Regional centres of expertise as mobilising mechanisms for education for sustainable development

Petry, Roger A.; Benko, Lyle M.; Koganezawa, Takaaki; Ichinose, Tomonori; Otieno, Mary A.; Wade, Ros

doi:10.46692/9781447306474.011

Cited by 2 publications

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“…Indeed, Wals (2015) cites the RCE model as a concrete example of where schools (formal education) work with community educators (nonformal education). Petry et al (2015) illustrate that education and learning must be linked to policy actions through a multitude of different actors (not just universities) at the local level through an RCE model to achieve sustainable development outcomes at a sub-national level. This need for formal education institutions, as well as other actors engaged with non-formal education, to go beyond their institutional boundaries by using an RCE model to engage with sustainable development in policy and practice is further explored by Wade (2016) and Dahms et al (2017).…”

Section: Background On Esd and The Rces In The Context Of The Gap-lit...mentioning

confidence: 99%

Minding the GAP: An overview of five years of Education for Sustainable Development (ESD) projects under the Global Action Programme (GAP) within Regional Centres of Expertise (RCEs) on ESD

Vaughter

Noguchi

2022

Front. Sustain.

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Research on Regional Centers of Expertise (RCEs) on Education for Sustainable Development (ESD) has focused on how multi-stakeholder and cross-sectoral partnerships can work to enable ESD projects, with a particular focus on how higher education institutions could effectively collaborate with community partners. However, much of this research has focused on how partners worked together (for example, what governance and coordination structures allowed higher education institutions to effectively collaborate with partners) without as much focus of investigation on what activities RCEs were working on. While diverse and compelling research on RCEs already exists, much of this research falls into conceptual theory building or case studies of individual RCE activities. In this article, an overview and analysis of activities from RCEs around the globe is offered to provide some trend analysis for topics and modalities of ESD projects conducted during the Global Action Programme (GAP) on ESD which ran from 2015 to 2019. This empirical analysis can serve as record of where the Global RCE Network has been over the 5 years of the GAP, where it is now, and where it may wish to go in the future.

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Section: Background On Esd and The Rces In The Context Of The Gap-lit...mentioning

confidence: 99%

Minding the GAP: An overview of five years of Education for Sustainable Development (ESD) projects under the Global Action Programme (GAP) within Regional Centres of Expertise (RCEs) on ESD

Vaughter

Noguchi

2022

Front. Sustain.

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“…However, the curriculum itself, including assessment, has not yet been overhauled at all levels to reflect the relevance of SDGs for education. In 2014, Petry et al wrote: "ESD is not currently directly linked to one or more priorities of educational reforms; nonetheless, ESD has the potential of offering transferable skills for both formal and self-employment and it could also make an important contribution to socio-economic development [79]. In 2017, Kenya launched a large-scale curriculum reform that foregrounded a competencebased curriculum (CBC).…”

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confidence: 99%

Environmental Education Catalyzed by Tourism: Ecoliteracy Initiatives on the Coast of Kenya

Berman

2021

Sustainability

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The Diani-Ukunda area on the Kenyan coast is one of the main tourism centers of the country. Over time, individuals who originally visited the area as tourists have started sustainability initiatives that are in part funded through donor networks from abroad (drawing on individuals who visited the country initially as tourists). This essay explores select German initiatives in the educational sector that have emerged in the context of the area’s tourism industry. Diani Maendeleo Academy (a secondary school for girls) and the six primary and secondary schools known as Mekaela Academies collectively serve a significant portion of the population of the larger Diani-Ukunda area, including the hinterland extending widely into Kwale County. The study was designed to assess the schools’ approach toward sustainability and ecoliteracy, and centered on the following questions: 1. What kinds of sustainable practices are promoted in the select schools? 2. In what ways do students who attend these schools display environmental literacy? 3. Do these initiatives address UN SDGs, known as Education for Sustainable Development (ESD)? The study follows an interdisciplinary mixed method approach and is based on interviews, survey instruments, research on ecoliteracy and educational policy, and fieldwork data from previous stays. Findings reveal a lesser-known dimension of tourism: namely, the successful pursuit of ESD in schools thriving in the context of tourism through an integrated approach towards teaching ecoliteracy.

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Regional centres of expertise as mobilising mechanisms for education for sustainable development

Cited by 2 publications

References 0 publications

Minding the GAP: An overview of five years of Education for Sustainable Development (ESD) projects under the Global Action Programme (GAP) within Regional Centres of Expertise (RCEs) on ESD

Minding the GAP: An overview of five years of Education for Sustainable Development (ESD) projects under the Global Action Programme (GAP) within Regional Centres of Expertise (RCEs) on ESD

Environmental Education Catalyzed by Tourism: Ecoliteracy Initiatives on the Coast of Kenya

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