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RCE Engagement in National and International Sustainability Processes in GAP and SDGs


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Plenary II - Keynote Speech: RCE Engagement in National and International Sustainability Processes in GAP and SDGs
Dr. Mee Young Choi, Head of Education Unit, UNESCO Jakarta
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines

Published in: Government & Nonprofit
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RCE Engagement in National and International Sustainability Processes in GAP and SDGs

  1. 1. RCE Engagement in National and International Sustainability Processes in GAP and SDGs Cebu, the Philippines 07 November, 2018 Mee Young CHOI, Ph.D.: Head of Education Unit UNESCO Jakarta Office
  2. 2. UNESCO Jakarta Office Jakarta, Indonesia
  3. 3. Education Unit/UNESCO Jakarta Office • Inclusive Education • Early Childhood Care and Education (ECCE) • Teachers and Information and Communication Technologies (ICT) • Technical and Vocational Education and Training (TVET) • Education for Sustainable Development (ESD) 2018-2019 Education Programmes
  4. 4. Presentation Outline 1. Education for Sustainable Development (ESD) 2. UNESCO Role & ESD Actions and Global Action Plan (GAP) 3. Introduction of SDG 4 and Target 4.7 4. RCE Engagement in National and International Sustainability Processes in GAP and SDGs
  5. 5. Education for Sustainable Development (ESD) • ESD empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education which addresses learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society.” (UNESCO Roadmap for implementing the Global Action Programme on ESD, 2014)
  6. 6. UNESCO’s role and ESD actions 1. Global Leadership 2. Coordination and Implementation 3. Technical Support 4. Monitoring
  7. 7. UNESCO-Role 1: Global Leadership • UNESCO leads the global ESD agenda by providing guidance to Member States and other stakeholders, and by facilitating policy dialogue on ESD through the organization of international meetings and events. • UNESCO was the lead agency for the UN Decade of ESD (2005-2014), and is leading its official follow-up, the Global Action Programme on ESD (GAP), which was launched in 2014 at the UNESCO World Conference on ESD (Aichi- Nagoya, Japan) and acknowledged by UNGA Resolution A/RES/69/211. In 2017, the UN General Assembly reaffirmed UNESCO’s role as the lead agency on ESD in its Resolution 72/222. • To plan for the period following the GAP, which ends in 2019, UNESCO has drafted a post-GAP position paper on the basis of expert symposia and consultations with stakeholders and partners. The draft position paper was discussed by Member States at the Technical Consultation Meeting on the Future of ESD, 9-10 July 2018, Bangkok, Thailand. Eventually, the post-GAP position will be submitted to the UNESCO Governing Bodies and the UN General Assembly for approval.
  8. 8. • UNESCO coordinates the implementation of the Global Action Programme on ESD (GAP) with 5 Priority Action Areas: 1) Advancing policy. 2) Transforming learning and training environments. 3) Building capacities of educators and trainers. 4) Empowering and mobilizing youth. 5) Accelerating sustainable solutions at local level. • To implement the GAP, UNESCO has established a global network of Key Partners as Global Community of Practice with more than 90 major ESD stakeholders from all world regions. • In the framework of the GAP, UNESCO also showcases ESD good practices through the UNESCO-Japan Prize on ESD, which annually rewards three outstanding ESD projects or programmes with USD 50,000 each. UNESCO’s GAP work and the Prize are generously funded by the Government of Japan. UNESCO-Role 2:Coordination and Implementation
  9. 9. • UNESCO continuously provides technical support to Member States on ESD, through specific materials, capacity building, or knowledge management. • One thematic focus of its technical ESD work is climate change education, but UNESCO also addresses other sustainable development challenges. UNESCO-Role 3: Technical Support
  10. 10. • As part of its leading role on ESD, UNESCO spearheads the monitoring of progress towards Target 4.7 of SDG4 on Education. This is linked to Global Citizenship Education (GCED), which UNESCO promotes as a complementary approach. • The agreed global indicator for Target 4.7 is: “the extent to which GCED and ESD, including gender equality and human rights, are mainstreamed in (i) national education policies, (ii) curricula, (iii) teacher education and (iv) student assessments.” To collect data on this indicator, UNESCO uses the monitoring survey of the implementation of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, the principles of which are closely aligned to Target 4.7. • UNESCO has developed a dedicated website which publishes reports providing evidence and links to data sets that indicate progress achieving this target in collaboration with leading institutions: • UNESCO-Role 4: Monitoring
  11. 11. UN initiated 17 SDGs in 2015 to achieve Sustainable Development by 2030
  12. 12. SDG 4: Quality Education Goal “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” Key Feature Access Equity and inclusion Gender Equality Quality Lifelong Learning
  13. 13. SDG 4.7 By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development, including among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promoting of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  14. 14. 4.7 Indicative Strategies • Interdisciplinary multi-stakeholder approach • Policies and program to promote ESD • Global Action Programmed on ESD • Lifelong learning focused on knowledge, skills, values and attitudes • Sharing ESD good practice • Education and culture • Assessment system for ESD
  15. 15. ESD’s response to global challenges • Political regulations/financial incentives not enough to achieve SD. • Learning to live sustainably requires everyone’s attention and involvement. • ESD prepares societies for global changes. • ESD raises awareness and promotes behavioral change.
  16. 16. Sub-regional Challenges in Southeast Asia • Government ownership on SDGs, especially SDG4 is still weak. • ESD is still needed to integrated into the education system through “ a whole approach” • The SDG 4.7 Global targets and Indicators are still not clear. • Budget constraint or limited budget availability on ESD.
  17. 17. RCE Vision • RCEs aspire to translate global objectives into the context of the local communities in which they operate. • Upon the completion of the DESD in 2014, RCEs are committed to further generating, accelerating and mainstreaming ESD by implementing the Global Action Programme (GAP) on ESD, and contributing to the realization of the Sustainable Development Goals (SDGs).
  18. 18. RCE Mission - Indicated Areas • […] the United Nations Framework Convention on Climate Change (UNFCCC) mission is to reduce greenhouse gas emissions globally, keeping in mind action need to happen at the local level; • The 10 Year Framework Programme on Sustainable Consumption and Production (10YFP on SCP) which is examining ways how consumer behaviour and industrial production patterns can shift towards a more sustainable use of the planet’s resources; • [and] the Convention on Biological Diversity (CBD) as well as the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES), both platforms bring scientists and policy makers together in a mission to protect the world’s biota.
  19. 19. RCE Mission- Indicated Actions • […] RCEs help prepare local leaders of tomorrow with the tools and information they need to make smart and sustainable choices for the future. • RCE efforts encourage innovation and new approaches to sustainable development. • […] translate existing knowledge into concrete actions and empower individuals to make sustainable choices for themselves and their communities. • The success each RCE achieves on the local level is brought to scale through the global RCE Network worldwide. • Local knowledge, expertise, and best practices are shared globally through the network and can be adapted and applied successfully in other regions […].
  20. 20. GAP/ESD-SDG 4.7-RCE Missions SDG 4.7 Strategies GAP- 5 Priority Areas RCE Missions Interdisciplinary multi- stakeholder approach Building capacities of educators and trainers Innovation and new approaches to SD Lifelong learning focused on knowledge, skills, values and attitudes Policies and program to promote ESD Advancing policy Translate global objectives into the context of the local communities Transforming learning and training environments Global Action Programmed on ESD Empowering and mobilizing youth. Translate existing knowledge into concrete actions and empower individuals Sharing ESD good practice Bring up local good practice into global level through RCE network world-wide Education and culture Accelerating sustainable solutions at local level Prepare local leaders of tomorrow Assessment system for ESD
  21. 21. Recommendations for RCE Engagement in National and International Sustainability Processes in GAP and SDG 4.7 Relevant Areas RCE Engagement into Changes Policy Formulation Process Identifying policy area Providing concrete evidences/data/good practices, which can be transformed into nat. and int. policy Testing proposing policy Testing proposing policy within local contexts Implementing policy Monitoring impacts of the implementing policy Institutional Changes Capacity building Developing local mechanism collaborated by local institutions and RCEs for research (especially for Assessment System for ESD), case studies, trainings, etc. Individual Changes Competency Development Educating people for SDG learning topics and approaches through cognitive, social-emotional and behavioral domains Community Empowerment Advocacy on public support and results enabling communities to be aware of their ownerships & responsibilities through development of individual and collective capacities in controlling their lives to be sustainable
  22. 22. UNESCO EDUCATION SECTOR Education for Sustainable Development Goals Learning objectives
  23. 23. UNESCO EDUCATION SECTOR 23  Publication developed by UNESCO together with a research team at the University of Vechta, Germany to provide guidance on how to address each of the 17 SDGs through Education  Peer-reviewed by experts on ESD and on each of the SDGs from around the world  Launched at the UNESCO Week for Peace and Sustainable Development in Ottawa, Canada in March 2017  So far available in 4 languages (English, French, Spanish, Portuguese); translation into other languages (Arabic, Russian, Chinese, Serbian…) ongoing Background
  24. 24. UNESCO EDUCATION SECTOR 24  Provide orientation on how to use ESD for learning for the SDGs  Outline indicative learning objectives as well as suggestions and examples for topics and learning activities for each SDG  Describe implementation on different levels from course design to national strategies  Support education officials, policy makers, educators, curriculum developers and others in designing strategies, curricula and lesson plans  Contribute to developing all learners’ capacity to contribute to the achievement of the SDGs within their timeframe until 2030 Aims of the Publication
  25. 25. UNESCO EDUCATION SECTOR 25 Structure of the Publication Part I Introduction to the SDGs, ESD, and the possible contribution of ESD to achieving the SDGs; Part II Recommendations for cognitive, socio- emotional and behavioural learning objectives, topics and pedagogical approaches for each of the 17 SDGs; Part III Recommendations and examples of strategies for how ESD can be implemented at different educational levels and in different settings.
  26. 26. UNESCO EDUCATION SECTOR 26  Systems thinking competency  Anticipatory competency  Normative competency  Strategic competency  Collaboration competency  Critical thinking  Self-awareness competency  Integrated problem-solving competency Promotion of key competencies for sustainability ESD enables all individuals to contribute to achieving the SDGs by equipping them with the knowledge and competencies which are needed to not only understand what the SDGs are about, but to become engaged in promoting the transformation needed.
  27. 27. UNESCO EDUCATION SECTOR 27  cognitive domain: comprises knowledge and thinking skills necessary to better understand the specific SDG and the challenges in achieving it  socio-emotional domain: includes social skills that enable learners to collaborate, negotiate and communicate to promote the SDGs as well as self-reflection skills, values, attitudes and motivations that enable learners to develop themselves  behavioural domain: describes action competencies Recommendations for SDG learning topics and approaches
  28. 28. UNESCO EDUCATION SECTOR 28 Recommendations for implementation  Integrating ESD in policies, strategies and programmes  Integrating ESD in curricula & textbooks  Integrating ESD in teacher education  Promoting a whole-institution approach  Applying action-oriented transformative pedagogy
  29. 29. UNESCO EDUCATION SECTOR 29 Example: No poverty (SDG 1)  Definitions of poverty  Global, national and local distribution of extreme poverty and extreme wealth and their reasons  Importance of social welfare protection systems and measures  Interrelation of poverty, natural hazards, climate change and other economic, social and environmental shocks and stresses  Development cooperation Suggested topics:  Develop partnerships between schools and universities in different regions of the world (South and North; South and South)  Plan and run an awareness campaign about poverty locally and globally  Plan and run a student company selling fair trade products  Provide internships within organizations addressing poverty  Develop an enquiry-based project around: “Is poverty increasing or decreasing?” Suggested learning approaches and methods:
  30. 30. UNESCO EDUCATION SECTOR 30 Ex: Responsible Consumption and Production (SDG 12) Cognitive learning objectives The learner understands… • how individual lifestyle choices influence social, economic and environmental development • dilemmas/trade-offs related to and system changes necessary for achieving sustainable consumption and production Socio- emotional learning objectives The learner is able to: • differentiate between needs and wants, and to reflect on their own individual consumer behaviour in light of the needs of nature, other people, cultures, countries and future generations • feel responsible for the environmental and social impacts of their own individual behaviour as a producer or consumer. Behavioural learning objectives The learner is able to: • evaluate, participate in and influence decision-making processes about acquisitions in the public sector • take on a critical stand as an active stakeholder in the market
  31. 31. UNESCO Office, Jakarta Regional Science Bureau for Asia and the Pacific Cluster Office to Brunei Darussalam, Indonesia, Malaysia, Philippines & Timor-Leste Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia Telephone: +62-21-7399818 Fax: +62-21-72796489 Email: Website: This presentation are cooperated with references contributed by ED/PSD/ESD/HQ and ESD/BKK