London RCE newsletter (first issue)

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
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


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)



Our focus: Beyond Greater London
Although the London RCE’s geographical focus is the area of Greater London Authority, its concerns extend
beyond 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 both
Geographical scope: Greater within and beyond London. For
London Since 1965 Greater London has example, 26% of London’s
The geographical scope of the been administratively divided into neighbourhoods rank within the
London RCE is the UK government’s 32 boroughs and the City of London top 20% of the most deprived
Greater London region, which is the and each borough is further divided neighbourhoods in England and
area under the jurisdiction of the into several districts. There are over 30% of its working age
Greater London Authority, GLA. particular districts that associate population is unemployed.
With over 7.5 million inhabitants, with particular ethnicities or
Greater London accounts for 15% cultures. The white British Our focus: Beyond Greater London
of 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
2
regions 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 geographical
So 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 London
characteristics – environmental, ‘dual’ or ‘divided’ city and RCE can legitimately claim to
socio-cultural and economic. significant disparities exist in terms comprise the Greater London
of wealth and associated quality of Urban Area (i.e. the continuous
Environmental characteristics life between inner and outer urban area based around London,
Punctuated with some rolling hills, boroughs. However, many including the area beyond Greater
London is located within the River ethnically white British individuals London, with a population of over
Thames’ low-lying land and much of and communities too experience 8.5 million) or even the London
it is floodplain. It thus dwells on significant levels of poverty and Metropolitan or Mega City region
fertile agricultural land but a built deprivation. (i.e. that includes the rural
environment largely dominates its hinterland of the Home Counties,
landscape. Still, it sports significant Economic characteristics with a total population of over 21
areas of open green spaces. London is one of the world’s million).
leading centres for international
Its climate is temperate but the financial and business services. It is Therefore, although the London
urban heat island effect dominates the headquarter base for many RCE limits its remit to the
in summer. global companies. geographical scope of the GLA, it
concerns itself with the issues
Socio-cultural characteristics Up to the 1970s London beyond this boundary, generally up
London is one of the most diverse experienced an extended period of to the boundary of the London
and culturally rich cities in the decline due to the loss of its Metropolitan region.
world. At least 50 non-indigenous manufacturing base and
communities with a population of obsolescence of its docklands.



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 Paul's 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 extended



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.



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 of



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.



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 education
UN ESD programme and its inclusion in RCE o Delivering trainers’ training
The UN leads the global endeavour activities and contributing to programmes and developing
for ESD through its ESD programme. the design of strategies for methodologies and learning
Its goal is help create a global collaboration materials for them
learning space for ESD of the UN Transformative education: o Leading advocacy and
Decade on ESD (UN DESD), i.e. 2014. contributing to the awareness creation on the
transformation of current importance of education and
Its 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.edu
RCEs and the Global Learning (e.g. students, who work in
Space for ESD education or in the spheres SD, First major international
A Regional Centre of Expertise (RCE) such as economic growth, social efforts in ESD
on 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 promoting
to deliver ESD to its local and The main functions of an RCE are: education, public awareness
regional communities. The network Bring together institutions, and training with special
of RCEs around the world groups and individuals at the emphasis on reorienting
constitutes the Global Learning regional/local level to jointly education towards sustainable
Space for SD. RCEs strive to achieve promote ESD development, increasing public
the goals of UN DESD by translating Build innovative platforms to awareness and promoting
its global objectives into the share information and training.
context of local communities in experiences and to promote 1999: Discussions began to form
which 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.



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 Bond



the ESD agenda in impoverish
RCE 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 society
also acts as the hub of industrial per km ), water and sanitation organisations and UN bodies.
activities for Eastern Africa. The facilities are scarce and education
Greater Nairobi includes sections of and healthcare facilities are Goal and objectives
the 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 capacity
Nearly half (46%) of Kenya’s 35.5- are poor solid waste management, building to achieve sustainable
million population live below the unaffordable and unsustainable development. Among its long-term
poverty line. Growing urban energy resources, unsustainable objectives are: to promote
migration is placing enormous urban agriculture and understanding and awareness of
pressure on urban centres, environmental degradation, poor ESD; to enhance stakeholder
particularly Nairobi. health, insecurity and violence, lack participation; to train trainers in
of entrepreneurial skills, and poor ESD; to develop context-specific
Out of Nairobi’s 3.2-million governance and corruption. ESD materials and tools; to
population, 60% live in informal disseminate best practices in the
settlements, occupying a mere 5.8% Regional role region; to improve the livelihood of
of the land area used for residential Contributing to the local learning slum dwellers; and to promote
purposes. 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 University


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