1. EfSD, the RCEs and the Global Learning Space an Opening Address Global RCE meeting 2012 TONGYEONG 21-24 September Hans van Ginkel Faculty of Geosciences Utrecht University

3. BACK TO THE BEGINNING

4. 4 Increasing numbers of crises: Increasing numbers of visible indications of (the impact of) climate change; Increasing numbers of visible indications of (the impact of) climate change; Growing energy security concerns; Growing energy security concerns; Intractable armed conflicts/violence; Intractable armed conflicts/violence; Increase in number and magnitude of natural and humanitarian disasters; Increase in number and magnitude of natural and humanitarian disasters; Increase in short term “here and now”, “us and they”, “black and white” thinking; leading to Increase in short term “here and now”, “us and they”, “black and white” thinking; leading to Economic and Financial crises of a magnitude never seen in more than half a century. Economic and Financial crises of a magnitude never seen in more than half a century.

5. 5 Why do we struggle so much? Why do we struggle so much? Reductionist tendencies (e.g. focus on GHG emission controls, on energy demand but not supply). Reductionist tendencies (e.g. focus on GHG emission controls, on energy demand but not supply). Tendency to over-simplify ( focussing on the problem, not the cure) Tendency to over-simplify ( focussing on the problem, not the cure) Always looking backwards (not asking what kind of world we want to live in). Always looking backwards (not asking what kind of world we want to live in). Fear to loose rather than to gain by sharing. Fear to loose rather than to gain by sharing.

6. 6 AN OIL TANKER: SOMETIMES IT FEELS LIKE THIS We are traveling on an oil tanker on the edge of a hurricane. How quickly can a tanker change course?

7. 7 A BREAKTHROUGH The Decade of Education for Sustainable Development (DESD), 2005-2014  Proposed in Johannesburg Plan of Implementation in 2002  Adopted by UN General Assembly in December 2002  The International Implementation Scheme (IIS) for DESD was approved in September 2005.  Governments are invited to consider the measures to implement DESD in their educational strategies and action plans.

8. 8 WHAT ARE WE AIMING AT? What is EfSD, really?  Sustainable Development is a political compromise : its relevance however can easily be argued when we look at both extremes: sustainability without development or development that is not sustainable. Both are impossible, both in developed and in developing countries.  Therefore, education for sustainable development is a broader concept than environmental education.  E f SD is thus also more than sustainable development education: it is education for sustainable development - education to enable all people to better contribute to sustainable development.

9. THE AIMS OF DESD The DESD aims at changing the approach to education; The DESD aims at changing the approach to education; to break down traditional educational schemes and promotes: to break down traditional educational schemes and promotes: 1. interdisciplinary and holistic learning; 1. interdisciplinary and holistic learning; 2. values-based learning; 2. values-based learning; 3. critical thinking rather than memorizing; 3. critical thinking rather than memorizing; 4. multi-method approaches, incl. art, drama, debate, etc. 4. multi-method approaches, incl. art, drama, debate, etc. 5. participatory decision-making; 5. participatory decision-making; 6. locally relevant material rather than national; 6. locally relevant material rather than national; 7. transformative approaches in teaching and learning; 7. transformative approaches in teaching and learning; 8. tertiary education supporting primary and secondary. 8. tertiary education supporting primary and secondary. 9

10. 10 FUTURE PERSPECTIVES The ‘Knowledge Triangle ’ Knowledge EducationInnovation N.B. ‘Knowledge’ = all scientific knowledge, incl. from social sciences and humanities ‘Innovation’ includes technological and social innovations

11. 11 The ‘Knowledge Triangle’ and Sustainable Development All education (formal and non-formal) at all levels and in all sectors must be reconsidered and transformed as to prepare the present and next generations to better contribute to the sustainable development of their societies: All education (formal and non-formal) at all levels and in all sectors must be reconsidered and transformed as to prepare the present and next generations to better contribute to the sustainable development of their societies: EfA and EfSD are two sides of the same coin; EfSD cannot just be a different subject next to all already existing subjects, but all existing subjects must be transformed to reflect EfSD. EfA and EfSD are two sides of the same coin; EfSD cannot just be a different subject next to all already existing subjects, but all existing subjects must be transformed to reflect EfSD.

12. Primary Schools Secondary Schools Universities Primary Schools Secondary Schools Universities Community leaders Local Governments Botanical gardens (Science) museums (Research centers) Lateral links Horizontal links Vertical links REGIONAL CENTRES OF EXPERTISE (RCE’s) Formal education Non-formal education Local businesses Knowledge-related institutions Local NGOs Nature parks Media

13. 13 Regional Centers of Expertise in EfSD: Vehicles to Build Winning Alliances, characterised by  A multi-disciplinary approach  Research on ‘hard’ – meaning infrastructure and ‘soft’ – meaning non-structural measures, to develop effective policies and innovative solutions  An educated public supporting long term measures  Community participation and support in the strategic development agenda that incorporates disaster risk reduction in development planning

15. What About Rio? RCEs beyond 2015!! RCEs a lasting tool to transform our lives: 1. portfolio’s of projects 2. flagship projects 3. ‘common wisdom’ on SD through study 4. sharing and applying knowledge in the region 5. Global Learning Space What About Rio? RCEs beyond 2015!! RCEs a lasting tool to transform our lives: 1. portfolio’s of projects 2. flagship projects 3. ‘common wisdom’ on SD through study 4. sharing and applying knowledge in the region 5. Global Learning Space

16. 16 Starting Points for Discussion about Research to Support EfSD 1. Sustainable Development rests on 3 pillars: a) the environmental/ecological b) The economic c) The social 2. The aim is not to teach sustainable development but to prepare present and next generations to better contribute to sustainable development 3. The aim is not to replace all existing education, but to improve the programmes and ways of teaching, so as to achieve better (2) 4. All concepts, theories, knowledge, etc. can be taught to children/students at all levels, though in appropriately adapted forms 5. EfSD should include: 3 pillars, WEHAB, MDGs

17. 17 environmentaleconomic social concept/ theory - ecosystem- growth- democracy - global warming, etc. - equality, etc.- gender, etc. issues - emissions- employment- elections - land degradation etc. - productivity, etc. - participation, etc. cases - many (place-based) - many (place-based) - many (place-based) Sustainability Complexity Development Scheme for EfSD

18. 18 DESD VISION DESD VISION  To create a world where everyone has the opportunity to benefit from quality education and learn the values, behavior and lifestyles required for a sustainable future and for positive societal transition. The Ultimate Goal of the DESD is: The Creation of a Global Learning Space for EfSD, based on RCEs, in order

19. 19 Global Learning Space Redefine the web as a

20. 20 Global Learning Space  I have been talking about the need to create a Global Learning Space on the topic of sustainable development over the past 15 years.  There are two important precursors to create this Global Learning Space.

21. 21 This Development Has Already Been Discussed for Some Time: Rossman e.g. calls for the terms: “cyberspace”, “the Internet”, “virtual space” and “hyperspace” to be blended together into a “Global Learning Space”. “cyberspace”, “the Internet”, “virtual space” and “hyperspace” to be blended together into a “Global Learning Space”. He also anticipates: the emergence of more ”human” forms of online education. the emergence of more ”human” forms of online education.

22. 22 A Space for Global Learning Rimmington states that Global Learning is the: "combination of global reach using modern communication technologies, with global perspectives; "combination of global reach using modern communication technologies, with global perspectives; is achieved through the interaction of students and faculty living in different geographic locations with diverse cultural backgrounds, to produce the “global graduate.” is achieved through the interaction of students and faculty living in different geographic locations with diverse cultural backgrounds, to produce the “global graduate.” ∴ The word “global” may be replaced by “glocal.”

23. 23 One Billion People Have Internet Access (15% of the world population)

24. 24 Internet Access is Unevenly Distributed So: How to Bridge the Digital Divide or better still… How to Share Knowledge? in the most optimal ways? An Information Society Open to ALL!

25. 25 Interlinkages: how are issues and solutions interconnected? Interlinkages: how are issues and solutions interconnected? Knowledge sharing: if we know what we need to know, how do we share that knowledge? Knowledge sharing: if we know what we need to know, how do we share that knowledge? Multi-lateralism and institutional collaboration: working collectively we can achieve more! Multi-lateralism and institutional collaboration: working collectively we can achieve more! HOW TO ACHIEVE THIS? BY COOPERATION AND KNOWLEDGE- SHARING:

26. 26 Global Learning Space  Asia Pacific Initiative: Linking universities in the US, Japan, Fiji, Samoa, India and Thailand.  UN Water Virtual Learning Centre: Linking with universities in Canada, Ghana, Thailand and Fiji.  REDMESO: Collaboration with 25 public universities in Mexico, Belize, Costa Rica, El Salvador, Nicaragua, Panama, Honduras and Guatemala.

27. Asia Pacific Initiative University Partners National University of Samoa University of Hawaii Keio University Aoyama Gakuin University Waseda University Okayama University University of the Ryukyus Asian Institute of Technology Gadja Mada University TERI University UN University

28. 28 THE POWER IN OUR HANDS MAYBE WE WOULD PREFER TO FEEL LIKE THIS: THE POWER IN OUR HANDS MAYBE WE WOULD PREFER TO FEEL LIKE THIS: Holding such power in our hands: Human ingenuity and imagination; Enhanced by proper Education.