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Enhancing Sustainable Development through European Regional Centers of Expertise in Education

The role of European Regional Centers of Expertise (RCEs) in the context of the UN Decade of Education for Sustainable Development (DESD) is crucial. This collaboration fosters local and global learning, enhancing connections between formal education and local stakeholders. By embracing a range of learning environments, including urban settings, RCEs promote sustainable practices and corporate social responsibility. Engaging diverse actors, such as universities and SMEs, strengthens the infrastructure for lifelong learning, vital for fostering a sustainable society.

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Enhancing Sustainable Development through European Regional Centers of Expertise in Education

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  1. European RCEs in the context of UN DESD Jos Rikers, Rietje van Dam-Mieras, Jos Hermans, RCE-Heerlen, the Netherlands

  2. Historical background • WSSD 2002 in Johannesburg • UN DESD with UNESCO as the leading agency • Higher Education: GHESP, Ubuntu Alliance and UNU

  3. GHESP and UN DESD • UNESCO Higher Education for Sustainable Development Information Brief • GHESP Resource Project • RCE’s • Development of global learning space for SD during UN DESD

  4. Regional Centres of Expertise LfSD • RCEs organise their activities locally and are part of a global network • RCE’s enhance collaboration between different levels of formal education • RCE’s facilitate relations between formal education and local actors relevant for ESD

  5. Some reflections on SD • Connectedness between the global level of eco- and climate systems of ‘Planet Earth’ and the economy and the local level of human daily life • Sustainable Development and Corporate Social Responsibility are two sides of the same coin • A new system of checks and balances between public, private, NGOs and world citizens is needed

  6. Learning • Learning is the result of the continuous interaction between an individual or a group and its physical and social environment • Learning takes place in formal, non-formal and informal environments and continues life long • Only 5–10% of learning takes place in formal environments

  7. Education • An institutionalised process aimed at realising defined learning objectives for defined target groups • An infrastructure that facilitates the learning process of individuals to prepare them for functioning in society

  8. Learning for world citizens • The importance of the local and the global scale • Disciplines and competences • Individual cognitive and social processes • Physical and virtual learning environments • A broad range of learning environments during a life long learning process

  9. Learning for SD in urban environments • Daily life experiences make learning relevant • The urban environment offers a broad spectrum of meaningful learning environments • In complex urban environments inter- and transdisciplinarity and stakeholder participation are real life experiences

  10. A typical European urban area

  11. Rhine-Meuse + region

  12. Rhine-Meuse+ region • 7 research universities • 15 universities for applied science • Multinationals • SME’s • Regional governments with plans for SD

  13. RCE Rhine-Meuse+ objectives • Support learning for SD in all learning environments • Initiate network activities between actors in the region • Co-operate with other RCEs in EU and the world

  14. RCE Rhine-Meuse+ organisation • Foundation created by Open Universiteit Nederland and Hogeschool Zuyd • Very small co-ordinating office • Steering Committee of societal stakeholders • Scientific Committee

  15. A European RCE network

  16. More information on GHESP and RCEs • Session on Saturday April 23 • 11.15 - 13.30 hours in Room B • Lunch will be served during the session

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