Regional Centres of Expertise on Education for Sustainable ... · Engagement with specialised UN...

Regional Centres of Expertise on Regional Centres of Expertise on Education for Sustainable DevelopmentEducation for Sustainable DevelopmentEducation for Sustainable DevelopmentEducation for Sustainable Development——Enhancing Partnerships across Geographic, Enhancing Partnerships across Geographic,

Kno ledge andKno ledge and SectoralSectoral Bo ndariesBo ndariesKnowledge and Knowledge and SectoralSectoral BoundariesBoundaries——

Y k M hi ki PhDYoko Mochizuki, PhDEducation for Sustainable Development Programme

UNU Institute of Advanced Studies (UNU-IAS)UNU Institute of Advanced Studies (UNU IAS)

UNUUNU IAS MissionIAS MissionUNUUNU--IAS MissionIAS Mission

“Advancing knowledge andAdvancing knowledge andpromoting learning for

li ki t t thpolicymaking to meet thechallenges of sustainabledevelopment.”

持続可能な開発の課題に即した政策立案のための知持続可能な開発の課題に即した政策立案のための知識の発展と学習の促進

www.ias.unu.eduwww.ias.unu.edu

B iB i f SDf SDBasics Basics of SD of SD

3 Pillars of SD• Environment• EconomyEconomy• Society

The Concept of EquityThe Concept of Equity• Intergenerational Equity• Intra-generational Equity


OftenOften--Quoted Definition of Quoted Definition of Sustainable DevelopmentSustainable Development

“development that meets the needs of the t ith t i i th bilit fpresent without compromising the ability of

future generations to meet their own needs.” g

Brundtland Report (Our Common Future) (1987)Brundtland Report (Our Common Future) (1987)


3E + D3E + D3E + D3E + D

EcologyEE

cologyconomEconomy

EquityDiversity 様Diversity 様


WEHAB (2002)WEHAB (2002)WEHAB (2002) WEHAB (2002) WaterEnergyEH

nergyealthH

Aealth

Agriculture Biodiversity


y

UN Decade UN Decade of Education for of Education for Sustainable DevelopmentSustainable Development

Proposed in Johannesburg Plan of p gImplementationAdopted by UN General Assembly in 2002Adopted by UN General Assembly in 2002 The International Implementation Scheme (IIS) for DESD was approved in September 2005for DESD was approved in September 2005.Governments are invited to consider the measures to implement DESD in their educational strategies and action plans.


UN Decade of Education forUN Decade of Education forUN Decade of Education for UN Decade of Education for Sustainable DevelopmentSustainable Development

UNESCO (2004) situates the DESD with ( )respect to other, related international initiatives:initiatives:

• Millennium Development Goals (MDG) • Education for All (EFA)• Education for All (EFA) • UN Literacy Decade (UNLD)


Global Vision of ESDGlobal Vision of ESDGlobal Vision of ESDGlobal Vision of ESD

“a world where everyone has thea world where everyone has the opportunity to benefit from quality education and learn the values, behaviour and lifestyles required for abehaviour and lifestyles required for a sustainable future and for positive

i t l t f ti ”societal transformation.”


Global Vision of ESD Global Vision of ESD ((Continued) Continued) This vision sets ‘a sustainable future’ at the heart of our common human endeavour butheart of our common human endeavour, but the vision will find expression in varied socio-pcultural contexts – where ‘positive societal transformation’ will be articulated in differenttransformation will be articulated in different ways. y

D ft I t ti l I l t ti S h f DESDDraft International Implementation Scheme for DESDUNESCO, 2004, p.23


Wh t i ESD?Wh t i ESD?What is ESD?What is ESD?

Broader concept than environmental educationBroader concept than environmental education.

Not sustainable development education, but education for sustainable developmenteducation for sustainable development -education to enable us to better contribute to sustainable development.


ESD as a Global MovementESD as a Global MovementESD as a Global MovementESD as a Global Movement“Education for All” Community Environmental Educators andEducation for All Community

The World Conference on Educationfor All (Jomtien, Thailand,1990)

Environmental Educators and “Sustainable Development”

Community

Some priorities in the EFA movement •Girls’ education

Environmental educators, as well as natural engineeringGirls education

•Education of indigenous people •Literacy education

well as natural, engineering, and management scientists call for awareness raising and y

•Adult/lifelong learning •Human rights education

capacity building to address the challenge of sustainable developmentdevelopment.

Education as a means to promote individual and

The need for education for sustainable development to p

collective developmentp

achieve a sustainable future

www.ias.unu.eduwww.ias.unu.eduESD

Challenges Challenges of Promoting of Promoting ESDESD——Enhancing Partnerships Enhancing Partnerships

EFA Community SD/ESD Community

• Development assistance professionals

• Environmental management professionalsprofessionals management professionals

• Educators and development experts

• Ecologists, biologists, management scientists

• Provision of education for • Awareness-raising and marginalized groups

gpromotion of environmental education


UNU Strategy to Promote ESDUNU Strategy to Promote ESD((ESD ESD Programme@UNUProgramme@UNU--IAS)IAS)

1. Advocacy and dissemination of ESD and DESD; 2. Promotion of Regional Centres of Expertise on

ESD (RCEs) and their networking;ESD (RCEs) and their networking;3. Strengthening of ESD activities of higher

d ti i tit tieducation institutions;4. Further development of on-line learning for ESD;p g ;5. Training of teachers and trainers on ESD


What is RCE?What is RCE?- Regional Centres of Expertise on ESD -

Proposed by United Nations University in 2004 as its contribution to DESD (2005 2014)as its contribution to DESD (2005-2014) A network of formal, non-formal and informal ,education and learning-related institutions who are mobilized to promote ESD at regional (subare mobilized to promote ESD at regional (sub-national) and local levelsRCEs aspire to achieve the goals of DESD by translating its global objectives into the contexttranslating its global objectives into the context of regional-local areas, in which they operate.

www.ias.unu.eduwww.ias.unu.edu 15

What is RCE?What is RCE?- Regional Centres of Expertise on ESD -

Acknowledged by United Nations University based on the recommendations of the Ubuntu Committee of Peers for RCEsCommittee of Peers for RCEs

Ubuntu Alliance—a strategic alliance of the world’s leading education science and technologyworld s leading education, science and technology organizations working toward achieving sustainable developmentdevelopment


UbuntuUbuntu AllianceAllianceUbuntuUbuntu Alliance Alliance United Nations University (UNU)United Nations Educational, Scientific and Cultural Organization (UNESCO) United Nations Environment Programme (UNEP) International Association of Universities (IAU)Third World Academy of Sciences (TWAS)African Academy of Science Science Council of Asia International Council for Science W ld F d ti f E i i O i tiWorld Federation of Engineering Organizations Copernicus-Campus Gl b l Hi h Ed ti f S t i bilit P t hi (GHESP)Global Higher Education for Sustainability Partnership (GHESP)University Leaders for a Sustainable Future (ULSF)


Regional Regional CentresCentres of of Expertise on ESD (RCEs)Expertise on ESD (RCEs)

Formal education Non-formal education

Botanical gardens(Science) museums(Research centers)

Universities Universities

Secondarylinks Natural parks

ZoosSecondaryy

SchoolsCommunity leadersLocal GovernmentsLateral

links

Vert

ical

M di

ySchools

PrimarySchools

V

Local businessesMedia

Local NGOs

PrimarySchools

Horizontal links

Local NGOs


Why RCE?Why RCE?Why RCE? Why RCE?

Need for equitable partnerships between the combined expertise of communities, professions, p , p ,NGOs and governments

Need for an innovative platform for multi-stakeholder dialogue a platform that enablesstakeholder dialogue—a platform that enables diverse groups to interact, learn collaboratively and take collective decisions towards SDand take collective decisions towards SD

Need for local initiatives


Eff t f RCEEff t f RCEEffects of RCEsEffects of RCEsRCEs will contribute to developing innovative ways of collaboration among higher educationways of collaboration among higher education institutions, primary and secondary educational systems local governments and other regionalsystems, local governments, and other regional ESD stakeholders;RCEs will create regional/local knowledge base. They will assist with the vertical alignment ofThey will assist with the vertical alignment of curriculum from primary through university education and with linking formal and non formaleducation and with linking formal and non-formal sectors of the education community.


55 Previously Acknowledged RCEs 55 Previously Acknowledged RCEs y gy gandand 7 New RCEs 7 New RCEs (2008(2008--09)09)

West Midlands

Samara

Midlands

Nuremburg MontrealGrand Rapids

Saskatchewan

Kyrgyz Republic

Hamburg and Region

Yorkshire & Humberside

Porto Metropolitan Area

Western Jalisco

Kano

North Texas

Cebu

Jordan

G t Mb

Cha-am

Ｙｏｋｏｈａｍａ

DelhiCairo

Area

Lagos

Yogyakarta

Pacific Island Countries

GhanaGreater Nairobi

Maputo

Zomba

Greater Mbarara

East Kalimantan

Northern MindanaoBangalore

Curitiba-ParanaSwaziland

Makana & Rural Eastern Cape

Maputo


～～ RCEs around the WorldRCEs around the World ～～

SevernSaskatchewan

Skane

HamburgSamaraNuremburg

Montreal

North TexasJordan

Grand Rapids

Saskatchewan

KyrgyzstanIreland

Toronto

Hamburg

Yokohama

Beijing Incheon

CairoDelhi

Greater Sudbury

West Jalisco

Lagos

Kano

Greater NairobiGhana

Greater Mbarara

Zomba

Maputo

Cha-Am

Pacific

CebuBangalore

East KalimantanNorthern MIndanao

Curitiba-ParanaMakana & Rural Eastern Cape

MaputoSwaziland

AsiaAsia--PacificPacificKyrgyzstanJapan

Middle East & AfricaMiddle East & AfricaJordanEgypt

AmericasAmericasCanada

Saskatchewan

IndiaGuwahatiDelhi

EuropeEuropeSwedenSkane

SpainBarcelona p

Greater SendaiYokohamaChubuHyogo-KobeOkayamaKitakyushu

EgyptCairo

NigeriaKanoLagos

GhanaKenya

SaskatchewanGreater SudburyMontrealToronto

USAGrand RapidsNorth Texas

LucknowPuneKodaguBangalore

PhilippinesCebu

SkaneUKEast MidlandsSevernNorth EastYorkshire & Humberside

PortugalCreias-OestePorto Metropolitan Area Southern North SeaAustriaGraz-Styria

KoreaIncheonTongyeong

ChinaBeijingAnji

yGreater Nairobi

UgandaGreater Mbarara

MalawiZomba

Mozambique

MexicoWest Jalisco

BrazilCuritiba-Parana

Northern MinadanaoThailand

Cha-AmTrang

MalaysiaPenang

I d i

IrelandGermanyHamburg NuremburgMunichNetherlands

RussiaSamara

MaputoSwazilandSouth Africa

Kwa-Zulu NatalMakana & Rural Eastern Cape

IndonesiaEast KalimantanYogyakartaBogor

Pacific

Rhine-Meuse

Stages in evolution of global g gRCE community

Development of the RCE

t

Establishment of the first 7 RCEs

Number of RCE growing;

Emergence of thematic activities and

Discussion of assessment

f RCEconcept Beginning of cross-RCE geographical

ll b ti

activities and operational groups

of RCEs

collaboration

7 23 56 >60

2004 2005 2006 2007 2008

7 23


Linking RCE community to g yglobal development

E t ithCollaboration with members of GHESP for ESD;

Launch of DESD; promotion of ESD in CSD

Enlisting support of UNEP

Engagement with specialised UN agencies, e.g APCEIU, UNIDO,

Engaging in the discussion about

tGHESP for ESD; in CSD UNEP, UNESCO, IAU etc. on promotion of

, ,UNEP; regional organisations (e.g. ASEAN) and international

assessment and indicators for DESD, ESD Forum inpromotion of

RCEs;international processes, (e.g. Marakesh process, CBD)

ESD Forum in Tokyo, etc.

Development of Establishment of Number of RCE Emergence of Discussion of

)

the RCE concept

the first 7 RCEs growing;Beginning of the cross-RCE

thematic activities and operational

the assessment

geographical collaboration

groups

2003-2004 2005 2006 2007 2008


Activities among RCE – Thematic gand Continental Networks

Inter-RCE Thematic Networks• Sustainable Production & Consumption, w/ emphasis on food • Youth • Health • Teacher training • Biodiversity • E learning• E-learning

CContinental NetworksContinental Meetings:

N th A i M 2007 ( t CSD) M 2008North America: May 2007 (at CSD); May 2008Europe: December 2007; December 2008 Asia Pacific: October 2008 (in Tongyeong)


Asia Pacific: October 2008 (in Tongyeong)

RCEs in AfricaRCEs in AfricaRCEs in AfricaRCEs in AfricaSynergistic Partnerships Synergistic Partnerships

All RCEs in Africa are linked to MESA (Mainstreaming Environment and Sustainability into African Universities) Partnership led by UNEP. Expansion of RCEs clearly indicated in the plans of MESA Phase 2 (2008-2010) & 3 (2011-2014)MESA Phase 2 (2008 2010) & 3 (2011 2014) African RCEs are also contributing to the African U i A dUnion Agenda

to revitalise Higher Education in Africato ensure that universities are able to work closely with their communities.


MESA HotspotsMESA HotspotsRCEs are emerging in the MESA HotspotsRCEs are emerging in the MESA Hotspots


African RCEsAfrican RCEsAfrican RCEsAfrican RCEsRole of Higher Education InstitutionsRole of Higher Education Institutions

RCE Cairo, EgyptRCE Greater Nairobi, KenyaRCE Greater Mbarara, UgandaRCE Kano, Nigeria

KNUST in Kumasi

RCE Lagos, NigeriaRCE Ghana

KumasiThe Mbarara Univ. of S&T

RCE Maputo, MozambiqueRCE SwazilandRCE Z b M l i

The

Univ. of Swaziland

RCE Zomba, MalawiRCE KwaZulu Natal, South AfricaRCE M k d R l E t

Eduardo Mondlane Univ.TheRCE Makana and Rural Eastern

Cape, South AfricaUniv. of Malawi

Univ.The Rhodes Univ.


International RCE ConferencesInternational RCE ConferencesInternational RCE ConferencesInternational RCE Conferences

1st – June 2006, Yokohama, Japan (hosted by UNU-IAS)2nd August 2007 Penang Malaysia2nd – August 2007, Penang, Malaysia (hosted by RCE Penang)3rd – July 2008, Barcelona, Spain (hosted by RCE Barcelona)(hosted by RCE Barcelona)4th – May 2009, Montreal, Canada(hosted by RCE Montreal)


Procedure for Procedure for RCE AcknowledgementRCE Acknowledgement

The Ubuntu Committee of Peers for the RCEs reviews applications from RCE candidates and recommends UNU to acknowledge RCEsgThe Committee meets normally once a yearR i it i t bli h d i D b 2006Review criteria were established in December 2006:• Collaboration• RCE vision• GovernanceGovernance• On-going and planned activities


RCEs & a RCEs & a Global Learning SpaceGlobal Learning Space

RCEs together and their mutual relations form a global learning space for sustainable development - a visible output of DESDdevelopment a visible output of DESD UNU commits to promote RCEs and their networking throughout DESD and established the Global RCE Service Centreestablished the Global RCE Service Centreat UNU-IAS


For further information please visit:For further information, please visit:

www.ias.unu.edu/[email protected]

Thank you !y

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