Your SlideShare is downloading. ×
London RCE newsletter (first issue)
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

London RCE newsletter (first issue)

878
views

Published on

'Sustainable London Learning' (SLL) - first issue of the newsletter of London RCE (Regional Centre of Expertise) on ESD (Education for Sustainable Development), http://www.londonrce.kk5.org …

'Sustainable London Learning' (SLL) - first issue of the newsletter of London RCE (Regional Centre of Expertise) on ESD (Education for Sustainable Development), http://www.londonrce.kk5.org

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
878
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Sustainable London Learning SL Contents Co-ordinator’s Message 2 London Cycling superhighways to open in July 1 Our focus: Beyond Greater London 3 ESD/GC impact on new teachers 4 5 Sustainable London Learning Sustainability well-placed ESD in higher education The quarterly newsletter of the London RCE (Regional Centre of curriculum 6 Expertise) on ESD (Education for Sustainable Development) June 2010 Issue No 1 ESD How regional centres build a global learning space for ESD 7 Cycling superhighways Beyond London RCE Munich in Germany RCE Greater Nairobi in 9 to open in July Kenya 10 News Labour’s love, not lost in London Despite losses nationally at the The first two cycling The Mayor, with Transport for recent general election, the superhighways in London will be London, is spending £116 million on Labour Party gained the control launched on 19 July, announced cycling this year. This year’s London of eight more town halls in the London Mayor Boris Johnson on 13 Cycling Challenge has a 10-point London Borough contest May 2010 (www.thisislondon.co.uk). plan, including: (www.thisislondon.co.uk). Now They will run from Barking in east Reducing cyclist casualties it controls 17 boroughs, the London to Tower Gateway and Increasing cycling parking Conservatives 11, Liberal from Merton in south London to Tackling cycling theft Democrats two and two more the City. Making cycling an integral part have no overall majority. of the way London is planned They are part of the 12 routes that and run According to Tony Travers from will help people to commute by the London School of bicycles on direct and continuous The Mayor is determined to build ‘a Economics, holding both the routes from outer to inner London city that cycles.’ general election and the London easily and safely. borough contest brought out (Photo from Mayor Boris’s Flickr the Labour ‘core’ voters who photostream, www.flickr.com) normally keep away from Cycling revolution is part of the Mayor’s Transport Strategy council elections. He also The cycling revolution is one of the key proposals in the Mayor’s observes that many boroughs Transport Strategy (MTS) launched on 10 May 2010 (www.londongov.uk, are now one or two-party states www.tfl.gov.uk). Among the other key proposals in the MTS are: as was the case in the past transforming the Tube, making walking count, improving London buses, when the representation was better streets and environment, and reducing CO2 emissions. The MTS, predominantly Labour or setting out his vision for transport in London over the next 20 years, Conservative. describes how Transport for London and its partners will deliver it.http://londonrce.yolasite.com Page 1 of 10
  • 2. Sustainable London Learning Steering Group Working towards a sustainable London RCE Steering city: London receives recognition Group Hugh Atkinson (London South Bank University, LSBU) from United Nations University Frank Brouwer (LSBU/ Sussex University) Margaret Burr (Tower Hamlets Welcome to the first edition of the The London RCE network welcomes London RCE Newsletter. all organisations which are working Humanities Education Centre/ for a sustainable London. Its Local4 global/ London NGO DE In January 2010 we celebrated the Steering Group represents Schools Group) recognition by the United Nations expertise across the sectors of Chris Church (London 21) University of the work of Londoners education (from schools to Martin Crabbe (Sustainable towards a sustainable city. London universities and from youth to Geography and Bromley is the first European capital city to community education). It brings Sustainable Schools) receive such an accolade. London together the economic, social and Ann Finlayson (SEEd and South Bank University, together environmental interests of London Sustainable Development with the University of East London, in active networks to learn from Commission) has led the way in developing this each other in order to implement Neil Herrington (University of new cross-sectoral network for new ways of living and working East London) sustainability which brings together sustainably. Sally Inman (Centre for Cross business, government and third Curricular Initiatives, CCCI/ sector organisations in The London RCE seeks to break London ESD/GC Teacher collaboration with the education down the barriers between the Education network) sector. different sectors and to provide Liz Jackson (WWF–UK) opportunities for creating new Amy Lee (London Government London, as a global city, has many ways of joining up our thinking and Office/ London Sustainable sustainability challenges but it also working together. This will include Schools) has a wealth of expertise to draw developing new ways of working, Sophie Mackay (CCCI/ London on and a rich diversity of knowledge new expertise, new collaborations ESD/GC Teacher Education and understanding from many and above all new learning for network) global regions. The London RCE future ways of living. Majken Moller (London (http://londonrce.yolasite.com) will Remade) seek to reflect this and to develop Hop on! The next stop is Munir Morad (Academy of new knowledge and understanding Sustainable London... Sustainable Communities/ in order to develop sustainable LSBU) innovations for the future. Ros Wade Alun Morgan (LSBU) Acting Co-ordinator, London RCE Dan Morton (People & Planet) With the changes in climate (both Betty Okot (Community of the natural world and the Development, London Diaspora economic world), old ways of Researcher) thinking are no longer enough. The SLL newsletter Anna Porch (London future can sometimes look Environmental Education Sustainable London threatening but in fact it can also Forum) Learning present a wide range of Graham Randles (London Quarterly Newsletter of the opportunities. The London RCE Remade) London RCE on ESD aims to respond to these by Ernest Rukingira (Conserve Issue No 1 (June 2010) developing innovative networks Africa) and projects for sustainable living in Hetan Shah (Development Guidance London. Education Association) Ros Wade (Acting Co-ordinator, Gillian Temple (Oxfam London RCE on ESD) The RCE movement now straddles Education) wader@lsbu.ac.uk the globe and the London RCE has Ros Wade (LSBU) already made strong links with a Malcolm Whitehead (Zoological Edited and laid out by: number of other city based RCEs, Society of London) Asitha Jayawardena including Munich, Barcelona and Julia Willison (Botanic Gardens asitha_jayawardena@yahoo.com Nairobi. Conservation International)http://londonrce.yolasite.com Page 2 of 10
  • 3. Sustainable London LearningOur focus: Beyond Greater LondonAlthough the London RCE’s geographical focus is the area of Greater London Authority, its concerns extendbeyond this boundary. However, then it was heavily associated with and implicated in the neo-liberal market reforms in the 1980s and 1990s, raising the city’s status to a ‘global player’ in the international financial sector. It thus became a key driver of regional (South East), national (England and UK), European and global economy.T he London RCE – what does over 10,000 live in London and its These reforms are however largely‘London’ stand for? inhabitants speak over 300 responsible for generating or languages. worsening the disparities bothGeographical scope: Greater within and beyond London. ForLondon Since 1965 Greater London has example, 26% of London’sThe geographical scope of the been administratively divided into neighbourhoods rank within theLondon RCE is the UK government’s 32 boroughs and the City of London top 20% of the most deprivedGreater London region, which is the and each borough is further divided neighbourhoods in England andarea under the jurisdiction of the into several districts. There are over 30% of its working ageGreater London Authority, GLA. particular districts that associate population is unemployed.With over 7.5 million inhabitants, with particular ethnicities orGreater London accounts for 15% cultures. The white British Our focus: Beyond Greater Londonof England’s population. It is population is concentrated in the When London’s characteristics –however the smallest of the English outer boroughs; the black and especially socio-cultural and 2regions with a land of 1572 km minority ethnic communities, in economic – are considered, it is(just 1.2% of the total land area). inner boroughs. Correlating with clear that its sphere of influence this ethnic distribution, inner extends beyond the geographicalSo when we say the London RCE, boroughs are associated with boundaries of the GLA.we refer to the Greater London higher indices of urban deprivation.area. Let’s consider London’s London is therefore described as a Therefore, the region of the Londoncharacteristics – environmental, ‘dual’ or ‘divided’ city and RCE can legitimately claim tosocio-cultural and economic. significant disparities exist in terms comprise the Greater London of wealth and associated quality of Urban Area (i.e. the continuousEnvironmental characteristics life between inner and outer urban area based around London,Punctuated with some rolling hills, boroughs. However, many including the area beyond GreaterLondon is located within the River ethnically white British individuals London, with a population of overThames’ low-lying land and much of and communities too experience 8.5 million) or even the Londonit is floodplain. It thus dwells on significant levels of poverty and Metropolitan or Mega City regionfertile agricultural land but a built deprivation. (i.e. that includes the ruralenvironment largely dominates its hinterland of the Home Counties,landscape. Still, it sports significant Economic characteristics with a total population of over 21areas of open green spaces. London is one of the world’s million). leading centres for internationalIts climate is temperate but the financial and business services. It is Therefore, although the Londonurban heat island effect dominates the headquarter base for many RCE limits its remit to thein summer. global companies. geographical scope of the GLA, it concerns itself with the issuesSocio-cultural characteristics Up to the 1970s London beyond this boundary, generally upLondon is one of the most diverse experienced an extended period of to the boundary of the Londonand culturally rich cities in the decline due to the loss of its Metropolitan region.world. At least 50 non-indigenous manufacturing base andcommunities with a population of obsolescence of its docklands.http://londonrce.yolasite.com Page 3 of 10
  • 4. Sustainable London Learning ESD Events ESD/GC impact on Education of Hope: the impact of ESD/GC on the new teachers wellbeing of teachers and young people The London Regional ESD/GC Teacher Education network, one of the three flagship networks of the London RCE, has achieved progress, primarily in UK ESD (Education Sustainable the area of research and development. Development)/ GC (Global Citizenship) Teacher Education Network for Third Annual L aunched in 2008, the London funding. Moreover, fresh funding Conference, supported by the Regional ESD (Education for applications for £1500 have also Training and Development Sustainable Development)/ GC been invited from projects with a Agency for Schools (Global Citizenship) Teacher same focus. One such project has (www.tda.gov.uk) Education network is part of the UK already been approved – a ESD/GC Teacher Education network. collaboration between Open Date: Thursday 15 July 2010 Managed by the CCCI (Centre for University and London South Bank Time: 9.15am – 4.00pm Cross Curricular Initiatives, University on place-based learning Venue: London South Bank http://www1.lsbu.ac.uk/ccci/), the in teacher education. University, London, SE1 London regional network is Cost: £80 per person composed of members from 12 The outcomes of these research Contact: ahsccci@lsbu.ac.uk, London teacher education projects will be presented at 020 7815 8169 providers and the membership is regional seminars, departmental More information: growing. The members meet every meetings and staff development www.lsbu.ac.uk/ccci/uk.shtml term in order to share ideas and sessions within institutions, practices and to focus on issues national conferences, publications What will it contain? relevant to London. and via the UK ESD/GC Teacher Two keynote addresses: Education Network website. o Professor David Hicks (Bath In the recent past the London Spa University) network received from the Contact info: o Ann Finlayson (Sustainable Department for International Sally Inman (inmansj@lsbu.ac.uk) Development Commission Development (DfID, and Sustainability and www.dfid.gov.uk) and Local4Global Environmental Education, (www.local4global.org.uk) funding SEEd) in two instalments, initially £4000 News Paper presentations and then £8000. Opportunities for Greens’ first Westminster networking Following the first instalment of seat funding, the network requested the members to bid for small scale The Green Party won its first funding (£500) to undertake ever parliamentary seat in May research projects focusing the elections (www.guardian.co.uk). London’s gigantic impact of ESD/GC on new teachers. Caroline Lucas, the party’s consumption and waste Thus, three small-scale funded leader and an MEP (Member of projects have been approved at the the European Parliament) since Londoners consume an University of East London, Open 1999, overturned a 5000-strong astounding amount of energy - University and London South Bank Labour majority in the Brighton more than Ireland and about University. Pavilion constituency, posting a the same as Portugal or 1300-lead. Greece. We also churn When it received the second out enough waste each day to instalment of funding, the network In addition to two MEPs and fill St Pauls Cathedral. requested the already over 125 councillors in England commissioned projects to apply for and Wales, the Greens have Samantha Heath, an extension of funding to £1500. representation on the London, Director, London Sustainability Two projects, at Open University Scottish and Northern Irish Exchange and London South Bank University, assemblies. have been granted such extendedhttp://londonrce.yolasite.com Page 4 of 10
  • 5. Sustainable London Learning News Sustainability well-placed London air quality: public consultation to end on 21 The Place-Based Learning (PBL) network, one of the three flagship June networks of the London RCE, has promoted PBL, ventured into research and is leading the first London RCE conference. Public consultation on the second Draft Air Quality Strategy At the AGM of the Humanities the PBL network is holding the first published by the Mayor of Education Centre (HEC) in London RCE conference on 11 June London will end on 21 June 2010 November 2009, Alun Morgan of 2010 (more info, page 10). Titled (www.london.gov.uk). the Place-Based Learning (PBL) ‘‘Place-Based Learning’ for network delivered a keynote Sustainability and Global London fares poorly in air address on Place-Based Education. Citizenship,’ it will have three quality. According to a March Then, in February 2010 at the keynote lectures, two workshop 2010 report of a six-month University of East London, another sessions and a plenary, and an investigation carried out by an member, Neil Herrington, gave a informal celebration of the official influential committee of MPs, air talk to the London subgroup of the launch of the London RCE. pollution kills around 50,000 UK Teacher Education Network for people in the UK every year ESD/GC on Place-Based Education Contact info: (www.guardian.co.uk). Inhaling in Initial Teacher Education. Alun Morgan (morgana@lsbu.ac.uk) minute sooty particles, emitted largely by burning of fuels, The BPL network has ventured into shorten lives by seven to eight research, mainly with a schools months. In pollution hotspots focus. In February 2010 a News like Central London, lives of curriculum development event in Southwark identified Place-Based Make London safer, call vulnerable people could be cut imfamilies of teenage short by as much as nine years. Education and Sustainability as Long term air pollution makes potential foci for curriculum murder victims asthma worse and exacerbates innovation in the London Borough hear disease and respiratory of Southwark. Having attended this Following the murder of a 19- illness. event, Alun is leading discussions year-old boy in Finsbury Park on th with key people in the borough for 11 May 2010, the 11 teenager Despite several innovative air potential research. to be killed in London this year, quality measures in the last few the families of the teenage years, London lags well behind. Moreover, Neil and Alun have murder victims in London rallied It has not yet met the European secured a small amount of funding together to call for a new drive Union targets for air quality from Local4Global in schools to end the rising gang standards that were intended to (www.local4global.org.uk) to violence in the capital be met in 2004 and 2005! The support action research in Place- (www.thisislondon.co.uk). political standoff between the Based Education in Initial Teacher Mayor and the former central Training at the University of East The stop-and-search operations government worsened the London and London South Bank adopted as part of a problem. University. comprehensive anti-knife strategy following the deadly After consultation with the Alun has also given inputs into two year of 2008 when 29 teenagers London Assembly and functional Place-Based Education action were killed in London has raised bodies in late 2009, the Mayor research projects with primary questions published this second draft on schools in Tower Hamlets, (www.timesonline.co.uk). In 28 March 2010. It presents a undertaken by the Humanities some places it has led to framework to improve the air Education Centre in collaboration community hostility and seems quality in London and includes with Mapping for Change. to be not very effective. For measures on emission reduction example, according to a recent and raising public awareness. In collaboration with the Education study, knife crime went up in The final strategy is expected to for Sustainability (EfS) programme Southwark by 8.6 per cent be out later in 2010. of London South Bank University, despite 9,437 police searches in a period of six months.http://londonrce.yolasite.com Page 5 of 10
  • 6. Sustainable London Learning Partner profile ESD in higher education University of East London http://www.uel.ac.uk/ curriculum The Higher Education ESD network, a flagship network of the London RCE, With 23,000 students from 120 is forging partnerships in order to embed ESD in the higher education countries worldwide, the curricular and to promote ESD while taking initiatives to lower the carbon University of East London (UEL) footprint of academics. is one of the most diverse universities in the UK. The Higher Education ESD network, conference attendance, by focusing on curriculum, campus and promoting sustainable travel and It offers over 250 community, is forging partnerships video conferencing in order to undergraduate and and the latest is with the University lower the carbon footprint of postgraduate programmes of of East London. academics. study through the Schools of: Architecture and the Visual The network is actively seeking to Contact info: Arts; Business; Computing, IT address the challenge of climate Ros Wade (wader@lsbu.ac.uk) and Engineering; Education; Health and Bioscience; change within both policy and Humanities and Social Sciences; practice. Because promoting Law; Psychology; and the interdisciplinary approaches to Graduate School. teaching and learning is essential News for this, the network is engaging with curriculum leaders, Higher Tory-Lib Dem divisions on Its research centres, institutes and groups amount to almost Education senior managers, tutors green issues 50. Those that have implications and students. It is already planning According to a special report by on ESD include: Sustainability a high level event for the senior The Independent on Sunday (16 Research Institute, Centre on managers in universities in London May 2010, Human Rights in Conflict, in order to get them on board. www.independent.co.uk ), the Centre for Cultural Studies Conservatives and the Liberal Research, Education and The network aims for capacity Democrats are divided over Community Research Group, building and facilitation of several green issues and this is Environmental Research Group, embedding Education for likely to hinder the fight against Global Studies Research Group, Sustainable Development (ESD) in global warming. The areas of Institute for Health and Human the higher education curriculum of dissent include nuclear power, Development, World Review of London South Bank University and renewable energy, airport Science, and Technology and the partner higher education expansion and offshore oil Sustainable Development. organisations. It has already drilling. conducted an audit of sustainability The UEL’s research adopts an in the curriculum at London South interdisciplinary approach, Bank University and this will be Global environment – particularly when it comes to extended to other universities in sustainability issues. Focusing London. It will also recommend a patchwork? on the physical infrastructure pathways to support current and future decision-makers to embed Our living global environment is that benefit the environment ESD in higher education curricula. composed of a patchwork of and promote a carbon-neutral unique localities where human society, its Sustainability The higher education network is habitation has resulted in local Research Institute (SRI), for also working with community knowledges, often (but not example, researches and groups promoting ESD in order to always) in harmony with local develops the application of create student internships with the ecologies. innovative eco-efficient technologies and processes by support of the student-led group People and Planet Jenneth Parker bringing together the (www.peopleandplanet.org). Tutor of Education for university’s research and Sustainability programme, knowledge transfer And it has also worked on putting London South Bank University programmes across a range of disciplines. the home front right in the area ofhttp://londonrce.yolasite.com Page 6 of 10
  • 7. Sustainable London Learning ESD courses How Regional Centres build a Education for Sustainability (EfS) programme of London global learning space South Bank University for ESD Launched in 1994, this is the How the Regional Centres of Expertise (RCEs) around the world form, first ever masters programme in together, a Global Learning Space for Sustainable Development under the EfS. With an international UN Decade for Education for Sustainable Development. perspective, it aims to help you to become an effective agent The London RCE is said to be a key development and environmental for positive change in learning protection.’ According to the building block of the Global and education relevant for UNESCO, the vision of ESD is ‘a Learning Space for sustainable sustainability. world where everyone has the development. But how do RCEs fit into this Global Learning Space? opportunity to benefit from quality Who it is for: It is ideal for education and learn the values, educators and communicators behaviour and lifestyles required Sustainable Development (SD) in sustainability but it draws for a sustainable future and for What is Sustainable Development students from many other positive societal transformation.’ (SD)? There are diverse definitions, backgrounds, such as health but the most often quoted one is education, media, business, and Chapter 36 of Agenda 21 identifies that of the Brundtland Commission government. four major thrusts of ESD: – ‘development that meets the needs of the present without The promotion and Eligibility: Although an honours improvement of basic compromising the ability of future degree is required, your education: However, mere generations to meet their own application will be considered increasing of basic literacy and needs.’ favourably if you can provide numeracy will not significantly evidence of your potential by advance sustainable societies. The concept of SD achieved way of relevant experience. Basic education must focus on prominence in the political agenda since the 1992 Earth Summit in Rio imparting knowledge, skills, Qualifications offered: It offers perspectives and values that and a vital measure for promoting it four qualifications – University encourage and support is developing the capacity of all Certificate, Postgraduate sustainable lifestyles stakeholders through education Certificate, Postgraduate Reorienting existing education and learning. Since then, education Diploma and Masters of Science at all levels to address is seen to have a vital role to play in – achievable by either full time sustainable development: changing the attitude and study or by distance learning. Rethinking and revising behaviour of people for a sustainable future. Chapter 36 of education all education to Course content: The full include more principles, skills, Agenda 21 specifically discusses re- programme comprises, together perspectives and values related orienting education towards SD, with a dissertation, eight units: to sustainability in social, embracing all streams of education Introducing Education for environmental and economic – both formal and non-formal. Sustainability; Processes and realms is vital for making management of change; Values societies more sustainable Education for Sustainable and participation; Local and Developing public Development (ESD) Global; Theories and understanding and awareness What is Education for Sustainable perspectives on environment of sustainability: Making Development (ESD)? and development; Science and societies more sustainable culture in education for requires a population that is The UN University (UNU) defines it sustainability; Education for aware of goals of sustainable as ‘the educational process of sustainability: education in societies and has the achieving human development in change; and Researching knowledge and skills to an inclusive, equitable and secure Education for Sustainability. contribute towards them. manner’, linking it to the UNDP’s three pillars of human development: Training: All workers can Website: www.lsbu.ac.uk/efs contribute to sustainability at economic growth, social local, regional or national level.http://londonrce.yolasite.com Page 7 of 10
  • 8. Sustainable London Learning A critical component to ESD is Collaboration: addressing the Promote four major goals of specialised training engagement of all actors from ESD: programmes for training the all levels of formal, non-formal o Reorienting education towards workforce to work in a and informal education SD sustainable manner. Research and development: o Increasing access to quality addressing the role of research educationUN ESD programme and its inclusion in RCE o Delivering trainers’ trainingThe UN leads the global endeavour activities and contributing to programmes and developingfor ESD through its ESD programme. the design of strategies for methodologies and learningIts goal is help create a global collaboration materials for themlearning space for ESD of the UN Transformative education: o Leading advocacy andDecade on ESD (UN DESD), i.e. 2014. contributing to the awareness creation on the transformation of current importance of education andIts major components are: education and training systems ESD in achieving a sustainable Advocacy and dissemination of in the region towards future ESD and DESD principles sustainability Strengthening ESD activities of The RCE network is growing and HEIs An RCE engages with diverse today there are over 60 RCEs Developing online learning for stakeholders, such as organisations around the world, including the RCE ESD or institutions (e.g. schools, London. Bringing their respective Training teachers and trainers universities, NGOs, media, local strengths, they build together on ESD museums, zoos, botanical gardens, the Global Learning Space for ESD, Promotion of regional/local state bodies, local businesses), envisioning a sustainable future. approaches through RCEs groups (e.g. environmental groups, local communities) and individuals More info: www.unu.eduRCEs and the Global Learning (e.g. students, who work inSpace for ESD education or in the spheres SD, First major internationalA Regional Centre of Expertise (RCE) such as economic growth, social efforts in ESDon ESD is a network of existing development and environmental 1992: At the Earth Summit,formal, non-formal and informal protection). Agenda 21, its Chapter36,education organisations, mobilised specifically discusses promotingto deliver ESD to its local and The main functions of an RCE are: education, public awarenessregional communities. The network Bring together institutions, and training with specialof RCEs around the world groups and individuals at the emphasis on reorientingconstitutes the Global Learning regional/local level to jointly education towards sustainableSpace for SD. RCEs strive to achieve promote ESD development, increasing publicthe goals of UN DESD by translating Build innovative platforms to awareness and promotingits global objectives into the share information and training.context of local communities in experiences and to promote 1999: Discussions began to formwhich they operate. dialogue on SD among regional the Global Higher Education for stakeholders Sustainability Partnership,The core elements of an RCE are: Create a local/regional whose agreement was signed in Governance: addressing issues knowledge base to support ESD 2000. of RCE management and actors 2002: At the Word Summit on leadership Sustainable Development (WSSD) in Johannesburg, the Relationship between UN DESD and other international initiatives Global Higher Education for Sustainability Partnership Other international initiatives to promote education as a fundamental (GHESP) was launched to human right – such as the Millennium Development Goal (MDG) process, promote ESD, particularly the Education for All (EFA) movement and the United Nations Literacy among HEIs. Moreover, at this Decade (UNLD) – aim to improve quality of life, particularly for the most summit, the Institute of deprived and marginalised. Advanced Studies of United The relationship between these can be viewed as follows: the MDGs Nations University (UNU-IAS) provides a set of development goals within which education is a pioneered to bring together the significant input and indicator; the EFA aims to provide educational Ubuntu Declaration Group to opportunities to everyone; the UNLD promotes the key learning tool for sign the Ubuntu Declaration for all forms of structured learning; and DESD is more concerned than the integrating science, technology other three initiatives with the content and purpose of education. and ESD.http://londonrce.yolasite.com Page 8 of 10
  • 9. Sustainable London Learning Global RCE network RCE Munich in Germany In May 2010 the number of RCEs acknowledged by the UN Munich is an economically strong content to the target groups in the city in Southern Germany with a right language, or ignorance of the University stood at 74. population of 1.3 million, which fact that ESD must be linked to the Representing the Global nearly doubles when the acquisition of core proficiencies. Learning Space from their respective regions, these RCEs surrounding cities, towns and villages are taken into account. It is Regional role are located in the following well known for the high The Munich RCE will provide a continents: concentration of publishing and platform for the exchange of Europe and the Middle East media houses and as a leading knowledge and experience Africa centre of higher education. Its between education providers while Asia-Pacific citizens have voted it as a modern improving the quality of these South America and the and safe city blessed with excellent education programmes. Caribbean North and Central America leisure and sports facilities. The office of the Mayor at the Regional challenges Municipality of Munich acts as a RCEs in Europe and the coordinating body for the RCE. Undesirable results of city’s growth Middle East have started to emerge. For London, UK Goal and objectives example, around half a million East Midlands, UK The goal of the RCE Munich is to people commute to the city North East, UK establish ESD as a core component everyday but pay taxes to their Severn, UK of standard educational courses home communities and the city has Wales, UK and programmes in Munich. to bear the high cost of Yorkshire & Humberside, UK infrastructure maintenance. The Ireland Among its objectives are reaching city’s ecological footprint is not Barcelona, Spain all levels of public life for awareness sustainable. Skane, Sweden raising on the importance of Munich, Germany sustainability as a principle in Although Munich has many Hamburg, Germany everyday life, encouraging citizens organisations and networks active Nuremberg, Germany to adopt sustainability into their in sustainable development, their Oldenburger Münsterland, daily life, incorporating educational programmes have not Germany sustainability objectives in the achieved much success due to Rhine-Meuse region education and training sectors, and various reasons, such as material or Graz-Styria, Austria raising the profile of ESD as an issue structural limitations, too little Southern North Sea, Belgium/ of public discourse. marketing, failure to convey the Netherlands/ France Açores, Portugal Creias-Oeste, Portugal Contact Porto Metropolitan Area, Hep Monatzeder (buero.bgm3@muenchen.de) Portugal Renate Hechenberger (renate.hechenberger@muenchen.de) Crete, Greece Nizhny Novgorod, Russia Office of the Mayor Samara, Russia City of Munich Jordan Germany The way nature works A balancing act between two worlds Vs. the way we think Adaptation to the inner world is just as vital as adaptation to the external world.... We can meet the demands of outer necessity in an ideal way The major problems in the only if we are in a functional relationship (are adapted) to our inner world are the result of the world, that is, if we are in harmony with ourself. Conversely, we can difference between the way relate to the inner world and achieve harmony only when we are related nature works and the way man to our outer conditions.... The fragile and delicate balance of physical thinks. ecological systems is paralleled by the need for the same kind of balance Gregory Bateson in the psychological system – an ecology of the inner life, so to speak.’ S. Stephenson Bondhttp://londonrce.yolasite.com Page 9 of 10
  • 10. Sustainable London Learning the ESD agenda in impoverishRCE Greater Nairobi in Kenya communities in its region in collaboration with government,Nairobi is the capital of Kenya. It density (as high as 63,000 persons 2 private sector and civil societyalso acts as the hub of industrial per km ), water and sanitation organisations and UN bodies.activities for Eastern Africa. The facilities are scarce and educationGreater Nairobi includes sections of and healthcare facilities are Goal and objectivesthe four surrounding districts. overstretched. The goal of RCE Greater Nairobi is to advance public awareness,Regional challenges Among the others issues of concern education, training and capacityNearly half (46%) of Kenya’s 35.5- are poor solid waste management, building to achieve sustainablemillion population live below the unaffordable and unsustainable development. Among its long-termpoverty line. Growing urban energy resources, unsustainable objectives are: to promotemigration is placing enormous urban agriculture and understanding and awareness ofpressure on urban centres, environmental degradation, poor ESD; to enhance stakeholderparticularly Nairobi. health, insecurity and violence, lack participation; to train trainers in of entrepreneurial skills, and poor ESD; to develop context-specificOut of Nairobi’s 3.2-million governance and corruption. ESD materials and tools; topopulation, 60% live in informal disseminate best practices in thesettlements, occupying a mere 5.8% Regional role region; to improve the livelihood ofof the land area used for residential Contributing to the local learning slum dwellers; and to promotepurposes. In these settlements space for sustainable development, sustainable urban development.characterised by high population the RCE Greater Nairobi will push Contact ESD Events Dr Dorcas Otieno Executive Director ‘Place-Based Learning’ for Sustainability and Global Kenya Organisation for Citizenship Environmental Education EfS Programme/London RCE 2010 Conference at London (KOEE) P.O. Box 151300621 South Bank University Nairobi, Kenya Date: Friday 11 June 2010 Tel: (254) 20 3866519 Time: 9.45am – 5.15pm Fax: (254) 20 7122503 Venue: London South Bank University, London, SE1 dorcasotieno@koee.org Cost: £90 per person (£35 for students) – VAT will not be charged Contact: info.esu@lsbu.ac.uk, 020 7815 6934/ 44 Susan Nkinyangi Senior Education Advisor UNESCO Nairobi Office What is Place Based Learning (PBL)? Tel: (254) 20 7622036 PBL (or Place-Based Education, PBE) is an emerging ‘movement’ which Fax: (254) 20 7621252 orientates or ‘situates’ learning on the learner’s own ‘place’ or home locality. Extending this notion, this event will also cover the benefits and dangers of attempting to learn from other, often distant, places through linking or study visits. What is sustainability – ultimately? Who is the conference for? Sustainability is ultimately about Anyone interested in sustainable and cosmopolitan ‘place-making’ – bio-ecological processes including teachers and all types of educators, planning professionals, remaining functional and viable local authority officers, elected members, community activists, etc. and keeping human activities to a level where they continue to What will it contain? be capable of supporting our Three keynote lectures: lives and wellbeing, both locally o PBE – opportunities and challenges (Dr Alun Morgan) and globally. o Learning from an ‘Other’ place – postcolonial perspectives on overseas study visits (Dr Fran Martin) Paul Maiteny and Jenneth o Good practice in PBE in the UK (Will Coleman) Parker, tutors of Education for Two workshop sessions and a plenary Sustainability programme, An informal celebration of the official launch of the London RCE London South Bank Universityhttp://londonrce.yolasite.com Page 10 of 10