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

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

UNESCO’s effort on ESD

Aichi-Nagoya Declaration on Education for Sustainable DevelopmentCOMMIT 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,

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

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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.

2014Jakarta Statement: Nurturing a Care, Fair and Share Society through CLCs

2014Okayama Commitment : Promoting ESD beyond DESD through Community-Based Learning

2015 Communities in Action : Lifelong Learning for Sustainable Development

2016 Vietnam Conference

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

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Community members mobilised for water quality survey.

Community Based ESD Practice_

Okayama Kyoyama ESD Environment Project, Japan

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Community Based ESD Practice_Disaster Risk Reduction Functional Literacy Project, The Philippines

Community members of Pasdong working together clearing the farmland

Community Based ESD Practice_

Gram Nidhi, India

Eco-prise women group making Ghee

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Composting demonstration session Agriculture Training Group

Reflect session on writing in a Reflect circle

Community Based ESD Practice_

VITAL Lifelong Learning Villages, Mali

Community Based ESD Practice_

Moyog Family Literacy Project, Malaysia

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Community Based ESD Practice_

Ganokendra and Community Learning Centres, Bangladesh

Health care and health education at CLC

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Community Based ESD Practice_

Integrated Women‘s Empowerment Programme, Ethiopia

Dodola Community Learning Center

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 ofpolicymakers, CLC staff and community members

Policy Case Study_

Weaving Waters Project, Brazil

Environmental Education based on the Treaty on Environmental Education for Sustainable Societies and Global Responsibility

Policy Case Study_

Japanese Community-based learning centers, Kominkan

Strong legal frame and decentralized delivery, financial support from government

Policy Case Study_

Policies and institutional frameworks, Namibia

Government policy on adult education, secured funding and institutional framework

Policy Case Study_

Learning Lounge Programme, Indonesia

Supporting CLCs through a Partnership Approach

Conclusion of action principles and policy support mechanisms for community-based ESD

Using the framework to identify achievementsRecognition 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.

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.

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.

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.

Contacts:

UNESCO Institute for Lifelong LearningFeldbrunnenstr. 58 20148 HamburgGermany

Rika Yorozu (r.yorozu@unesco.org)

Thank you!