Action principles and policy support for sustainable development through community learning centres
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Presentation prepared for the Vietnam Conference on Education for Sustainable Development through Community Learning Centres (7-8 October 2016, Hoa Binh, Vietnam). Special thanks from Robbie Roberto and Boram Kim in reviewing and improving these slides.
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Action principles and policy support for sustainable development through community learning centres
- 1. Action principles and policy support for sustainable development through community learning centres Rika Yorozu, Programme Specialist “National Conferfence on Education for Sustainable Development through Community Learning Centres” 07 October 2016, Hoa Bihn, Vietnam
- 2. Contents │ UNESCO’s effort on ESD │ Six Action Principles & ESD Practices │ Four Policy Supports & Policy Case Studies │ Conclusion Achievements Lessons Learnt Future Challenges & Recommendations Conference Recommendations
- 3. UNESCO’s effort on ESD Aichi-Nagoya Declaration on Education for Sustainable Development COMMIT ourselves to building and maintaining the momentum of the launching of the GAP, in its five Priority Action Areas for ESD, namely policy support, whole-institution approaches, educators, youth, and local communities, through inclusive quality education and lifelong learning via formal, non-formal and informal settings,
- 4. Priority Action Areas of the Global Action Plan for Education for Sustainable Development Advancing policy Transforming learning and training environments Building capacity of educators and trainers Empowering and mobilizing youth Accelerating sustainable solutions at local level 1 2 3 4 5
- 5. We commit to promoting quality lifelong learning opportunities for all, in all settings and at all levels of education. … • TVET • RVA of learning through non-formal and informal learning • Functional literacy & numeracy • Life skills • Adult learning, education and training opportunities.
- 7. 2014 Jakarta Statement: Nurturing a Care, Fair and Share Society through CLCs 2014 Okayama Commitment : Promoting ESD beyond DESD through Community-Based Learning 2015 Communities in Action : Lifelong Learning for Sustainable Development 2016 Vietnam Conference
- 11. Responding to emergent local community issues that impact on achieving sustainable development Engaging with different key players to respond effectively to the issues identified Enabling all those who seek solutions to sustainability issues to contribute actively to finding them Embedding the principles and practices of ESD in daily life Sustaining changes and achievements beyond short-term project timelines Transforming ourselves, our practices and policies towards a more sustainable future
- 12. ©KayamaCity,Japan Community members mobilised for water quality survey. Community Based ESD Practice_ Okayama Kyoyama ESD Environment Project, Japan
- 13. ©PILCD,ThePhilippines Community Based ESD Practice_ Disaster Risk Reduction Functional Literacy Project, The Philippines Community members of Pasdong working together clearing the farmland
- 14. Community Based ESD Practice_ Gram Nidhi, India Eco-prise women group maki
- 15. ©Jeunesseetdévelopment,Mali ©Jeunesseetdévelopment,Mali©Jeunesseetdévelopment,Mali Composting demonstration session Agriculture Training Group Reflect session on writing in a Reflect circle Community Based ESD Practice_ VITAL Lifelong Learning Villages, Mali
- 16. Community Based ESD Practice_ Moyog Family Literacy Project, Malaysia
- 17. ©UNESCODhaka Community Based ESD Practice_ Ganokendra and Community Learning Centres, Bangladesh Health care and health education at CLC
- 18. ©DVVInternationalRegionalOfficeforEastandHornofAfrica Community Based ESD Practice_ Integrated Women‘s Empowerment Programme, Ethiopia Dodola Community Learning Center
- 19. e.g. Identify the potential entry points for learning and action e.g. Provide financial, material, human, infrastructure e.g. Link up with organisations to help organize events and create programmes, etc. e.g. on-going training of policymakers, CLC staff and community members
- 20. Policy Case Study_ Weaving Waters Project, Brazil Environmental Education based on the Treaty on Environmental Education for Sustainable Societies and Global Responsibility
- 21. Policy Case Study_ Japanese Community-based learning centers, Kominkan Strong legal frame and decentralized delivery, financial support from government
- 22. Policy Case Study_ Policies and institutional frameworks, Namibia Government policy on adult education, secured funding and institutional framework
- 23. Policy Case Study_ Learning Lounge Programme, Indonesia Supporting CLCs through a Partnership Approach
- 24. Conclusion of action principles and policy support mechanisms for community-based ESD
- 25. Using the framework to identify achievements Recognition of the significant contribution of non-formal and informal learning in the achievements of the UNDESD. “CLC critically important for building the links between school education and communities and societies. “ (Nagoya ESD World Conference Report, 2014) Recognition of the value of partnerships between business and community members in developing locally contextualized curriculum for teaching and learning with school children.
- 26. Using the framework to identify lessons learnt Youth and adult education was not seen as key strategy in previous global education policy frameworks. But SDG 4 provides a valuable opportunity for CLCs to advocate that this view be changed. National ESD Programmes tended to cater to the general population and not paid sufficient attention to women, poor and indigenous peoples – groups that CLCs can reach being community-based. AE, through CLCs, can support quality improvements in schools (community management of schools, family literacy/learning) through partnerships.
- 27. Using the framework to identify future challenges and recommendations Advocate for more holistic education for youth and adults. Establish multi-dimensional / multi-sectoral partnership and finding good strategies to make this happen. UNESCO-UIL: effective support strategies through advocacy, research, standard setting, etc. Contribute to greater social inclusion: • Design and conduct learning and education activities targeting specific groups of disadvantaged people. • Form alliances with disadvantaged people. Ensure that gender equality and women’s empowerment are addressed in all programmes.
- 28. Using the framework to identify conference recommendations 1. Increase public awareness about the roles and importance of CLCs for lifelong learning for all and sustainable development of the community; 4. Ensure sufficient resources to enable CLCs to function better. 2. Improve the legal basis/regulations and the appropriate policies for maintaining, strengthening and sustaining CLCs; 3. Support collaboration of all providers and stakeholders involved in the delivery of community-based ESD and/or ALE in CLCs. 5. On-going capacity-building of CLC staff is very important to ensure the quality as well as quantity of ESD and/or ALE.
- 29. Contacts: UNESCO Institute for Lifelong Learning Feldbrunnenstr. 58 20148 Hamburg Germany Rika Yorozu (r.yorozu@unesco.org)
Editor's Notes
- Something like this...... This publication builds on two international events that took place during the final year of the United Nations Decade of Education for Sustainable Development. These events enabled participants to share community learning centres’ practices in building links between schools, communities and societies, and in facillitating intergenerational learning and participation in actions for sustainable development. The Jakarta Statement: Nurturing a Care, Fair and Share Society through CLCs and the Okayama Commitment 2014: Promoting ESD beyond DESD through Community-Based Learning crystallize the commitments made by participants.
- Explain the grape metaphor
- Important to link ESD not just to the key documents of GAP and Education 2030, but that it is as much a part of the vision and the work of CLCs. Otherwise, it will only again appear as an add on to their work rather than central and embedded to their work. Plus a brief statement of why having policies to support this kind of work is essential – we cannot continue to do ESD and CLC work as one-off projects. This is what we shall hopefully illustrate in the presentation. See example. The Okayama Commitment reaffirmed the vision of the United Nations DESD that encouraged people to actively participate in the creation of ‘a world where everyone has the opportunity to benefit from education and learn the values, behaviour and lifestyles required for a sustainable future and for positive societal transformation’ (UNESCO, 2005, p. 6). Viet Nam’s Community Learning Centres (CLC) have become an important resource for the dissemination of learning and are an integral part of the Government’s National Education for All (EFA) Action Plan. …. MOET has recognized the need to improve the effectiveness of CLCs so that they may better respond to the changing needs of local learners. (UNESCO website http://www.unesco.org/new/en/hanoi/education/community-learning-centres/)
- Okayama Kyoyama ESD Environmental Project responded to the environmental problems experienced by the local community in the process of development. The project successfully embedded the key principles of ESD, such as participation, rights, local autonomy and environmental conservation, into all the activities it developed. A stable financial commitment to Kominkan by the national and local government underpinned by the Japanese Social Education Act allows the Kominkan to engage with the local community in a sustainable and flexible manner Kyoyama Kominkan has played a significant role in providing the resources for the activities, including space, equipment and staff to coordinate activities and facilitate discussions.
- PILCD responds to specific issues such as literacy, life skills and disaster risk reduction in its activities. Its strength lies in engaging with and building the resilience of communities vulnerable to natural disasters. The project has enabled participants to reduce their vulnerabilities by strengthening their capacity to deal with disasters.
- Gram Nidhi successfully embedded a more holistic approach to learning within the very specific micro-finance project. Gram Nidhi activities have resulted in positive transformation of the local communities. The socially marginalized people have developed pride in themselves and their communities by re-evaluating local knowledge and re-establishing the community network. Recent changes in national investment policy mandating businesses to invest 2% of their profits in Corporate Social Responsibility (CSR) activities have facilitated mobilization of financial resources.
- VITAL has responded to local community participants’ urgent need for better literacy and income generation skills. In order to motivate different community stakeholders to take a more proactive role in tackling local issues, Jeunesse et Développement engaged with various partner organizations during project development, implementation and monitoring. The project developed participants’ skills in problem identification, decision-making, management and community mobilization. Multiple stakeholders, especially traditional leaders, locally elected leaders and local government officials, participated in the development and implementation process. They increased their commitments regarding resource mobilization and allocation and transferred their knowledge and expertise to the circle participants.
- The project successfully identified the local indigenous knowledge system as the key ESD principle and embedded it into the literacy learning activities. The learning activities enabled participants to gain literacy skills in their mother tongue, to re-evaluate their life experience as indigenous peoples and to transmit their knowledge and beliefs to the wider community. In addition to financial support for the workshops and publication by ACCU, the Malaysian State Government made a significant contribution to help sustain the life of the published books.
- This case illustrates how literacy skills are embedded in community development activities, responding to the needs of learners and community members through a multifunctional community-based learning centre. The engagement of community members as owners and main players in a bottom-up process is key to sustaining the initiatives.
- The programme engaged multiple stakeholders across various sectors of government and civil society around activities responding to the needs of women’s groups. This facilitated the basic skills training and business support to be embedded within the existing government programme. Women’s groups are sustained and members continue to support each other in transforming themselves for a better life. Aside from improvement in their current livelihoods, the fact that children are now encouraged to continue their education is an example of the programme’s potential to transform the future of children and communities.
- This case study is based on 20 years of strategic partnership between the Environmental Education Centre of Guarulhos and the Supereco Institute of Education for Sustainability. … These tools were complemented by network building and shared management of the Biodiversity Corridor of Serra do Mar and its watersheds, and the strengthening of public policies for local development. Capacity building of these working groups through information sharing and participatory planning has improved the effectiveness of the Watershed Plan.
- Japan has strong legal frameworks and decentralized delivery which has supported the promotion of community-based learning over the past sixty years. Kominkan play a significant role in society by facilitating networks and partnerships among a diverse range of community stakeholders, local administration, formal education institutions and community-based organizations and associations. To foster innovation, the Ministry is providing financial support to innovative project activities In terms of professional development, there are national certification courses for social education leaders and specialists.
- In this context, the National Policy on Adult Learning was endorsed in 2003, which made Namibia the only African country other than Kenya with a government policy on adult education. It also secures the funding for adult basic education activities in the country and mandates the establishment of the National Council on Adult Learning. Strengthening partnerships and networks is recognized as a key strategy to promote lifelong learning in Namibia.
- First is regulation. Law Number 20, 2003 on the National Education System, Non-Formal and Informal Education makes provision for the substitution, addition and complementing of formal education through community-based approaches. Second is financing. The national strategic plan for education includes financial support for CLCs to implement programmes including early childhood education, adult literacy, equivalency education, life skills, and entrepreneurship education. We use a partnership approach for ESD, engaging various sectors, most especially the CLCs and other non-formal education units, such as Smart Houses and Learning Lounges.