Education for Sustainable Development (ESD) & the Biosphere Reserves

1. SUMMER UNIVERSITY ON “INTEGRATED MANAGEMENT, SUSTAINABLE TOURISM AND PROMOTION OF BIOSPHERE RESERVES” Central Balkan Biosphere Reserve, Bulgaria, July 2019

2. Education for Sustainable Development (ESD) & the Biosphere Reserves • Prof. Michael Scoullos • UNESCO Chair & Network on Sustainable Development • Management and Education in the Mediterranean • University of Athens • Chair, MIO-ECSDE, GWP-Med • Chair, Greek National Commission of ΜΑΒ UNESCO SUMMER UNIVERSITY ON “INTEGRATED MANAGEMENT, SUSTAINABLE TOURISM AND PROMOTION OF BIOSPHERE RESERVES” Central Balkan Biosphere Reserve, Bulgaria, July 2019

3. ESD and Management in BRs • Already from the title of the UoA UNESCO Chair and Network on Sustainable Development Management and Education in the Mediterranean (region), it becomes clear that ESD could and should be considered as an important and powerful tool for management. • In the MAB/UNESCO Biosphere Reserves this connection could be demonstrated in a very clear way.

4. Topics for reflection • Fields of ESD which are directly linked to BRs, or may gain from such a link: What can ESD gain from BRs? Where are BRs useful/necessary for ESD ? • What are the management processes in BRs that can benefit from appropriate ESD interventions?What can BRs gain from ESD ?How ESD may help the management?

5. A dynamic system • The concepts, the institutions involved and the level of comprehension and interpretation of them (BRs, EE, ESD) are not static but evolving, having multiple nuances and approaches. They are open toexplanations, clarifications and further “enrichment”.

6. Nature’s observation as a learning tool • From the very beginning of Education the direct contact with nature (being in nature) and observation (either in situ or in the laboratory, in vivo or in vitro) was an important learning tool for empirical knowledge and deeper reflection.

7. Reminding ourselves about the background of the relationship between Man & the World ENVIRONMENT ENVIRONMENT man man nature spiritual natural technological manmade Cultural manmade Thus, the BRs were early enough identified as ideal places for education

8. An oversimplified perception: «Environment = Nature» Within a simplified approach “protected area” means natural environment, “virgin’’ natural landscape and high quality ecosystems. Environment and Nature are considered by most people at first approximation as synonyms or identical. Are they?

9. 3-levels of human involvement with Nature/Environment People’s attitudes and learning as well as environmental protection are based in three levels of involvement all of which are linked with “values” and “ethos” : - Self interest – personal benefit from a clean environment (food, air, etc) - Social good– altruistic, environmentas a common good for social welfare - Intrinsic value of environment –ecocentric approach usefulness-functioning of anthropocentric approaches based on “respect” and “admiration” of nature (or the “creation”)

10. First joint initiatives for the protection of the environment • “Limits to growth” Report /ΜΙΤ Club of Rome • Stockholm Conference on the Human Environment (1972) GOAL: The protection of the environment (natural and cultural) Leading (as consequence) to: Development (economic, personal, social)

11. The causes of environmental degradation • Overpopulation • Consumerism • Economy having improper indicators • Lack of education & information GOAL: The protection of the environment (natural and cultural) Leading (as consequence) to: Development (economic, personal, social)

12. Evolution in the approaches of protection (1/5) First steps: • The protection of species in danger Followed by: • The protection of particular isolated habitats / ecosystems (as “islands of protection”) • Similar approach by spatial planning experts, economists, archaeologists for other areas of special interest. Approach of “archaeological sites and museums: isolated areas, “islands” of protection

13. Evolution in the approaches of protection (2/5) • Soon the limits of the “islands of protection” approach became apparent; the concept of protection evolved to cover wider zones, “zoning approach” (seeindustrial zones, areas of urban development, protected areas, or “specially designated areas” etc.)

14. Evolution in the approaches of protection / designation of protected areas (3/5) • WetlandsRamsar Convention • UNESCO World Heritage Monuments. • Barcelona Convention Specially Protected Areas (SPA). • Biosphere Reserves UNESCO “Man and the Biosphere (MAB)” Programme The latter have the advantage of differentiated “intensity” of management combined to development. The Environmental Education (EE) approach required radical expansion to cover these developmental/ESD aspects.

15. Evolution in the approaches of protection / designation of protected areas (4/5) • Directive 79/409 on the conservation of wild birds • Directive 92/43 on the conservation of natural habitats and of wild fauna and flora • Natura 2000, Network of Protected Areas. 2 types of areas: “SpecialProtectionAreas – SPA” “SitesofCommunityImportance – SCI” • Convention for Biodiversity (1992) « protected areas are identified geographical areas which are established and their management aims at the achievement of particular purposes of protection and conservation» Originally PAs were only for protection, but now more and more adopt the BR ideology and methodology. In many cases PAs are integrated as “core” areas within BRs.

16. Evolution in the approaches of protection (5/5) Newer and recent approaches • Protectionwith ultimate goal “Sustainable Development” • Networks of PAs • Eco-Corridors • Cultural Paths

17. ΜΑΒ UNESCOBiosphere Reserves(BRs) approach

18. BRs’ functions • Conservation (landscapes, ecosystems, species generic variation) • Logistic support (research, monitoring, ESD, training, knowledge) • Development (economic, human and culturally adapted) The above need to be reflected to the Educational approaches implemented therein.

19. Protection is not always well understood and/or “desired” The establishment of PAs or even BRs is frequently a difficult communication and social issue due to misunderstandings, poor or erratic information/communication, and often, reaction by the local community because: • They do not want to be “under protection” • They wish to have the same type of “development” as all other areas. To this end, “Educating” the people about BRs is important. BRs allow for simultaneous “development” and this aspect has important educational / awareness raising potential for the people within, around and outside BRs, even the visitors.

20. Environmental Education (EE)scope: the protection of the Environment Earth “Spaceship” (limits to growth) Environment Human overstructure: society, economy, institutions, etc. In this respect, the emphasis was on “Protected areas” and the BRs, were treated in the 70s-90s as PAs as well.

21. An important differentiation between Protected Areas and Biosphere Reserves should be reflected also in the type of applied education: ESD instead of EE

22. Initial Key Methodologies of Environmental Education Continue to be valid for ESD and for Global Citizenship Education (GCE) Since its inauguration (1972) in Stockholm, Belgrade, and Tbilissi, EE insisted on three complementary approaches: “about” (knowledge), “in” (in direct contact with reality), “for” (commitment in favour of) the environment. Combination of knowledge with action. The learners in the centre. Multidisciplinary approach.

23. Sustainable development approach for the establishment BRs Protection of natural and cultural characteristics with the direct or indirect support/participation of the local society. This includes : • Habitats’ protection • Conservation of species generic variations • Promotion of scientific research • Conservation of natural and cultural heritage (tangible & intangible) • Education • Recreation activities and eco-cultural tourism, compatible to SD • Organic agriculture • Sustainable management of natural resources • Maintenance, development, improvement and promotion of a set of services and goods necessary for the well being of current and future generations, within and outside the BRs.

24. Recommendations for ESD “Biosphere Reserves and Word Heritage Sites: Learning Laboratories for Sustainable Development” , workshop November 2007 Policy makers while preparing management plans for BRs and WH sites should integrate educational components as part and parcel of the overall plan. Educational component in any management plan should be clearly delineated and enough weightage should be given to educational inputs. Educational resources should specifically include cultural diversity as the basis for biodiversity conservation and should also highlight related traditional knowledge.

25. Governance Economy Institutions Environment Education Economy Society Science & Technology Society Environment Education Governance SustainableDevelopment Environment Ecology Economy Society Visualization of contents TO: FROM: Governance in the position of Education: Analysis of Governance :

26. To obtain Sustainable Development we need: Responsible Economy Social Cohesion & Welfare Environmental Protection Education for Sustainable Development Effective Institutions (Good planning, etc) Application of innovative Science & appropriate Technology Governance

27. The contents of ESD Economy Society Environment Science & Technology Institutions Culture Areas that need “change” or reconsideration in order to achieve SD All the facets are perfectly demonstrated and applied in BRs

28. ESD in BRs Economy i.e. integrate in the ESD programme the blue/green growth potential of the BR (products, services, etc.); eco/sustainable tourism dimension Society i.e. include the local society characteristics in the ESD programme involve the community in ESD activities/initiatives Environment i.e. the natural resources and special characteristics of the BR Science & Technology Trans-disciplinary approach, make use of latest science/technology data Institutions Management Body, Local Authorities, Universities, Schools, CSOs, Associations, Champers, Culture Include in the activities cultural diversity, tangibles & intangible heritage, values and ethics

29. The typical approach of EE for BRs DEVELOPMENT Appropriate environment = the prerequisite to maintain the tree EE: Attention to the ENVIRONMENT!

30. The ESD approach for BRs (towards development) ΕSDAttention is given to the fruit: pruning,etc.(ECONOMY) DEVELOPEMNT ΕSDAttention to the use and distribution of the fruit (SOCIETY) Emphasis on the EcAp ESD: Attention to the Environment ! ΕSD: Caring for the treein order to have the tree & sustainable production of fruits Attention to the Environment, Society & Economy

31. ESD characteristics & principlesin relation to BRs • A cross-cutting field, embracing Environmental Education, Education for Development, Global Citizenship Education (GCE), Global Education, Education for Peace and Human Rights), etc. • KeyThemes: poverty, citizenship, peace, democracy, security, human rights, social and economic development, health, gender equity, cultural diversity, functioning and protection of the environment and natural resources, sustainable production and consumption patterns. • BRs allow for demonstrating good (and not so good) practices (e.g. obstacles) to explain and learn from them.

32. ESD characteristics & scope in relation to BRs • By nature, an evolving and dynamic concept seeking to balance human and economic welfare for the present and future generations with cultural values and respect for the environment and the earth’s natural resources. • - Aims to empower and inspire people of all ages living within or around BRs to develop the appropriate knowledge and skills; to adopt attitudes and values and shape behaviours towards sustainable development of their areas in order to assume responsibilities for creating a sustainable future. • Both the ESD and BR management require multi & intra-disciplinary approaches.

33. The target group common & differentiated contribution Protection of biodiversity GROUP 2 Educators Principles of ESD Methods of Education GROUP 1 Managers Principles of SD Methods of Management outdoor education educators awareness consensus building Enhancement of knowledge, behaviors & attitudes Enhancing pride & ownership Generation of income Well being of the community, surviving changes GROUP 3 Local Communities, Tourism Industry

34. CAPACITY BUILDING PROVIDE EDUCATION MEANS AND ACTION INSTRUMENTS

35. The contribution of the UN-DESD (2005-2014) & the GAP (2015-19) A. Main directions • Methodological/pedagogical frameworks i.e. curricula, trainings, conditions, etc. • Initiatives by countries linked with SDGs • Up-scaling for the implementation and progress in all the above, BRs provide useful “grounds” and comprehensive “tools” for implementation. B. The Global Action Programme on ESD (GAP) places more emphasis than before to the individual “MAN” and his action to address and solve his problems and satisfy his needs and expectations in a way compatible with SD, so the concept of the BR within a space where MAN and the BIOSPHERE coexists and cooperation becomes very appropriate.

36. The contribution of the UNDESD (2005-14) & the GAP (2015-19) C. In a world that everything changes so rapidly and the much needed references for ESD are confused or even ‘forgotten’ or ‘lost’, the BRs offer a valuable and solid body of concrete ‘values’ and sites that link us to nature and culture as they have evolved harmoniously throughout century old traditions. D. ESD was proposed as the most valuable horizontal tool for the promotion and achievement of the majority of the SDGs. As we have discussed already BRs are ideal places to demonstrate parallel good practices for many SDGs. Therefore ESD in BRs is a strong mutually enforcing approach.

37. Mediterranean Policy Tools in ESD • Mediterranean Strategy on ESD (2014) and its Action Plan (2016): Tools supporting countries to launch and document progress in ESD

38. Recent Developments in ESD • What is ESD 2030? • Follow up programme to GAP, • Approved by the 206th UNESCO Executive Board. • To be Submitted to UNESCO General Conference at its 40th session (Nov 2019) for approval, and the UN General Assembly for Acknowledgement • To be launched at a Global Conference , 2-3 June 2020, Berlin • To be implemented from 2020 to 2030

39. Recent Developments in ESD • Nationwide Multi-Stakeholder Initiatives (NAMSI) • Scope • Initiatives Supporting the 5 Priority Action Areas with set targets • Of which impact or potential impact is expected to be nationwide; • Aligned with the national frameworks in SDGs, and • Can be initiated / led by either governmental or non-governmental entity, or by both • But must establish/ support multi-stakeholder partnerships

40. Recent Developments in ESD • Networking of Key Partners (NKEP) • Framework • To be set up at the local level with selected partners • For partners with set targets to achieve for UNESCO to monitor • To be convened every 2 years • A platform to support • The implementation of NAMSIs and identifies commitments ; Information exchange; Progress monitoring • Promotes synergy & cooperation among members at the country level • Membership • Reps of NAMSIs identifies through a due process • Both self-funded and UNESCO-funded • Multisectoral representation to be ensured representation to be ensured • Individual Institution selected with target commitments • To support the Priority Action Areas • Not necessarily related to NAMSI, but considered to contribute to it • Targets can be set at a national, regional or global level • To be selected through a Call for Commitment

41. Conclusion: Particular goals of ESD programmes in BRs adapting the general goals of ESD to a BR • To highlight the special natural and socio-cultural characteristics of the area. • To highlight the local issues and the opportunities for development and stimulate progress. • To encourage the locals on how to better preserve and manage the area in a sustainable way. • To help visitors to contribute in the sustainable development of the area. • To obtain nice memories and positive feelings for the visitors that they can have an impact on the sustainable management of the area and beyond. • To stimulate or enhance the tendency for expansion or creation of new BRs.

42. Summer Universities on BRs • Amfissa , 2012 Sardenia, 2017 Samothrace, 2016 Parnon, 2018

43. Thank you for your attention! scoullos@chem.uoa.gr SUMMER UNIVERSITY ON “INTEGRATED MANAGEMENT, SUSTAINABLE TOURISM AND PROMOTION OF BIOSPHERE RESERVES” Central Balkan Biosphere Reserve, Bulgaria, July 2019