of
cross-RCE
geographical
collaboration
1st International
RCE Conference
(Yokohama,
Japan)
Emergence of
thematic and
operational
groups
Discussion of
how to assess
RCEs begun
International
RCE
Conference
(Penang,
Malaysia)
3rd
International
RCE
Conference
(Barcelona,
Spain)
2nd
Showcasing RCEs
at the World
Conference on ESD
(Bonn, Germany)
4th
International
RCE
Conference
(Montreal,
Canada)
10
28
47
61
74
2005
2006
2007
2008
2009
Evolution of Global RCE Community (cont.)
EndDecade
Year
Stronger emphasis on capacity
development
Engagement with international
processes
5th
International
RCE
conference
(Curitiba,
Brazil)
Number of RCEs
Acknowledged by
UNU
74
2010
6th
International
RCE
Conference
(Kerkrade, the
Netherlands)
89
2011
2012
2013
2014
Expansion & strengthening of Global
RCE Network
89 RCEs today and coming close to 100!
Promoting expansion of RCE Network
in Australia
• 1st RCE (named Western
Australia) in Australia was
acknowledged by UNU in
2010.
Developing capacities of
RCE community
 Facilitating regional (continental) networks as well as
tactical/strategic networks for capacity development
 Generating thematic capacity development materials & a long-term
global RCE strategic vision
• Climate change
• Teacher education and better schools
• Sustainable consumption and production
• Health
• Traditional knowledge and biodiversity
• Higher education
• Well-being, livelihood and poverty reduction
Developing capacities of
RCE community
 Plan for development of the RCE community with a goal to upscale
action research and transformative learning projects.
 Among the capacity development modules are
 Revisiting RCE vision
 Governance
 ESD competences and capabilities
 Principles of transformative learning
 Action research
 Thematic actions
 Marketing, fundraising and communication
Highlights form the regions
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Highlights from the Asia-Pacific RCE
Community
 Development of sub-regional networks and collaboration
of RCEs in a country
- Japanese RCEs set up a taskforce (in August 2011)
- RCEs in Korea, India, Thailand, and Indonesia are
engaging with other networks
 A-P RCEs developed the 2011 Yogyakarta Action Plan on
Community-based ESD
 Contributed to the side events on Biodiversity at the CBD
COP10 in Nagoya, Japan, October 2010
 Best practices for the “Asia Regional Forum on Biodiversity
– Encouraging Partnership between Businesses and
Communities”, Cha-am, Thailand, November 2011
 Four continental priority themes – Biodiversity,
Highlights from the European
RCEs
 From December 2010 work towards all European
bid reflecting Strategy 2020 (many individual bids)
 RCE Graz Styria - basis for the new Copernicus
Alliance Network
 Strategic meeting of European RCEs in Newcastle
(July 2011) – transformative education is at the
core
10
Capacity development of African
RCE community
Participants at the
First African RCE
Continental Meeting
held at Rhodes
University, South
Africa on 29-31 August
2011.
Highlights from American RCEs
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Growth of RCEs in South and Central America
Experimentation with communication mediums
Some project accomplishments within specific RCEs:


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creating formal organizational partnerships with structural
commitments to ESD within regions
emphasis on important role of youth and community participation
in projects
emphasis on culture and indigenous knowledge and participation i
RCE projects
Aspirations to exchange resource people, students and
translate ESD and RCE material
12
Contribution to the international
ESD-related actions
Strategies:
Increasing visibility of ESD projects
Collaboration with UN Agencies
Contribution to international ESD processes
Synergies with other ESD-related networks
13
Collaboration with international
processes and organisations
 RCEs as strategic partners with UN agencies (UNDP,
UNESCO, UNICEF)
• Contribution of UN agencies into the RCE Global
Conference

Exploring collaboration with

UNICEF and UNDP around issue of climate change

CBD Secretariat around issues of biodiversity

Eqator Initiative around issues of traditional knowledge

IAU around higher education

UNEP around issues of sustainable production and consumption and
sustainable livelihood

UNECE on the issue of ESD assessment

Copernicus Alliance - network of European universities on the issue of higher
14
education appraisal
Contribution to international ESD
processes
 Collaboration towards Rio+20 process
 Input into the UN DESD Global Monitoring and Evaluation process
 The 2014 end-of-decade World ESD Conference in Nagoya, Japan
• Organisation of back-to-back Global RCE Conference
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Learning in “Liquid times”
 uncertainties and risks are the most prominent
feature
 The learning processes have to be grounded on the
requirements of a long-term perspectives
(scenarios), flexibility, innovativeness, diversity and
cross-sector engagement
 ESD answers the call
How RCE community answers
the call?
Our vision
20
RCEs charting innovations
 “RCE networks takes a lead role in developing
policies and practices related to ESD and
sustainability innovations. RCEs are hubs of
enhanced knowledge networks and collective
decision-making beyond the constraints of
bureaucratic oraganisations.”
 Linking knowledge with action/innovation
 A diversity of development solutions
RCEs as partners in reflexive
implementation of global sustainability
agenda
 “The RCE community is becoming a testing ground
for the international, regional and national
sustainable development processes. They critically
reflect on the contextual issues, envision
sustainable futures, offer policy directions and
action plans, develop capacities, thereby engaging
in processes of global change.”
Education for Sustainable Development
. . . research and capacity development for ESD
Thank you very much
RCE online reporting portal
 Updates of reporting protal in 2011 (by Nov. 17th)
• Form 1: General Information:
• 26 RCEs
• Form 2: RCE Coordination and Development
• 24 RCEs
• Form 3: RCE Project Database
• 42 Projects by 20 RCEs
• Form 4: Self assessment (optional)
• 9 Self assessment reports
24
Abb.: Mader C., 2009
25
RCE Assessment – Outcomes of
students seminar (RCE Graz)
The following RCEs have been assessed according to
available data and interview opportunities:
Reporting form (yellow)
• RCE Nizhny Novgorod
• RCE Greater Sudbury
Reporting form and story (red)
• RCE Oldenburger Münsterland
• RCE Saskatchewan
Story (blue)
• Advisor to European RCEs
• RCE Tongyeong
• RCE Denmark
• RCE Acores
• RCE Makana and Rural Eastern Cape
• RCE Rhine Meuse
• RCE Graz-Styria
• RCE Samara
• RCE Bogotá
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RCE Assessment – Outcomes GMID
• Individual RCE level
• Analysis of reporting forms.
• Providing an overview on
actions and stakeholder/citizen
involvement
• Global RCE network (not done
yet)
• Providing progress report of
global initiative (projects,
actors, active/passive RCEs,…)
Mader, 2011
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RCE Assessment – Outcomes
Storytelling approach
Story telling
• Stories easy to read
• Sufficient information
• Facts and figures
• People behind RCE
• Learnings communicated
Mader, 28
2011