RCEs around the worldSource: UNU-IASalso reaching out to parents and is planning to recruit ex-studentsto the programme.RCE Hyogo-Kobe – disaster mitigation and ESDStakeholders of RCE Hyogo-Kobe view disaster prevention and mitigationas an important aspect of ESD work in their region, which in1995 suffered the tragedy of the Great Hanshin-Awaji Earthquake(Kobe Earthquake). The Science Cafe, which promotes dialogue andcollaboration between scientists and citizens, is one of the activitiesthat aim at making a culture of disaster prevention and mitigation apart of people’s everyday life.RCE Saskatchewan (Canada) – innovation and learning for moresustainable consumption and production of servicesThe Sharing Productive Capital Project is an applied researchproject led by RCE Saskatchewan with the support of LutherCollege at the University of Regina, the University’s Department ofComputer Science, and the Craik Sustainable LearningProject. People and organizations in the region volunteerproductive capital, such as machines, tools andbuildings, while software is used to keep track of theavailable assets. Participants in the project learn abouttheir place in the systems of consumption and productionand about opportunities for delivering services inthe community.RCE Skåne (Sweden) – innovation, learning and capacitydevelopment for sustainable regional food systemsRCE Skåne facilitated a project aimed at developingknowledge about sustainable food systems among partnersin the municipality of Malmö, Sweden’s first FairTrade certified municipality. The project unfolded aroundthe ambition of increasing the amount of organic food inschool meals. Under this project, while the municipality,[ 141 ]
Image: © RCE ZombaImage: UNU-IASStudents of environmental science plant trees, Zomba, MalawiLaunching ceremony of RCE Greater Nairobisuppliers and schools worked on the development of a new organicfood supply chain, parents and pupils learned about SCP and food athome, using specially produced materials. Conferences and trainingof teachers focused on food and sustainability. The process of certifyingMalmö as a Fair Trade city contributed to multi-level actions andlearning for SCP.RCE contribution to the DESDAs a global multi-stakeholder initiative for ESD in the context ofthe DESD, the RCE movement became a unique experiment inthe mobilization of ESD partners at both local and global levels.Five years of experience point to a variety of value-added functionsthat RCEs bring to the regions. RCEs are seen as a meeting pointfor partners, a clearing house, a knowledge broker, a platform forinformation exchange, a community of practice, a mechanism formulti-stakeholder social learning and a learning network.In some regions, where collaborative ESD and SD activities werenot well established, for example in Kyrgyzstan, RCEs encouragedESD partnerships while giving the stakeholders legitimacy and anopportunity to seek additional political and resource support.Regions rich in ESD experience, as in the case of the home regionof RCE Rhine-Meuse, benefited from the coordination of ongoingpartnerships provided by RCEs. The RCEs brought together historicallycompeting partners, as at RCE Saskatchewan, and facilitatedthe opening of spaces for cultural dialogue, as at RCE North East,UK. In keeping with the RCE concept of bridging the gaps betweendifferent levels of formal education as well as between partnersrepresenting informal and non-formal education, they created orreinforced horizontal, vertical and lateral linkages among the partners.In doing so, RCEs allowed those partners that were not yetengaged in ESD to join the learning communities, as well as alreadyactive partners. For example, many Indian RCEs, ledby NGOs, have reported increased interest from institutionsof higher education in working collaboratively.The legitimacy that comes with the RCEs’ recognitionby the UNU could attract, as at RCE Saskatchewan, theinterest of influential partners and decision makers.The RCE initiative contributes to the DESD by creatingplatforms for local actors to articulate a global visionof ESD in local terms. Not only does it bring togetherstakeholders across knowledge and sectoral boundariesin a particular region, it also brings together ESD stakeholdersacross geographic boundaries. The expansionof a global network of RCEs will be a valuable visibleoutput of the DESD, with the number of RCEs servingas an indicator of the vitality of local initiatives for ESD.Exciting prospectsThe growing number of RCEs indicates recognition ofthe RCE strategy’s potential to mobilize regional stakeholders,to give educators a voice, and to explore newpractices in transformative education and action researchlocally and internationally. Shaped by the visions of learningand sustainability of many stakeholders, RCEs offer arich opportunity for learning and experimentation. Withmany ESD and SD questions still unanswered, the partnerscollectively define and redefine regional challenges,innovate and test ESD and SD solutions, and developjoint resources and strategies. A giant social experimentis thus unfolding all over the world.Co-author: Zinaida Fadeeva[ 142 ]
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TOMORROW TODAYUnited NationsEducati
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THE HONOURABLE DIANE MCGIFFORD, CHA
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ANNA TIBAIJUKA, EXECUTIVE DIRECTOR,
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KONRAD OSTERWALDER, RECTOR, UNITED
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levels, and is an efficient mechani
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levels of education, taking part in
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Sustainable school feedingNancy Wal
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