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Key Points from the Previous Sessions and Some Inputs for the Way Forward

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Key Points from the Previous Sessions and Some Inputs for the Way Forward
Dr. Fumiko Noguchi, UNU-IAS
13th Asia-Pacific Regional RCE Meeting
4th Online Session, 22 October, 2020

Published in: Government & Nonprofit
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Key Points from the Previous Sessions and Some Inputs for the Way Forward

  1. 1. Key points from the previous sessions and some inputs for the way forward Fumiko Noguchi Research Fellow United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS)
  2. 2. How are RCEs related to Global policies on ESD? (#1 Session) SDGs 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles… to sustainable development.” ESD for 2030 ESD is “an integral element of the SDG on quality education and a key enabler of all the other SDGs... by raising a questions on the inter-linkages and tensions among different SDGs.” • Continuing 5 Priority Action Areas (Policy support, Whole-institution, Educators, Youth and Local Communities) • Through not only formal education but also non-formal and informal education. • Integrating SD into education and education perspectives into SD policies and actions Possible Actions at National Level • Networking of stakeholders at national level of Member States • Developing relevant national policies to support SDGs and ESD RCEs • Global network of local networks on ESD • Education and knowledge creation at the heart • Local community-based and multi-stakeholder approach • Connecting formal, non-formal and informal education • Influencing global and national policies
  3. 3. How have RCEs responded to the local community during and post- COVID-19 pandemic towards a sustainable and resilient society? (#2 Session) Local community situation • Both positive and negative impacts • Disruptions and isolation (government, education, economy and society) • Re-connecting community and family ties RCEs response to the situation • Situational analysis • Digitalisation • Cancellation, alteration and innovation of activity • Identifying and outreaching marginalised communities • Losing and getting funding opportunities • Networking and working with diverse (local) stakeholders – government, youth • Policy advocacies Observation • Struggling in finding an appropriate, flexible and effective pedagogy and approach to responds to the situation • Investigating the meaning of ‘new normals’ for social transformation and the role of ESD • Exploring the better governance and multi-stakeholder partnership to enhance local community practices
  4. 4. How can key sectors (Higher Ed. Youths and Local Communities) actively participate in and work together for learning and actions for COVID-19 and sustainability? (#3 Session) Higher education and Community Engagement Session • Developing program for local community by students • Outreach activities for marginalised community groups: indigenous peoples and refugee • Capacity building for policy makers, local community, NGOs and youth leaders (inc. e- learning courses) • Partnerships with diverse stakeholders, including local government, students/youth, local community and NGOs on SDGs and COVID-19 Schools and Youth Session • School-community partnership: Work with teachers and schools to outreach family and local community • Capacity building program on ESD&SDGs for youth, local, teachers and local community (inc. e- learning module development and courses) • Reorienting school curriculum for SDGs Ideas for collaboration • Making a platform for networking to share resources, ideas and experiences • Do online course together • Research Questions - How to reach rural communities and areas where are not digitalised => radio and phone? - How can RCE Global Service Centre support and facilitate the process?
  5. 5. #4 How can RCEs’ approaches effectively solve the key issues that the world is facing, such as Circular Economy, New Livelihood Opportunities, Climate Change, DRR and Biological Diversity? We discuss this today. What will be the collaborative projects and strategic direction of RCEs? #1 How are RCEs related to Global policies on ESD? #2 How have RCEs responded to the local community during and post- COVID-19 pandemic towards a sustainable and resilient society? #3 How have key sectors (Higher Ed. Youths and Local Communities) actively participate in and work together for learning and actions for COVID-19 and sustainability?
  6. 6. Possible discussion points for the way forward for SDGs • [Rethinking role of ESD] How and why are the approaches of RCEs effective and relevant to the empowerment of the stakeholders during and post- COVID-19 pandemic. • [Rethinking ‘participation’] How have the way of key stakeholders’ participation to the effort for the local community changed during the COVID-19 and how can RCEs ensure ‘proactive participation’, especially youth and marginalised community members? • [Digitalisation] How can RCEs digitalise the activities effectively and wisely – being not digitalisation taking over the activities and knowing what knowledges, learnings and peoples are not digitalised? • [Networking and policy advocacy] How can RCEs work together to make global and national policies effective and supportive to ensure and enhance community-based ESD and multi-stakeholder partnerships? • [Activity centre] How can RCE Global Service Centre can best support and facilitate the RCEs process as a secretariat?

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