Yoko Mochizuki

Regional Centres of Expertise on Education for Sustainable Development (RCEs): an overview

Purpose – The purpose of this paper is to offer an overview of the United Nations Universitys Regional Centres of Expertise on Education for Sustainable Development (RCE) initiative–the global process created to support the implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005‐2014)–and discuss the roles of institutions of higher education (IHEs) in RCE efforts.Design/methodology/approach – The paper provides a historical overview of the RCE initiative, clarifies the philosophy behind it, and describes the guiding principles for RCE establishment and operations.Findings – The paper reveals the UNUs views about effective strategies to promote Education for Sustainable Development (ESD) and discusses the roles of IHEs as partners within and among RCEs. Highlights the potential roles of IHEs in overcoming the compartmentalization of knowledge and linking policy and practice.Research limitations/implications – The paper recognises that RCE is an evolving concept an...

Regional Centres of Expertise Innovative Networking for Education for Sustainable Development

The concept of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD) has been enthusiastically embraced by a diverse array of actors since it was first introduced by the United Nations University (UNU) in 2004. An RCE is conceived of as a ‘network’ of existing organisations of formal, nonformal and informal education, mobilised to promote ESD at the local-regional level. Derived from experiences of mobilising RCEs around the globe, this article offers a range of strategic concepts to explain and facilitate the transformation of RCEs into value-adding localised networks constituting a global network—an emerging ‘Global Learning Space for Sustainable Development’.

Roles of Regional Centres of Expertise on Education for Sustainable Development

As its major contribution to the United Nations Decade of Education for Sustainable Development (UN DESD, 2005–2014), the United Nations University (UNU) has promoted the establishment of Regional Centres of Expertise on education for sustainable development (RCEs) and their net-working to build innovative multistakeholder platforms for ESD locally and globally. In the first half of the UN DESD, UNU acknowledged 74 RCEs around the world. As an introduction to the special section on RCEs, this article highlights diverse roles that RCEs have taken and presents issues and challenges they have faced. It discusses RCEs as an engine for mobilising diverse stakeholders for ESD, a coordinator and an intermediary support structure for local-regional ESD activities and related initiatives in the region, and a facilitator of ‘social learning’.

Global circulation and local manifestations of education for sustainable development with a focus on Japan

While the practice of what is called education for sustainable development (ESD) is increasing, there is no consensus on its precise definition. This article investigates the emergence of particular understandings of ESD and explores its implications for the local implementation of the United Nations Decade of ESD with a focus on the case of Japan. From the perspectives of sociology of education and comparative education, some of the dominant uses of the term ESD will be examined. The challenges will be discussed for a progressive reconstruction of education and society towards a more sustainable future.

Emerging Communities of Practice: Regional Centres of Expertise Discuss Themes and Evaluations

The second International Regional Centres of Expertise (RCEs) Conference was held, 7–8 August 2007, in Penang, Malaysia, to share experiences, discuss challenges and exchange ideas on education for sustainable development (ESD) research and capacity building. About 130 people from 30 acknowledged RCEs, more than 10 RCE candidates and relevant agencies participated in the conference organised by United Nations University–Institute of Advanced Studies (UNU–IAS) in its role as the Global RCE Service Centre, and hosted by the University of Science Malaysia as RCE Penang. The conference concluded that for RCE activities, universities are important as learning and teaching as well as research organisations, that working groups for research on ESD should be established, that RCEs should develop a portfolio of activities, and that more issue-based dialogue should take place in future meetings. Most RCEs at the conference reported that an important achievement of the network was its ability to convene various ESD and sustainable development (SD) stakeholders to work collaboratively. The challenges identifi ed included raising resources, especially in developing countries, and demonstrating value addition over other networks already in operation. At another RCE meeting during the 4th International Conference on Environmental Education (ICEE), 24–28 November 2007, in Ahmedabad, India, representatives of ESD HAPPENINGS Reports

The RCE Initiative as a Policy Instrument for Sustainable Development: Can It Match the World Heritage List and the Global Compact?.

Concerns have been expressed about the United Nations Universitys (UNU) Regional Centres of Expertise on education for sustainable development (RCE) initiative. While many have discussed RCEs contribution to the United Nations Decade of Education for Sustainable Development (DESD), there has been no attempt to contextualise the RCE initiative in relation to similar, high-profile UN initiatives such as the Global Compact (GC) and UNESCOs World Heritage List, and to delineate the potential and limitations of RCE as a scheme to encourage recognition of ‘good practices’ and an institutional mechanism to address sustainable development. With a view to refining and advancing the RCE initiative conceptually and operationally, this article addresses some of the key issues that have been raised regarding the RCE programme. By comparing it to the World Heritage List and GC, the article clarifies the nature of designation of local networks as RCEs and offers suggestions on how to ensure the quality and validity of the RCE initiative in the long run.

3rd International RCE Conference Convened in Barcelona

The initiative of the United Nations University (UNU) to mobilise for education for sustainable development (ESD) through the development of Regional Centres of Expertise (RCE) has seen notable success in involving a range of actors committed to addressing local sustainability challenges through ESD. At the UNU– UNESCO International Conference on ‘Globalization and Education for Sustainable Development’ in June 2005 in Nagoya, Japan, the fi rst seven RCEs were launched. The number of RCEs has continued to grow, and today there are 55 RCEs around the world striving to promote ESD among regional and local stakeholders by sharing information, dialogue and collaboration, thus contributing to the achievement of the goals of the UN Decade of Education for Sustainable Development (DESD, 2005–14). The 1st International Conference of RCEs was held in Yokohama, Japan, in April 2006, and the 2nd Conference in Penang, Malaysia in August 2007. The United Nations University–Institute of Advanced Studies (UNU–IAS) organised the 3rd International RCE Conference 2–4 July 2008 in Barcelona, Spain, which was hosted by RCE Barcelona at the Technical University of Catalonia (UPC). The annual conferences are opportunities for acknowledged and candidate RCEs to meet and discuss challenges in development. The 2008 International RCE Conference aimed at improving networking among RCEs and advancing inter-RCE plans of action. Over three days, more than 130 participants, mainly consisting of representatives ESD HAPPENINGS Reports