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RCE Presentations - Summary


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RCE Presentations - Summary
Dr. Fumiko Noguchi, UNU-IAS
13th Asia-Pacific Regional RCE Meeting
2nd Online Session, 24 September, 2020

Published in: Government & Nonprofit
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RCE Presentations - Summary

  2. 2. COVID-19 Impact to the Local Community in the Region •Social and economic impact: No market, disruption in supply chain and import/export due to boarder closure and travel restrictions. Helath care system. •Education and learning opportunities: Schools, universities, public space closure and no social gatherings - less/no face-to-face, hands-on and practice based training and learning opportunities through formal, non-formal and informal educationl channels. •Shift to oline: Lack of capacity and infrastructure to support online education and working mode. More networking and learning opportunities to those who can access internet. Otherwise those without it get more isolated. • Widening gaps: The vulnerables are left behind (migrants, indigenous peoples, youths and women, small industries, small–scale farmers, people in informal sector are getting the hardest hit socially, economically and educationally, - isolation, violence, learning, economic medical access gaps, mental and health issues, unemployment and jobless… The existing problems got worsened. • Policy support: Lack of evidence-based information and policy guidance. Reduced or cancelled the fund or subsidies. Government started the new fund for COVID-19. • Environmental impact: Less pollution due to less traffic. • More time to spend with family and local community.
  3. 3. COVID-19 Impact to RCEs in the Region • RCE centre, meeting spaces and activity site closures. •Cancellation and/or postponment of activities (events, workshops, trainings, meetings, field- based, hands-on and practice-based activities) • Struggling in learning and developing new learning and teaching approaches technically (degitally) and pedagogically. •Losing the economic opportunities – less revenue and cancellation of fund and governmental subsidies.
  4. 4. RCEs Response to the Pandemic • Conducted survey and needs analysis • Shift to online – training, workshops, meetings, conference, networking and information sharing (developing online home-based activity, online tools, training programme for hygine, sustainable agriclture and rural community outreach). • Connecting stakeholders and developing partnerships: Amongst community members and diverse stakeholders. Training and sending youth and jobless workers to rural communities. • Fund support: Established new funding scheme for the local stakeholders. Developed training programmes in which the participants can get the governmental micro-credential while they are working on a particular community projects. • Outreach to the vulnerable groups: Working for rural farmers, youths, women, migrants, indigenous peoples) by creating jobs (mask making), food distribution, and continuing educaiton and training program. • Responding natural disasters while responding the COVID-19. •Getting support and learning from other RCEs. • Policy advocacies - Participating in government process for COVID- 19 and working with government for the governmental initiatives
  5. 5. Necessary supporting mechanism • Need clear governmental guideline and priority for local community activities under the pandemic. • Financial support from local and national government and global agencies. • UN agencies should link to RCEs • SDGs is at early stage at national level so that it is difficult to get involved in the proce. • Need a network to share information and community practices, at national and regional levels. • Enhancing multistakeholder approach which is effective. • Capacity building and emotional/spritual support • Policy advocacies from real actions. • Research to support RCE activities
  6. 6. Discussion will continue… • Digitalisation and role of ESD. Online shift has brought: Benefits ◦ More opportunities to discuss and learn from the others (RCEs and stakeholders overseas) ◦ Effective to reach out to diverse stakeholders ◦ Practice: More localisation and decentralisation, rather than expert in the urban areas and/or international expert ◦ Information: More globalisation? – more oportunities for webinars Challenges ◦ There are peoples, knowledges and learning approaches that cannot be ‘onlined’ – those who are not familiar with digial divices and do not have infrastructure (generation, gender, economic and educational gaps, local/traditional/indigneous/practical knowledges, hands-on and experiential learnings). • Youth empowerment during the pandemic. (not tokeninsm but proactive participation) • DRR during the pandemic • Need more capacity building opportunities for new normal, in particular the vulnerable groups. Emotional and spritual support. • Build back better? Do we want V-shaped recovery to where we were before COVID-19? Or is this an opportunity for the paradigm shift? Then what is the role of ESD and leadership for SD? – in terms of education, economy, social system, value system. • Making linkage of all SDGs to ESD and the pandemic. • Developing research to support community-based ESD.