Regional Centres of Expertise– basic outline– introduction of the RCE project in CR

Jana DlouháCharles University Environment

Centre

RCE

– formal, non-formal and informal education organisations

– network with local and regional communities

– other stakeholders:• environmental NGOs, scientists, researchers,

museums, zoos, botanical gardens, local government officials, representatives of local enterprises, volunteers,

media, civic associations or individuals who work in the spheres of sustainable development such as economic growth, social development, and environmental protection, students and learners at all levels,...

Core elements of an RCE

1. governance - RCE management and leadership

2. collaboration - engagement of actors from all levels of formal, non-formal and informal education

3. research and development – inclusion of R&D in RCE activities, R&D contributing to the design of strategies for collaborative activities

4. transformative education – current education systems change to satisfy regional SD challenges

RCE functions

• re-orient education towards SD; • increase access to quality education

that is most needed in the regional context;

• deliver trainers’ training programs and to develop methodologies and learning materials for them;

• lead advocacy and awareness raising efforts to raise public awareness

RCE in Europe and worldwide

• 74 functional RCE in the world 12 Africa 28 Asia + Pacific 3 South America and the Caribbean  8 North and Central America 23 Europe and Middle East(Central and Eastern Europe 1 – Russia,

Samara)

RCE examples

RCE Role in the region No of institutionsKwaZulu Natal community education program 10 (incl. networks)

Ghana change of educational framework 16 (incl. networks)

Kenya mobilize stakeholders 25 (incl. networks)

Makana local development objectives 20 (incl. networks)

Swazilandeducation for the environment, sustainable

and socio-economic development. 4

Curitiba-Parana empowering stakeholders & educators 16

Grand Rapids, USAconcept tripple bottom line into planning

and problem solving 6 leading, 100 altogether

Greater Sudbury, CA create synergies in ESD 4 (no university)

Saskatchewa sustaining rural communities 9

Barcelona, Spain research, training, networking, outreach 6

East Midlands, UK develop values, knowledge, skills for SD 36

RCE: Role in the region – categories

• community education program (KwaZulu Natal)

• advocacy to change educational framework (Ghana)

• platform for dialogue (Ghana)• mobilize stakeholders (Kenya)• sustaining rural communities (Saskatchewan)• create synergies in ESD (Greater Sudbury)• tripple bottom line in planning (Grand Rapids)

RCE: Vision – categories

• strategic partnerships (& public participation)• innovative approaches in ESD• use of expertise and community engagement

capacity• local development• cooperation of different levels of educational

system• balancing regional resources and

opportunities

RCE: Objectives – categories

• representation in the community (Grand Rapids)

• curricula reorientation (Swaziland)

• ESD delivery system and strategies in stakeholder sectors (Grand Rapids)

• indigenous knowledge (Ghana)

• research & monitoring and evaluation (every)

• information system on best practice (Kenya,...)

• sustainability indicators (Grand Rapids)

• financial resource management (Curitiba-Parana)

RCE: Activities – categories

• course development & research (KwaZulu Natal)

• ESD guidelines (Kenya), handbook (Grand Rapids)

• local projects: energy (KwaZulu Natal), community (Kenya), land use (Swaziland)

• resource centres – renewable energy and climate change (Swaziland), science and technology for ESD (Saskatchewan)

• review & identif.of opportunities(Greater Sudbury)

• Science Shop on sustainability (Barcelona)

CR strategic documents

Czech Republic ESD Strategy (2008–2015)Approved by the Government in 2008

Part IV: Strategical partPoint 4:Coordination,cooperation,communicationMeasures:§ 4.8 Development of Centres of Expertise that

are focused on dialogue between educational sphere and stakeholders from practice

ESD Strategy Action Plan – proposal

Actvities of AP2.3 Ministry of Education supports

cooperation networks of higher education institutions and regional subjects...

Indicator: till 2012 at least one Regional Centre of Expertise established, that would build on cooperation of regional stakeholders and would serve as a best practise of this type of cooperation.

Barriers in academia-NGO cooperation

Benefits for academia sometimes not obvious (evaluation criteria of HEIs)

Formal status versus practical impact (tyrrany of academic degrees)

Other perception of time (accreditation procedures versus flexible planning)

Other perception of quality (systemic liability versus based on “communicative action”)

Input of HEIs

Institutional support:• Ph.D. studies (sustainability including

ESD)• accredited courses – credit valuationScientific discourse:• evaluation – feedback• expert dialogue, review process• methodological support• research – reflexive character

Input of NGOs & other stakeholders

Innovative practise• specific experiences – research field• flexible management capacities• access to target groups (students,

inservice teachers,…)Policy-making process• theme identification & popularisation• lobbying & follow up

Opportunities – holistic RCE approach

Mutual needs/requirementsPlatform for communication• enacted meaning (values-norms-

legislation)• influence on (community, political,

educational) processesModel of cooperation• dynamic learning process (mutual benefit)• practical solutions (for SD)

Thank you for your attentionMore info: 3-LENSUS

ContactJana DlouháTel.: +420 220 199 485Fax: +420 222 199 462Jana.Dlouha@czp.cuni.czhttp://www.czp.cuni.cz