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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
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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
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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,
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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.
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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
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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
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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
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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
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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
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Policy Case Study_
Weaving Waters Project, Brazil
Environmental Education based on the Treaty on Environmental Education for Sustainable Societies and Global Responsibility
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Policy Case Study_
Japanese Community-based learning centers, Kominkan
Strong legal frame and decentralized delivery, financial support from government
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Policy Case Study_
Policies and institutional frameworks, Namibia
Government policy on adult education, secured funding and institutional framework
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Policy Case Study_
Learning Lounge Programme, Indonesia
Supporting CLCs through a Partnership Approach
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Conclusion of action principles and policy support mechanisms for community-based ESD
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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.
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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.
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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.
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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.
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Contacts:
UNESCO Institute for Lifelong LearningFeldbrunnenstr. 58 20148 HamburgGermany
Rika Yorozu ([email protected])
Thank you!
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