Reporting from the parallel sessions

1
Reporting from the parallel sessions

• Aspirations and actions

2
Thematic discussions
3
Climate Change

• Each RCE is responsible for coming up with a
  report of best practices (ex initiatives,
  strategies, projects, hand-print/foot-print
  calculators, indicators, teacher training,
  presentations, formalized educational courses,
  etc.) with respect to addressing climate change
  for the RCE portal. Deadline December 2012.
  (Audience RCEs).
• For countries with existing national action plans
  (incl. work plans) to address climate change,
  RCEs will partner with government on the
  implementation (ex NAPA) and report on such
  actions within one year. ESD actions should be a
  priority, but not exclusive.
• Prepare a publication for government policymakers
  (and multinational agencies) to show the changing
  lifestyles of people because of climate change.
  Draft deadline March 2013.
• Produce a publication/book of documented
  activities to share what RCEs are doing with
  respect to climate change with each other and the
  general public (business, media, stakeholders).
  (Audience General Public). This could be done
  later on should be a compilation of actionable
  point 1.
• Be very visible to the media (Media publicity).
  Show that RCEs are key stakeholders in addressing
  climate change. This is a recommendation to the
  communications group.

4
Teacher Education

• Leadership development resources and program
  action on TLSHE in Teacher Education Departments
  in universities and colleges (South
  Africa/Southern Africa) Action Tich (RCE
  KwaZulu Natal)
• Student Exchange and Staff Exchange - Action RCE
  Severn (Ingrid)
• Sharing videos, narratives, stories, case studies
  on what works teacher educators and their
  leaders talking about successful approaches to
  Teacher Education for ESD use this more
  directly as a selling point to key leaders
  Action RCE Graz-Styria (Marlene) and RCE Denmark
  (Niels Larsen in collaboration with Angule
  Gabriel)
• Replicate TLSHE in other contexts look for the
  successful leaders in the community to support
  RCEs role in ESD and work out together how to
  convince a targeted list of leaders to support
  ESD in Teacher Education

5
Sustainable consumption and production and
livelihoods

• Technical and Vocational Education and Training
  (TVET) the group will be formed to further
  explore the issue and identify actions
• Innovative educational processes (focus on formal
  education) RCEs form China, Korea and Japan
  will focus on the ESD- Inspired changes in
  curricula, education of teachers, informal
  education
• Up scaling SCP and livelihood practices
  documenting practices of up scaling (in texts,
  videos, photos) and analyzing them
• Capacity development for SCP and livelihood
  practices research of transformative practices
  in capacity development (project concept and a
  search for funders)
• Social and community enterprises facilitation
  of learning through documentation and exchange of
  the lessons using the RCE Portal

6
Youth

• Involving youth in decision making processes in
  governance at the school level and providing
  them with platforms for innovation
• Empower and encourage them
• Four RCE regional youth coordinators have been
  nominated for steering the discussion on RCE
  youth initiatives

7
Higher Education

• Student and staff exchange site/project between
  RCEs (contact Ingrid Mula, RCE Severn)
• needs and skills on offer
• produce a good practice handbook from these
  practices online
• contact the international program offices in each
  RCE University
• Use the RCE concept and international network as
  a key focus for each universitys engagement
  strategy (contact Dawn Gaymer, RCE Grand Rapids)
• put a paper in the HE Journal on sustainability
  role of RCEs in Universitys engaged learning
  and research strategies
• Use of the RCE Portal to share successful
  strategies for engagement and projects (contact
  Marlene Mader, RCE Graz-Styria)
• Distribute the TLSHE study to RCE HE colleagues
  (contact Geoff Scott, RCE Western Sydney)
• particular focus on the strategies and incentives
  that will engage the senior players
• Be present in international conferences (contact
  Ingrid Mula, RCE Severn)
• e.g. run a parallel session next year at GUNI

8

• Biodiversity, Traditional Knowledge and ESD
• RCEs are actively working in various areas
  related to bio-cultural diversity
• RCE Kyrgyzstan traditional knowledge
• RCE Penang traditional health and food
• RCE Espoo heritage education
• RCE Bohol Organic agriculture, food
• RCE Shangri-La Community heritage education
• RCE Guatemala Mayan heritage education
• RCE Yogyakarta documentation of local wisdom
• RCE Greater Phnom Penh Recycling natural
  resources
• RCE Chubu Cyber dialogue lecture series
• RCE Lesotho Wetlands and birds conservation
• RCE Chandigarh Wetlands conservation
• RCE Kakamega Medicinal plant conservation
• RCE Kitakyushu apply Satoyama values in city
  life
• RCE Denmark Eco-farming
• Capacity building, linkage with policy processes
  and research publications should be key
• focal areas for future work

9
Disaster Risk Reduction

• RCEs to take up a proactive role in mobilizing
  political will and support for community related
  DRR initiatives
• RCEs to take up action projects on vulnerability
  reduction like preparing local volunteers with
  appropriate training and capacity building
• Cross continental documentation of Good
  Practices related to DRR
• RCE members belonging to higher education
  institutes should carry out research on Disaster
  Management in local context

10
Health and ESD

• RCEs are evolved in diverse projects related to
  health and ESD.
• The major areas in this theme include TK and
  health, environment , sanitation, water and
  health, inclusive community health and wellbeing,
  health interventional research
• Inter-RCE projects have to be encouraged and
  focus should be on documentation of good
  practices, capacity building and policy
  engagement.

11
Inclusive Development Learning

• - Learning as ongoing process stimulated by
  including excluded knowledge / groups
• - Analyse old and contemporary ownership concepts
  and bring back excluded people, common ownership
  concepts
• - Inclusion of disabled in regular schools (e.g.
  in Germany, Japan, Netherlands)

12
Continental discussions
13
African continental meeting Participants
14
Highlights of the meeting

• Collaboration in research and projects in areas
  of
• Leadership in ESD
• Sustainable agriculture and food security
• Social and cultural issues
• Disease and health issues
• Teacher education (Primary and secondary, e.g.
  TLSHE)
• Writing of capacity development modules to be
  completed by December 2012
• Preparation for the 8th RCE Global conference
  Nairobi Kenya

15
Americas

• Regularized continental meetings RCE Lima-Callao
  hosting Continental Meeting (Feb. 27-March 1,
  2013) and RCE-Curitiba-Paraná ESD Interactions
  in Post-Rio20 context (April/May 2013)
• Compilation of best practices/resources from RCEs
  on (1) ESD and Indigenous youth, (2) indicators
  and competencies for teachers and schools, (3)
  cases relating ESD and quality education, (4)
  living learning laboratories
• Connecting with World Business Council on
  Sustainable Development of Columbia
  collaboration on social entrepreneurship

16
Asia-Pacific
17
Asia-Pacific

• Further develop the Asia-Pacific vision paper
  through the RCE Portal communications (work in
  progress)
• Recognizing the global ESD initiatives, the
  Asia-Pacific regional platform promotes
  perspective on SD though collaborations among
  RCEs and partners while preserving Asia-pacific
  culture and way of life based on traditional
  wisdom/traditional knowledge of co-existence.
• Undertake concrete collaboration projects in the
  AP region (and beyond)
• Biodiversity and Traditional Knowledge (2)
  Youth
• (3) Community (4) Formal Education (5) Disaster
  Risk Reduction

18
Europe

• New Coordinator is Detlev Lindau Bank from RCE
  Oldenburger Muensterland
  (Germany)
• The RCE Network Portal should be the primary
  communication source for the European
  RCE Community
• European continental meetings should be organiced
  back to back with other Conferences to increase
  communication
• The Tongyeong Positioning paper will be sent to
  all RCEs for comments and additional input
• A mechanism for peer appraisal for closer
  engagement and support structure
  should be developed
• Other Conferences and external Partners should be
  used, to present the RCE movement.

19
Intercontinental discussion

• We dont know what we dont know We need to make
  it easier for RCEs to know what
  projects/expertise etc are available in other
  areas the RCE Portal should have a simple
  marketplace or classifieds areas where RCEs can
  easily figure out what kind of expertise/projects/
  etc exist
• There are many challenges to collaboration
  fundraising, cultural constraints, language etc
  and RCEs involved in these types of projects have
  to be willing to accept failures, take time to
  build trust and focus on small, practical
  ach5evab3e r61cts
• RCEs should commit themselves to preparing a one
  paragraph abstract on every new project that an
  RCE is working on, to be shared with all RCEs

20
Strategies to implement visions of the RCE
community
21
CAPACITY DEVELOPMENT - Priorities For Action

• Establish a database for sharing capacity
  development materials and resources. RCEs to
  provide web sites for materials
• Cultivate capacity development community forum
  discussions using RCE portal
• Produce publication based on capacity development
  case studies (RCE Mumbai to take lead)

22
Appraisals and assessments

• Initiate online discussion on RCE appraisal on
  the RCE Portal
• Share experiences of assessment that is already
  in practice around the world, e.g. RCE Greater
  Western Sydney, RCE Okayama, RCE KwaZulu Nathal,
  RCE Greater Nairobi
• Propose pilot project by RCE greater Western
  Sydney on assessment of impact of ESD practices
  to the RCEs community for participation
• Initiate process of mapping competences (agree on
  the framework)

23
Research and DevelopmentOpportunities Identified

• Comparative research examining relationship of
  types of RCE governance to leadership and partner
  engagement
• Appropriate methods of sustainable technology
  infusion and research dissemination in
  communities
• Collaborative development of indicators as a
  learning process
• Comparative studies on good ESD practices in
  schools
• Evolution of the RCE concept
• Kinds of social learning/participatory tools and
  methods employed by RCEs

24
GOVERNANCE - Priorities For Action

1. Carry out comparative research on RCE governance
   and explore what is currently working (RCE
   Service Centre)
2. Share research on what makes a productive
   partnerships with reference to RCEs (RCE Greater
   Western Sydney)
3. Implement module on governance in African RCEs

25
Engagement with Policy MakersConcrete Actions

• Prioritized orientation of politicians, civil
  servants and influentials
• Strategic engagement of relevant ministries such
  as ministry of education and non governmental
  organization
• Advocate legislation supporting ESD and ensuring
  implementation
• Youth leadership program integrating ESD

26
Operational issues
27
Fundraising Marketing

• Identify leader to identify and share information
  on companies interested in corporate
  partnerships. Action Lin Yun Hua(Shangri-La and
  Tichaona Pesanayi, KZN-South Africa/SADC REEP)
• Establish database / portal for networking.
  Action Thomas to share info on RCE reporting on
  portal.
• Develop fundraising partnerships between North
  and South (e.g. DFID) develop corporative
  framework for raising funds. Provide information
  which van link RCEs in the North and in the
  South. Action Prof Alimullah Miyan (IUBAT
  University) RCE Greater Dhaka, Jose Phillipines,
  Tichaona Pesanayi, KZN-SADC REEP, RCE Munich
• Form stronger international RCE networks between
  RCEs. Action RCE Service centre

28
Communications Outreach

• Action Points
• Simplify Portal design (UNU-IAS)
• Create support to solve RCE problems with using
  the Portal (CWG)
• Explore idea of finding a harvester of ESD
  content (UNU-IAS CWG)
• Create RCE Communications Group within each RCE
  that link to the wider CWG (RCE Greater Nairobi)

29
Engagement with international sustainability
processes

• Approach other networks
• - Be present/partner/collaborate with other
  sustainable networks
• - UNU to talk with ICLEI
• - Identify RCE networks strengths and
  expertise
• - Future Earth Launch
• - Sustainability Solutions Network
• - Earth Charter
• - Business Council for Sustainable
  Development/ICC
• - Global Compact Initiative
• Conferences
• - GUNI 0May 16-18, 2013 (RCE Barcelona)
• - BBCC/RCE EU June 4-7, 2013
• - UNESCO APEID (Bangkok) (Parallel RCE
  sessions?)
• - RCE Americas Meeting (Feb 2013, Lima, Peru)
• - UN for ESD Conferences (Link RCEs to them)
• - COP 11 (India)
• - 8th Global RCE Conference (Kenya) (Nov 3-6)
• - Research workshop for regional learning for
  sustainability (May 16-17, 2013) (Germany)

30
Award

• Should not be competitive
• Leads to promotion of the RCEs practices and
  learning
• Minimum standard is to be set and the criteria
  have to be carefully defined
• Legitimate panel to assess
• Followed by publications
• Clear instruction manual to be developed

31
2014 and beyond

• RCEs are about collective learning for
  sustainability through and towards diversity
• How to sustain it?
• at the local level
• at the continental level
• globally