Saskatchewan's (Canada) Regional Centre of Expertise on Education for Sustainable Development

Abstract

Purpose -The purpose of this paper is to describe the unique collaborative process initiated at the University of Regina in Saskatchewan, Canada, to develop a Regional Centre of Expertise (RCE) on Education for Sustainable Development (ESD) through the United Nations University-Institute of Advanced Studies (UNU-IAS). Design/methodology/approach -The innovative aspects of developing RCE Saskatchewan are elaborated as a function of regional characteristics and features. The founding members used a unique combination of facilitation methods and technology to establish a flexible governance model in support of ESD themes defined by participating members. The paper provides a critical analysis of the governance structure and educational approaches supported by RCE Saskatchewan. Findings -The strength-based model, in conjunction with open meetings and online discussion, has proven to be a highly effective method for establishing an organization in which members have diverse expertise and affiliation. The process used to develop the RCE was democratic, inclusive and transparent. Each member and member group contributes existing knowledge, with the common goal of advancing research on ESD as part of a regional and global network. The RCE was established in just over one year, a testament to the efficiency of the process. The web site provides a flexible host for the RCE virtual structure, facilitating communication within and between groups, documentation, announcements/postings, and the creation of searchable research databases with local and global public access. Flexibility of the governance model and partnerships with higher education institutions ensures long-term sustainability. The use of non-traditional educational modes (non-formal and informal) has accelerated ESD awareness in the region, and their combination with formal education leads to programs that span different sectors. Originality/value -This paper outlines the process developed by the founding members of RCE Saskatchewan to mobilise people, organizations and resources during the de novo establishment of an organization dedicated to promoting ESD. The virtual home and governance model, taken together, describe a completely unique structure that ensures long-term sustainability for RCE Saskatchewan. Combining educational modes has so far proven successful in promoting ESD.

Internationale policies og nationale handleplaner for sundhedsfremme og uddannelse for bæredygtig udvikling i skolen: Transformationer og oversættelser: Research in schools for health and sustainability: Working paper nr 2/2013

“…Herunder også hvordan vi kan laere fra indigenous knowledge (oprindelig viden), med eksempler fra blandt andet Grønland og Canada (Dahms et al 2008). I Saskatchewan i Canada har man eksempelvis aendret curriculum indenfor miljø og baeredygtig udvikling på baggrund af samarbejde med det oprindelige folk.…”

RCE Saskatchewan

“…A First Nations voice is crucial to RCE Saskatchewan since this cultural group embodies ideas of sustainability and stewardship. The smaller scale of all the federated colleges and their connection to distinct communities has played an important role in innovative and rapid program development within their universities (Dahms et al 2008). Their federated agreements help reinforce the autonomy of each institution while creatively sharing resources, reinforcing the partnerships envisioned by RCE Saskatchewan.…”

“…1 The geographical region of RCE Saskatchewan surrounds the highway now in his name and follows ecological bioregions within the 'Mid-Lakes' region of Saskatchewan. The ecoregion is bounded east-west by Lake Diefenbaker and Last Mountain Lake and is identifi ed as Moist Mixed Grassland (Dahms et al 2008). The RCE region has expanded according to participant interest but continues to follow ecological rather than political boundaries.…”

“…This highly fl exible and inclusive system permits academic freedom alongside community engagement. At the same time, the acknowledgement of RCE Saskatchewan by the UNU and its formal association with higher education partners lends credibility and access to funding not otherwise readily attainable (Dahms et al 2008).…”

“…These include peer review, transparency, forums for discussion, free public access to RCE Saskatchewan information, strategic planning and opportunities for member recruitment, with no requirement for expensive physical space. The latter point is of primary signifi cance as the RCE chose to have a virtual platform at its inception (Dahms et al 2008). The communications system inspires open dialogue across institutional barriers and the urban-rural divide.…”