RCE JordanRCE Jordan

International Conference on RCEsInternational Conference on RCEs

Yokohama, JapanYokohama, Japan

12-14 April 200612-14 April 2006

Kirsten NeumannKirsten Neumann

Background JordanBackground Jordan Constitutional Monarchy since 1946Constitutional Monarchy since 1946 Parliamentary elections since 1989Parliamentary elections since 1989 Peace Treaty with Israel in 1994Peace Treaty with Israel in 1994 Joined WTO in 2000Joined WTO in 2000 Joined the European Free Trade Association Joined the European Free Trade Association

in 2001in 2001 Lack of natural resourcesLack of natural resources 2.6% arable land, rest is arid and semi-arid 2.6% arable land, rest is arid and semi-arid

deserts and desert plateausdeserts and desert plateaus Jordanian population is about 5.8 Million Jordanian population is about 5.8 Million

(40% of Palestinian origin; 500,000 Iraqis(40% of Palestinian origin; 500,000 Iraqis)

Background Jordan IIBackground Jordan II National Agenda to lay out goals until 2015 ranks number 90 on the global UNDP Human ranks number 90 on the global UNDP Human

Development IndexDevelopment Index adult literacy rate of 90% adult literacy rate of 90% average life expectancy of 71.3 yearsaverage life expectancy of 71.3 years Large income gaps - 30% below national poverty Large income gaps - 30% below national poverty

line (acc. to international donor organizations)line (acc. to international donor organizations) Unofficial unemployment rate at 30%Unofficial unemployment rate at 30% 70% of the country under the age of 2970% of the country under the age of 29 Centralization and urbanization - 65% live in the Centralization and urbanization - 65% live in the

three major citiesthree major cities

JORDAN RCE gap JORDAN RCE gap analysis based on analysis based on

stakeholder interviewsstakeholder interviews

Environmental IssuesEnvironmental Issues

Freshwater DegradationFreshwater Degradation Waste ManagementWaste Management Energy generationEnergy generation Structural Issues:Structural Issues:

little integration of environmental issues in all little integration of environmental issues in all sectors of the economic cycle of the countrysectors of the economic cycle of the country

little effective coordination between different little effective coordination between different agencies responsible for environmental issues agencies responsible for environmental issues

a need to educate all people about the a need to educate all people about the environment and its impact on the well being environment and its impact on the well being of allof all

EducationEducation

Enrolment ratio in classes 1 to 10 is Enrolment ratio in classes 1 to 10 is 94% and in classes 11 to 12 is 75%94% and in classes 11 to 12 is 75%

JHDR: lack in quality of education, JHDR: lack in quality of education, both curricular and structural both curricular and structural (facilities) leading to an increase in (facilities) leading to an increase in drop out rates – regional disparitydrop out rates – regional disparity

Education often not perceived as Education often not perceived as leading to gainful employmentleading to gainful employment

Centre of Strategic Studies Centre of Strategic Studies SurveySurvey

Asked about the most important issue Asked about the most important issue meriting consideration, the following meriting consideration, the following ranking was given: ranking was given: The most important problem is rated to be The most important problem is rated to be

“poverty and unemployment” with 54%, “poverty and unemployment” with 54%, ““Financial and administrative corruption” Financial and administrative corruption”

with 28%. with 28%. The “Palestinian issue” with 8.9%. The “Palestinian issue” with 8.9%. ““Enhancing democracy and freedom of Enhancing democracy and freedom of

expression” and “resolving the Iraqi issue”. expression” and “resolving the Iraqi issue”.

ExchangeExchange High punctual awareness about Sustainable High punctual awareness about Sustainable

Development in Certain Areas (e.g. either Development in Certain Areas (e.g. either environment or economic development or environment or economic development or education), but no integrated holistic vieweducation), but no integrated holistic view

Little interaction, exchange of information Little interaction, exchange of information or inter-organizational, inter-disciplinary or inter-organizational, inter-disciplinary dialogue betweendialogue between ActivitiesActivities SectorsSectors FacultiesFaculties ActorsActors

CooperationCooperation Lack of cooperationLack of cooperation

Information-exchangeInformation-exchange Collaboration on activitiesCollaboration on activities Accepting and utilizing knowledge and Accepting and utilizing knowledge and

expertise from other actors or experts of a expertise from other actors or experts of a different field (universities vs. Ministries vs. different field (universities vs. Ministries vs. communities vs. NGOs)communities vs. NGOs)

Lack of tools for cooperation (quote: we Lack of tools for cooperation (quote: we don’t know how to cooperate)don’t know how to cooperate)

Working cultureWorking culture

Quality of EducationQuality of Education Neither education in schools nor higher education Neither education in schools nor higher education

really caters to the needs of the labor marketreally caters to the needs of the labor market Education should teach practical skills and Education should teach practical skills and

subjects subjects It should teach interdisciplinary and critical It should teach interdisciplinary and critical

thinking and own initiative as well as theoretical thinking and own initiative as well as theoretical knowledge knowledge

Need for graduates with backgrounds on Need for graduates with backgrounds on Sustainable Development Sustainable Development

Needs to be change in mentality has to be Needs to be change in mentality has to be achieved to change from being consumers of achieved to change from being consumers of knowledge to producers of knowledgeknowledge to producers of knowledge

Students ought to be encouraged to be self-reliant Students ought to be encouraged to be self-reliant and to have confidence in their ability to develop and to have confidence in their ability to develop and to claim their rights and to influence change.and to claim their rights and to influence change.

Teaching methodsTeaching methods

Teaching methods do not encourage Teaching methods do not encourage critical thinking or creativity - no holistic critical thinking or creativity - no holistic approachapproach

Teaching is teacher centered instead of Teaching is teacher centered instead of student centeredstudent centered

Lack of emphasis on soft skillsLack of emphasis on soft skills Lack of empowermentLack of empowerment Lack of fostering the development of Lack of fostering the development of

citizenship, responsibility and actioncitizenship, responsibility and action

Cultural IssuesCultural Issues

Need to nurture local identity AND Need to nurture local identity AND focus on global issuesfocus on global issues

Need to integrate tradition and Need to integrate tradition and modernitymodernity IdentitiesIdentities ValuesValues FrameworksFrameworks DevelopmentDevelopment

The RCE JORDANThe RCE JORDAN

Current Stakeholders of Current Stakeholders of RCERCE

Ministry of EducationMinistry of Education Educational plans for all formal educationEducational plans for all formal education Curriculum developmentCurriculum development Implementation of ERFKEImplementation of ERFKE

Ministry of EnvironmentMinistry of Environment Strong knowledge and expertise on all environmental Strong knowledge and expertise on all environmental

issues in Jordanissues in Jordan Environmental laws and regulationsEnvironmental laws and regulations Trade and Environment CommitteeTrade and Environment Committee

JUSTJUST Environmental Science and Technology researchEnvironmental Science and Technology research Capacity building and consultancyCapacity building and consultancy

Current Stakeholders IICurrent Stakeholders II IUCN WESCANAIUCN WESCANA

Environment and Conservation Environment and Conservation Advocacy and non-formal educationAdvocacy and non-formal education Plans to establish a regional ESD programmePlans to establish a regional ESD programme

RSCNRSCN Creation and maintenance of national parksCreation and maintenance of national parks Income generating activities for park residentsIncome generating activities for park residents Nature teams in schools (about 1000)Nature teams in schools (about 1000) ESD manual for MoEdu preparedESD manual for MoEdu prepared Training of trainersTraining of trainers Regional project of ESD, preparing materials for pupils Regional project of ESD, preparing materials for pupils

age 10-15age 10-15

Current Stakeholders IIICurrent Stakeholders III JU department of educationJU department of education

Research on education and curriculum developmentResearch on education and curriculum development Teacher trainingTeacher training

Private SchoolsPrivate Schools Formal primary and secondary educationFormal primary and secondary education Holistic education concept: example of good practiceHolistic education concept: example of good practice

JCPPJCPP Industry cooperationIndustry cooperation Cooperation among many stakeholders on SDCooperation among many stakeholders on SD Expertise and training on cleaner productionExpertise and training on cleaner production

JU Water & Environment Research and Training JU Water & Environment Research and Training CentreCentre Technical expertise on water issuesTechnical expertise on water issues Donor cooperationDonor cooperation Training of studentsTraining of students

Stakeholders IVStakeholders IV JRFJRF Community development and capacity building Community development and capacity building

experienceexperience Economic development projects expertiseEconomic development projects expertise Income generating projects with environmental Income generating projects with environmental

aspectsaspects JOHUD/ZENIDJOHUD/ZENID

Community work on improvement of educationCommunity work on improvement of education Empowerment of women and youthEmpowerment of women and youth MECANA project: rights approachMECANA project: rights approach Work with municipalities and local authoritiesWork with municipalities and local authorities Advocacy and campaigning workAdvocacy and campaigning work CDCs network: community needs assessmentsCDCs network: community needs assessments

Strengthen the development aspect in SDStrengthen the development aspect in SD

RCE Jordan Vision & RCE Jordan Vision & MissionMission

VisionTo achieve an improved quality of life through the

integration and implementation of Education for Sustainable Development

MissionTo develop, advance, and integrate concepts,

tools and mechanisms, of Education for Sustainable Development into all relevant

sectors in Jordan.

ProcessProcess Stakeholders were approached by UNU-ILIStakeholders were approached by UNU-ILI Baselines Study and interviewsBaselines Study and interviews Initial workshop with 10 original stakeholders (25 Initial workshop with 10 original stakeholders (25

Sept. 2006) - ESD in generalSept. 2006) - ESD in general Second workshop with 13 stakeholders, 21 Nov. Second workshop with 13 stakeholders, 21 Nov.

2006 - draft objectives, draft working structure2006 - draft objectives, draft working structure Inauguration 21 Nov. 2006 (Min. Edu, Min. Env. Inauguration 21 Nov. 2006 (Min. Edu, Min. Env.

Rector UNU)Rector UNU) More stakeholder consultations on activitiesMore stakeholder consultations on activities Third workshop, 30 March 2006 - Mission, Vision, Third workshop, 30 March 2006 - Mission, Vision,

objectives, principles, structure, working groups objectives, principles, structure, working groups establishedestablished

Working StructureWorking Structure

Steering Committee: Steering Committee: Representatives of the founding stakeholdersRepresentatives of the founding stakeholders In addition each stakeholder group has to choose a representative, In addition each stakeholder group has to choose a representative,

who has to report back to the stakeholder group => represents a who has to report back to the stakeholder group => represents a capacity building exercisecapacity building exercise

Private SchoolsPrivate Schools Public SchoolsPublic Schools Private UniversitiesPrivate Universities Public UniversitiesPublic Universities Military CollegesMilitary Colleges

Reports to the collective of the participating institutions in the RCEReports to the collective of the participating institutions in the RCE Meets every 1 monthMeets every 1 month Has decision making powerHas decision making power Stakeholders designate their support, participation and Stakeholders designate their support, participation and

representative via a Memorandum of Understandingrepresentative via a Memorandum of Understanding

Working Structure IIWorking Structure II Secretariat to:Secretariat to:

Facilitate inclusion of more stakeholdersFacilitate inclusion of more stakeholders Facilitate communication between the stakeholders (e-group, Facilitate communication between the stakeholders (e-group,

newsletter)newsletter) Builds website in cooperation with stakeholdersBuilds website in cooperation with stakeholders Facilitate access to global learning spaceFacilitate access to global learning space Create a knowledge base (actors, research, roster of experts, e-library)Create a knowledge base (actors, research, roster of experts, e-library)

Working Groups:Working Groups: Open for more stakeholders who are not in the steering Open for more stakeholders who are not in the steering

committeecommittee Regularly report back to the steering committeeRegularly report back to the steering committee Communicate via their own e-groups and website cornerCommunicate via their own e-groups and website corner

Financial Stability:Financial Stability: Will be established in the long termWill be established in the long term

Prioritized Objectives IPrioritized Objectives I

1. Enhance and strengthen, evolve and co-create a space for communication, cooperation and knowledge sharing among all stakeholders involved in ESD;

2. facilitate the integration of ESD into formal curriculum at schools and higher education

3. facilitate the integration of ESD into the informal educational sector

4. raise awareness for the best applicable knowledge and resources on SD;

5. identify, promote, and utilize or replicate examples of appropriate practices in ESD;

6. facilitate fundraising for ESD related activities

Prioritized Objectives IIPrioritized Objectives II

7. facilitate the development of high quality, preferably innovative teaching modules, [evaluation] [testing modules], and materials for ESD and develop the capacity of human resources necessary to implement these modules and use the materials

8. facilitate collaborative research on ESD; 9. facilitate dialogue to translate SD into a regional cultural

context;10. facilitate multi-disciplinary thinking and education11. facilitate voluntary contributions to RCE activities12. Review, [evaluate] and improve the RCE’s structures

and activities on a regular basis

Long-term GoalLong-term Goal

RCE-Jordan could serve as an example of good practice to other countries in the

Middle East with similar cultural, political, religious, social and environmental

backgrounds

Guiding PrinciplesGuiding Principles

Projects and programs supported by the RCE must be committed fully to:

environmental and social ethics equity between the environmental, social, and economic

pillars of sustainable development coordination with various entities governmental, non-

governmental, and local communities ensuring the sustainability of various activities or projects work on the basis of national policies benefiting from the best available applicable experiences,

knowledge, and resources

Immediate Working Immediate Working GroupsGroups

Committee to identify good practice Mandate for this Working Group written by UNU Can start working in May

RCE collaboration with Ministry of Education on changing the curriculum

Members: RSCN, JRF, IUCN, JU, HU, Public School Rep., Teacher, Student, Ministry of Education, Curriculum Department

Media working group Establish a Media and Awareness Raising Strategy, bring

together Media Reps of RCE members, perhaps organize a small conference

Organize a high-level dialogue on translating concepts of SD to local cultural context

Led by IUCN-WESCANA Deadline: Next working meeting in May

Immediate Working Immediate Working Groups IIGroups II

Funding and Proposal Writing Group Development of a Fund raising strategy Lead by the UNU-ILI, compiling International Funding

overview RCE members to send information on local and regional

funding sources Next meeting establishment of a funding group

Awareness raising symposium Long term strategy working group

Members: JCPP, RSCN, Min. Env., JUST, JU, IUCN, JOHUD, Min. Higher Education, UNU-ILI

Immediate ProjectsImmediate Projects Taking complete stock of stakeholders and activities

with the aim to create a database Lead by the UNU but everyone is evolved Deadline: End of April

Establish a communication structure consisting of E-Mail E-groups and a basic BLOG website

Lead by UNU Deadline: Before May

Collect existing Education Materials on SD Everyone to write a little description for their materials,

containing information on the original intent, target group, experiences made, distribution, availability, language, format

Deadline: rolling

Ideas for future activitiesIdeas for future activities Field Days and 4 day Nature CampsField Days and 4 day Nature Camps ““TV for the Environment” and Media TrainingTV for the Environment” and Media Training Water Learning Course Materials for ChildrenWater Learning Course Materials for Children High Level Dialogue on SDHigh Level Dialogue on SD Symposium on ISO 1400 for IndustrySymposium on ISO 1400 for Industry Symposium on ESD in Jordan (100-200 part.)Symposium on ESD in Jordan (100-200 part.) Teacher Training ManualTeacher Training Manual Case Studies on ESD from IUCN’s global conservation Case Studies on ESD from IUCN’s global conservation

learning networklearning network examples of good practice of schools integrating ESD in their examples of good practice of schools integrating ESD in their

curriculum - award a pricecurriculum - award a price Research into where Quran supports Sustainable DevelopmentResearch into where Quran supports Sustainable Development Research into traditional knowledge and practices for SDResearch into traditional knowledge and practices for SD Greening the Campus InitiativeGreening the Campus Initiative

Research Proposal for Research Proposal for RCE GLSRCE GLS

Research Group on Transformative Research Group on Transformative Education in a cultural and religious Education in a cultural and religious context context Who: RCEs located in countries with a Who: RCEs located in countries with a

conservative religious background conservative religious background Why: some RCE Jordan stakeholders voiced Why: some RCE Jordan stakeholders voiced

concern on offending cultural and religious concern on offending cultural and religious customs by facilitating ESD (always sparks customs by facilitating ESD (always sparks lively discussions and keeps coming up)lively discussions and keeps coming up)

Basis for ESD in the Middle East - a Basis for ESD in the Middle East - a regional baseline studyregional baseline study