1. Sustainable Development Here and Now by Roger Petry Luther College Retreat 10:45 – 12:00 Monday, August 27, 2007

2. What is “Sustainable Development”? ● Two popular definitions: – “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” – “improving the quality of life while living within the carrying capacity of supporting ecosystems”

3. Identifying Sustainability Issues ● What do you see as important local issues of sustainability? ● What do you see as important global issues of sustainability?

4. What is “Education for Sustainable Development”? ● Decade of Education for Sustainable Development Declared by U.N. for 2005- 2014 ● Education for Sustainable Development: – engages people to transform their individual and organizational activities in a way that promotes sustainable livelihoods and sustainable ways of living

5. Types of Education ● Education is an ongoing, life-long process – Formal Education: includes education through the school systems from kindergarten to the end of high school as well as colleges and universities – Non-formal Education: includes education, training, and public awareness that occurs through organizations outside the formal school system (such as corporate training) – Informal Education: includes educational activities occurring through the public media (for example, through news and documentaries on radio and television).

6. UN University RCE Overview ● Background on Regional Centres of Expertise on Education for Sustainable Development (RCEs) ● Material summarized from: Mobilising for Education for Sustainable Development: Towards a Global Learning Space based on Regional Centres of Expertise, prepared by Zinaida Fadeeva and Yoko Mochizuki for the UNU-IAS ● Available from: http://www.ias.unu.edu/binaries2/RCEreport.pdf

8. U.N. and Education for Sustainable Development ● United Nations University-Institute of Advanced Studies (UNU-IAS) initiates new program on Education for Sustainable Development (ESD) in 2003 – Includes promotion of Regional Centres of Expertise on Education for Sustainable Development (RCEs) – 3 initial RCEs in 2004 (Greater Sendai Area, Japan; Rhine-Meuse region, Europe; Toronto, Canada) – 9 further RCEs added; approximately 20 approved this year

9. Underlying Features of RCE Model ● Education as an ongoing process that includes both formal and informal education ● Centrality of institutions of higher education (IHEs) in ESD ● ESD programs must be locally relevant and culturally appropriate ● Enable collaboration among local organizations engaged in ESD and between global RCEs ● Integrating knowledge for ESD

10. Core Elements of RCEs ● Governance and sustainability of RCE (vision, goals, assessment, reporting) ● Collaboration (vertical, horizontal, and lateral) ● Research and development in ESD (documentation, innovation, efficiency) ● Transformative education (in relation to sustainable living and livelihoods in region)

11. 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 Centers of Expertise Formal educationNon-formal education Local businesses Knowledge-related institutions Nature parks Media Local NGOs

12. Where are RCEs Globally? ● 35 RCEs globally prior to August, 2007 – 4 in Africa – 18 in Asia-Pacific – 8 in Europe and Middle-East – 5 in Americas ● http://www.ias.unu.edu/sub_page.aspx?catID=108&ddlID=183 http://www.ias.unu.edu/sub_page.aspx?catID=108&ddlID=183

13. SK RCE on ESD Time-line to Date ● February, 2005: presentation of RCE concept at the University of Regina by Charles Hopkins, UNESCO Chair at York University coordinating RCEs in region ● August 25, 2005: individuals and organizations brought together to explore RCE concept for prairie region of SK ● November 2-4, 2005: 1st draft RCE proposal developed for second visit by Charles Hopkins to U of R and U of S ● December 2005, identification of ESD themes for region from earlier workshops ● February to May 2006: drafting of RCE governance structure ● June 2006: establishment of RCE Technology Group ● July 2006: circulation of complete draft of RCE proposal ● August 2, 2006: submission of RCE Proposal to UNU- IAS

14. SK RCE Time-Line (continued) ● October 3, 2006: Request from UNU for further information and clarification – new appendices G, H, I added; UNU questions found in appendix H ● October 26, 2006: submission of SK RCE map requested by UNU ● November 2, 2006: conference call with Chuck Hopkins (UNU) and Susan Kingsbury (Environment Canada) ● November 7, 2006: revisions to summary of SK RCE proposal prepared by UNU ● SK RCE Proposal recommend for approval by UNU, December 5, 2006 ● SK RCE approved by UNU, January 10, 2007 ● SK RCE celebrations: March 1 (Regina and Craik), March 2 (Saskatoon) ● Note: All proposal documents available at: – www.saskrce.ca www.saskrce.ca

15. Focus of RCE on Regional Sustainability Issues ● Goal of integrating environmental, social and economic perspectives simultaneously ● This integration is accomplished by: ● Identifying challenges of sustainability faced by a region ● Examining how each learning activity initiated by the RCE addresses particular sustainability challenges ● Integrating what is learned back into traditional disciplines

16. Ecoregions of Saskatchewan: RCE SK and Mixed Moist Grassland Ecoregion Source: Saskatchewan Conservation Data Centre, SK Environment

17. SK RCE Regional Description ● Initial focus on the prairie region ● Corridor between Regina and Saskatoon following Louis Riel Trail (Highway 11) ● Includes rural areas and towns (e.g., Craik Sustainable Living Project)

19. RCE Saskatchewan Vision Education for sustainable development aims at promoting reflection and discernment in the region to help identify and pursue paths to sustainability. Such paths lead to ongoing improvements in quality of life while sustaining healthy ecosystems. They promote active environmental stewardship, social justice, and intergenerational equity.

20. ESD Issue Areas Identified by RCE Members: - Cross-cutting themes: A) Sustaining rural communities B) Educational approaches for Regional ESD - 6 ESD Issue Areas: 1) Climate change 2) Health and Healthy Lifestyles 3) Farming and local food production, consumption, and waste minimization 4) Reconnecting to natural prairies ecosystems 5) Supporting and bridging cultures for sustainable living and community building 6) Sustainable infrastructure including water and energy

21. RCE Saskatchewan Objectives - Literacy and access to quality basic education for all within the region - Identification of key issues of sustainability and sustainability projects in the region - Open networks for knowledge sharing - Public awareness about sustainability in the region - Ongoing opportunities for collaborative work on ESD projects - Integration of sustainability into formal education curricula - Formal linkages (agreements) promoting ESD between organizations

22. RCE Saskatchewan Objectives (continued) - Identification of current research in ESD and coordination of new ESD research projects - Development and incorporation of science and technology for ESD - Acknowledgment and celebration of success - Ongoing advocacy for ESD outcomes - Ongoing documentation of RCE activities - Ongoing measurement and evaluation of RCE initiatives

23. Strategies/scenarios to achieve vision and objectives Three approaches the SK RCE will take to advance ESD are: 1.Regional Approach – fosters regional relationships between human communities (e.g. rural and urban) and between human and non-human communities and ecosystems 2. Strengths-based Approach – builds on regional strengths (e.g. local knowledge and experience, regionally identified opportunities) by adding value to ESD activities through service, facilitation, and networking. 3. Institutional Approach – intentionally engages actors in formal, non-formal, and informal education in a diversity of organizational forms each having significant resources and distinct contributions for advancing ESD and sustainable livelihoods in the region.

24. Local Structures 1.Local Centres of Expertise (LC) – will offer hands-on, in-person experiential learning including: sharing information within local communities; coordination of individuals and organizations with expertise in sustainability at the local level. 2.ESD Initiatives within RCE Theme Areas (IN) – RCE will help facilitate the formation of local, sub-regional, and regional initiatives in ESD within the ESD Theme Areas identified. These initiatives are to be led and maintained by communities of individuals to ensure local autonomy. 3.RCE Virtual Networking Structure – is a web-based network which will enable knowledge sharing, networking, data collection, and research between local centres and initiatives (see www.saskrce.ca) www.saskrce.ca

25. Regional Structures Supporting Local Structures 1.Theme Area Working Groups (TAWGs) – there are 6, each working on one of the 6 focused areas of actions. They are responsible for identifying existing ESD initiatives and local centres of expertise and facilitating their creation and advancement. 2.RCE Facilitation Group (RFG) - a coordinating board which serves to facilitate and build capacity of ESD activities. A representative of each of the 6 Theme Area Working Groups would be included. Its responsibilities include: determining terms for membership in the RCE; identifying and approaching potential RCE partners; facilitating periodic gathering of members; acting as a formal liaison with UNU. 3. RCE Technology Group (RTG) – helps develop and maintain RCE Virtual Networking Structures including the RCE Website at the regional level

26. Global RCE Structures ● Global networking through UN University International RCE Conferences – Recently attended International RCE Conference in Penang, Malaysia ● UNU Developing a Global Learning Space for Sustainable Development

27. RCE SK Governance Structure

28. Volunteerism and Epistemology/Approaches to Knowledge ● RCE network generates specific SD research problems emerging from new regional relationships and relationships developed between RCEs – questions of SD generated by interaction of organizational forms ● SD a constructive citizen critique of market systems (e.g. sustainable livelihoods) – problem-based structuring of knowledge – benefits for specialized disciplines within academy (e.g. sciences, humanities, fine arts)

29. Importance of Communities and Development of Community at Regional and International Scale ● communities interacting with researchers help define: – meanings of SD (e.g., what it means to improve human well-being within a local context) and education – geographic boundaries of RCE and international networking needed – priority ESD issue areas – specific problems to be tackled – appropriate theoretical approaches & methodologies ● includes interdisciplinary, grounded approaches (e.g. role for qualitative research)

30. RCE Saskatchewan's Reliance on Volunteerism: Commitment of Members ● organizational participants contribute based on a shared cause: (1) commitment to SD & ESD in general and (2) to specific regional ESD issues of importance – varying degree of commitment to pursuit of cause ● e.g. state institutions, citizen accountability, and SD – responsibility for environment and social welfare – varying capacities to engage in research and ESD ● universities uniquely holding essential knowledge for SD and university role in research and training

31. Involvement of Other Organizations and Roles ● involvement of elementary and secondary schools and technical institutes ● businesses ● professions, artists, trades ● cultural groups, first nations ● faith organizations ● families

32. RCE Issues on Networking: Networking Between RCEs ● Identification and support of models of networking between RCEs – role for mentoring arrangements between RCEs (e.g. established vs. emerging/struggling RCEs) – role for periodic meetings of RCEs in close proximity to each other or having identified shared interests (e.g. commonly identified ESD problems, work on similar technologies or educational approaches) ● Possible meeting of RCEs of the Americas in SK in May, 2008

33. SK RCE Web based Networking Structure ● The SK RCE Website is currently at the following address: – www.saskrce.ca www.saskrce.ca

34. Questions for Discussion ● How do you see Luther College being able to advance sustainable development? ● How might RCE Saskatchewan contribute to Luther College achieving: – sustainable development objectives – other objectives of the college

35. Contact Information RCE Saskatchewan: www.saskrce.cawww.saskrce.ca Roger Petry, Co-coordinator, RCE Saskatchewan Luther College University of Regina Regina, SK, Canada S4S 0A2 Tel.: 306-585-5295 Fax: 306-585-5267 E-mail: roger.petry@uregina.caroger.petry@uregina.ca Lyle A.M. Benko, Co-coordinator, RCE Saskatchewan President, L*A*M*B* Consulting (Inc.) Environmental and Educational Consulting 1410 Radway St. N. Regina, SK, Canada S4X 4A7 Tel.: 306-949-7992 Fax: 306-585-4880 E-mail: lyle.benko@sasktel.netlyle.benko@sasktel.net