Transcript THIRD AUNP ROUND TABLE MEETING Manila, 28

THIRD AUNP ROUND TABLE MEETING
Manila, 28-31 August 2005
REGIONAL COOPERATION IN A
GLOBALISING WORLD:
ENHANCING UNIVERSITY AND
PRIVATE SECTOR COOPERATION,
PARTNERSHIPS AND
INSTITUTIONAL LINKAGES
EDUCATION
FOR
SUSTAINABLE
DEVELOPMENT
DEFINING ESD
ESD provides “opportunities to learn the
lifestyles, behaviours and values
necessary to create a sustainable future”
(UNESCO, A Situational Analysis of
Education for Sustainable Development
in the Asia Pacific Region, 2005)
ESD PILLARS
• ENVIRONMENT
• ECONOMY
• SOCIETY
• CULTURE: “as an essential additional
and underlying dimension”
IMPLEMENTATION
PERSPECTIVES
• Socio-Cultural: human rights, peace and
human security, gender equality, cultural
diversity and intercultural understanding,
health, HIV/AIDS, Governance
• Environmental: natural resources, climate
change, rural transformation, sustainable
urbanization, disaster prevention and
mitigation
IMPLEMENTATION
PERSPECTIVES
• Economic: poverty reduction, corporate
responsibility and accountability, market
economy
UN DECADE FOR SUSTAINABLE
DEVELOPMENT
• Underline central role of education and
learning in the pursuit of SD
• Facilitate networking, exchange, and
interaction among SD stakeholders
• Assist in refining and promoting the SD
vision through all forms of learning and
public awareness
UN DECADE FOR SUSTAINABLE
DEVELOPMENT
• Foster increased quality learning and
education for SD
• Develop strategies at every level to
strengthen capacity in ESD
SEVEN ESD STRATEGIES
1.
2.
3.
4.
5.
6.
Advocacy and Vision-Building
Consultation and Ownership
Partnership and Networks
Capacity-Building and Training
Research and Innovation
Information and Communication
Technologies
7. Monitoring and Evaluation
SD ISSUES IN SEA
• Appropriate Development and Improvement in
Quality of Life
-- Diversity of National Challenges
-- Disparities between and within countries
• Opennes to Economic Change
-- Ecological consequences
SD ISSUES
• Urbanization
-- Expansion of Primate Cities
-- Managing Megacities
• Managing Population Growth
PROGRESSING ESD IN SEA
• Promoting and Improving Basic Education
• Reorienting Existing Education Programmes
-- strengthening science and technology
education
-- improving quality and scope of
vocational education
-- developing competence in ICT skills
PROGRESSING ESD
• Strengthening Framework for Education
Review
“direct and indirect impacts of poverty
and uneven development on both the
natural and cultural environment, as well
as on human resources, social stability,
peace, and people’s quality of life should
provide a focus for the development of
ESD.”
PERSPECTIVES ON ESD
• Education for Sustainable Development
transcends education, understood as formal
education in schools
• Many elements of EST are already being
implemented. Many elements of the ESD
effort remain contentious: Lifestyles,
Behaviors, Values”
PERSPECTIVES ON ESD
• ESD continues to require an advocacy
effort
SEAMEO PERSPECTIVE
• Focus on Quality and Equity in Education
(EFA and MDG Context)
• SEAMEO Network of 15 Regional Centres
in 8 ASEAN Countries: Agriculture,
Tropical Biology, Tropical Medicine,
History and Culture, Archaeology and Fine
Arts, Language, Distance Education,
VocTech Education, Educational
Management, Training, and Innovations,
Tertiary Education
SEAMEO CENTRES: AREAS
OF ENGAGEMENT
•
•
•
•
•
•
•
HIV/AIDS
Biodiversity
Food Safety and Security
Cultural Diversity and Peace
ICT
Special Education
HRD
ROLE OF HEI
• Technology Transfer
• Capacity-Building
CHALLENGE TO SD “LOBBY”
• Michael Crichton, State of Fear, Avon
Books, 2004.
(Andromeda Strain, Lost World, Jurassic
Park, Congo, TimeLine)
Footnotes.
30-page bibliography
CRICHTON: CONTESTING
ENVIRONMENTALIST CLAIMS
• All sides overstate the extent of existing
knowledge [about the environment] and its
degree of certainty.
• All claims about global warming are no more than
guesses. “The computer models vary by 400
percent, de facto proof that nobody knows.” (626)
• 200 years of false alarms about impending
resource scarcity.
CRICHTON: CHALLENGE
• “The current near-hysterical preoccupation
with safety is at best a waste of resources
and a crimp on the human spirit, and at
worst an invitation to totalitarianism.
Public education is desperately needed.
(627)
CRICHTON CHALLENGE
• Most environmental “principles” (such as
sustainable development or the
precautionary principle) have the effect of
preserving the economic advantages of the
West and thus constitute modern
imperialism toward the developing world.
It is a nice way of saying, “We got ours and
we don’t want you to get yours, because
you’ll cause too much pollution.”
CRICHTON CHALLENGE
• Need more people working in the field, in
the actual environment, and fewer people
behind computer screens. Need more
scientists and many fewer lawyers. (628)
CRICHTON CHALLENGE
• Need for nonpartisan, blinded funding
mechanism to conduct policy research.
“Those who fund research– whether a drug
company, a government agency or an
environmental organization– always have a
particular outcome in mind. . .
environmental organization “studies” are
every bit as biased and suspect as industry
“studies.” (629)
CRICHTON: STATE OF FEAR
• Although a work of fiction, likely to reach a
wider audience than academic research
pieces on Sustainable Development
• Raises questions that need to be addressed.
• Suggest a research and advocacy agenda for
Higher Education Institutions