Dr. Zinaida Fadeeva United Nations University Institute of Advanced Studies

1. Regional Centres of Expertise for Education for Sustainable DevelopmentRCE for ESDGraz, 23 April 2005 Dr. Zinaida Fadeeva United Nations University Institute of Advanced Studies

2. Contents • Why RCEs? • Principles of RCE activities • Expected Functions of RCEs • Core elements of RCEs • Global Learning Space • Where are we now?

3. Perception of challenges • What it is we are teaching? Relation between EfA and ESD • Many international initiatives did not bring results • Gap between all sciences and education, education and traditional knowledge • Gap between different levels of education • Gap in knowledge between different regions

4. Where should we focus our actions? • Local level facilitation • Locally relevant and culturally appropriate • Collaboration between scientific and educational institutions

5. Expected Functions of RCEs • Promote partnerships for Sustainable Development • Reorient education towards SD • Increase access to 'quality' education that is most needed in the regional context; • Deliver “Trainer’s Training” programmes • Lead advocacy and awareness raising efforts

6. Expected Functions of RCEs • Promote partnerships for Sustainable Development • Reorient education towards SD • Increase access to 'quality' education that is most needed in the regional context; • Deliver “Trainer’s Training” programmes • Lead advocacy and awareness raising efforts

7. Core elements of RCEs • Governance and sustainability of RCE (Management of RCEs) • Collaboration • Research and development • Education - transformative expectations and outcomes

8. Core elements of RCEs1. Governance and sustainability of RCE • This element should address the issues of RCE organisation and methods of • Vision and goals building • Operation/decision making • Long and short term financial arrangements and mobilisation of other resources

9. Core elements of RCEs2. Scope of collaboration and range of activities • Collaboration • Involvement and leadership of institutions of higher education • Engagement of actors from all levels of formal education • Engagement of actors from formal, non-formal and informal sectors of education

10. Regional Centres of Expertise for ESD Formal education Non-formal education University A University B Researchcentres (Science) museums Secondary School A Secondary School B Botanicalgardens Vertical links Lateral links LocalGovernments Primary School A Primary School B Communityleaders Localbusinesses NGOs Horizontal links

11. Regional Centres of Expertise for ESD Formal education Non-formal education Knowledge-related institutions University A University B Researchcentres (Science) museums Secondary School A Secondary School B Botanicalgardens Vertical links Lateral links LocalGovernments Primary School A Primary School B Communityleaders Localbusinesses NGOs Horizontal links

12. Who are the actors? • School teachers • University professors • Experts in research institutions, museums etc. • Local government officials • Relevant NGOs • Community leaders • Local enterprises • Media people • etc.

13. Core elements of RCEs3. Research and development • Address the role of research and how it is conducted in the RCE activities • Address how RCE’s activities are being documented for the research purposes • Role of reflection in guiding further RCE activities • Ensuring that the latest achievements of science and technology are incorporated • Strategies for collaborative research activities, including those with other RCEs

14. Core elements of RCEs 4. Transformative education • transformation of the current education, public awareness and training systems • pedagogies that are more participatory, empowering and suitable for particular needs of the target group

15. RCE for ESD as an innovationfor SD • Designed for addressing local needs • Network providing enabling environment • Change of roles of various actors in education • Creates innovative forms of governance • Could create innovative actions

16. Global Learning Space • Network of RCEs • Global centre of expertise

17. Where are we now? • First group of up-coming RCEs • Japan • Malaysia • Rhine-Meuse region (Europe) • Toronto (Canada) • …and some others in Africa, Middle East (Jordan, Istanbul), US, China, Brazil, Mexico, UK, Sweden

18. Greater Sendai Area RCE • Established in April 2004 • Builds on activities that already existed • Governance structure • Steering committee • Secretariat of the Steering Committee • Administration – hosted by the MUE • Liaison Council of University Centres • Finances • Use of existing resources • Search for addition resources

19. Greater Sendai Area RCE • Main activities • Sendai City – training of teachers, collaboration with schools, green purchasing and corporate social responsibility, role of rural and urban communities • Tajiri area – biodiversity and sustainable agriculture • Kessennuma – formal and non-formal learning for regional development • Tajiri and Kessenuma – food safety • Challenge – how to address all three spheres of SD in an integrative manner through RCE activities • Moving from environmental education to ESD

20. Greater Sendai Area RCE Challenges • Tension between various groups • NGOs and Educational institutions • Education Bureau and Environmental Bureau of government • Potential competition between different institutions

21. For further information, please visit: www.ias.unu.edu Or contact: k_suzuki@ias.unu.edu fadeeva@ias.unu.edu

22. Principles of RCE activities • Addressing environmental, socio-cultural and economic challenges simultaneously • Promoting the long-term ambitions of ESD, such as environmental stewardship, social justice, improvement of the quality of life, and all-life learning • Non-discriminatory approach - ensuring that ESD addresses people regardless their gender, age or social status