Key Points from the Previous Sessions and Some Inputs for the Way Forward
Key points from the previous sessions
and some inputs for the way forward
United Nations University
Institute for the Advanced Study of Sustainability (UNU-IAS)
How are RCEs related to Global policies on ESD? (#1 Session)
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
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
• 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
• 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
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
• Re-connecting community and
RCEs response to the situation
• Situational analysis
• Cancellation, alteration and innovation of activity
• Identifying and outreaching marginalised communities
• Losing and getting funding opportunities
• Networking and working with diverse (local) stakeholders –
• Policy advocacies
• 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
• Exploring the better governance and multi-stakeholder partnership to enhance local
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
• Developing program for local community by
• Outreach activities for marginalised community
groups: indigenous peoples and refugee
• Capacity building for policy makers, local
community, NGOs and youth leaders (inc. e-
• 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
• 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
• Do online course together
- 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?
#4 How can RCEs’
solve the key issues that
the world is facing, such
as Circular Economy, New
Climate Change, DRR and
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
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?