1. Regional Centres of Expertise – basic outline – introduction of the RCE project in CR Jana Dlouhá Charles University Environment Centre

2. RCE – formal, non-formal and informal education organisations – network with local and regional communities – other stakeholders: environmental NGOs, scientists, researchers, museums, zoos, botanical gardens, local government officials, representatives of local enterprises, volunteers, media, civic associations or individuals who work in the spheres of sustainable development such as economic growth, social development, and environmental protection, students and learners at all levels,...

3. Core elements of an RCE 1. governance - RCE management and leadership 2. collaboration - engagement of actors from all levels of formal, non-formal and informal education 3. research and development – inclusion of R&D in RCE activities, R&D contributing to the design of strategies for collaborative activities 4. transformative education – current education systems change to satisfy regional SD challenges

4. RCE functions re-orient education towards SD; increase access to quality education that is most needed in the regional context; deliver trainers’ training programs and to develop methodologies and learning materials for them; lead advocacy and awareness raising efforts to raise public awareness

5. RCE in Europe and worldwide 74 functional RCE in the world  12 Africa  28 Asia + Pacific  3 South America and the Caribbean  8 North and Central America  23 Europe and Middle East (Central and Eastern Europe 1 – Russia, Samara)

6. RCE examples RCERole in the regionNo of institutions KwaZulu Natalcommunity education program 10 (incl. networks) Ghanachange of educational framework 16 (incl. networks) Kenyamobilize stakeholders 25 (incl. networks) Makanalocal development objectives 20 (incl. networks) Swaziland education for the environment, sustainable and socio-economic development. 4 Curitiba-Paranaempowering stakeholders & educators 16 Grand Rapids, USA concept tripple bottom line into planning and problem solving 6 leading, 100 altogether Greater Sudbury, CAcreate synergies in ESD 4 (no university) Saskatchewasustaining rural communities 9 Barcelona, Spainresearch, training, networking, outreach 6 East Midlands, UKdevelop values, knowledge, skills for SD 36

7. RCE: Role in the region – categories community education program (KwaZulu Natal) advocacy to change educational framework (Ghana) platform for dialogue (Ghana) mobilize stakeholders (Kenya) sustaining rural communities (Saskatchewan) create synergies in ESD (Greater Sudbury) tripple bottom line in planning (Grand Rapids)

8. RCE: Vision – categories strategic partnerships (& public participation) innovative approaches in ESD use of expertise and community engagement capacity local development cooperation of different levels of educational system balancing regional resources and opportunities

9. RCE: Objectives – categories representation in the community (Grand Rapids) curricula reorientation (Swaziland) ESD delivery system and strategies in stakeholder sectors (Grand Rapids) indigenous knowledge (Ghana) research & monitoring and evaluation (every) information system on best practice (Kenya,...) sustainability indicators (Grand Rapids) financial resource management (Curitiba-Parana)

10. RCE: Activities – categories course development & research (KwaZulu Natal) ESD guidelines (Kenya), handbook (Grand Rapids) local projects: energy (KwaZulu Natal), community (Kenya), land use (Swaziland) resource centres – renewable energy and climate change (Swaziland), science and technology for ESD (Saskatchewan) review & identif.of opportunities (Greater Sudbury) Science Shop on sustainability (Barcelona)

11. CR strategic documents Czech Republic ESD Strategy (2008–2015) Approved by the Government in 2008 Part IV: Strategical part Point 4:Coordination,cooperation,communication Measures: § 4.8 Development of Centres of Expertise that are focused on dialogue between educational sphere and stakeholders from practice

12. ESD Strategy Action Plan – proposal Actvities of AP 2.3 Ministry of Education supports cooperation networks of higher education institutions and regional subjects... Indicator: till 2012 at least one Regional Centre of Expertise established, that would build on cooperation of regional stakeholders and would serve as a best practise of this type of cooperation.

13. Barriers in academia-NGO cooperation Benefits for academia sometimes not obvious (evaluation criteria of HEIs) Formal status versus practical impact (tyrrany of academic degrees) Other perception of time (accreditation procedures versus flexible planning) Other perception of quality (systemic liability versus based on “communicative action”)

14. Input of HEIs Institutional support: Ph.D. studies (sustainability including ESD) accredited courses – credit valuation Scientific discourse: evaluation – feedback expert dialogue, review process methodological support research – reflexive character

15. Input of NGOs & other stakeholders Innovative practise specific experiences – research field flexible management capacities access to target groups (students, inservice teachers,…) Policy-making process theme identification & popularisation lobbying & follow up

16. Opportunities – holistic RCE approach Mutual needs/requirements Platform for communication enacted meaning (values-norms-legislation) influence on (community, political, educational) processes Model of cooperation dynamic learning process (mutual benefit) practical solutions (for SD)

17. Thank you for your attention More info: 3-LENSUS3-LENSUS Contact Jana Dlouhá Tel.: +420 220 199 485 Fax: +420 222 199 462 Jana.Dlouha@czp.cuni.cz http://www.czp.cuni.cz