RCEs are local networks that connect formal, non-formal and informal education to sustainability issues through a multi-stakeholder approach. They help achieve SDG targets like SDG 4.7 on education for sustainable development. During the COVID-19 pandemic, RCEs responded by analyzing the local situation, digitalizing activities, and outreaching to marginalized communities. Key sectors like higher education and youth worked with RCEs on capacity building, curriculum development, and online courses. Moving forward, RCEs will explore how to ensure meaningful participation, effectively digitalize activities, strengthen policy advocacy through networking, and define the role of the RCE Global Service Centre.

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. 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. 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. 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. #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. 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?