Regional Centres Of Expertise Research Articles

The future starts in the past: embedding learning for sustainability through culture and community in Scotland

IntroductionIf sustainability is about imagining and pursuing desired futures, our past history, heritage, and culture will influence the kind of futures we seek and our chosen routes towards them. In Scotland, there is a strong connection between culture, land, and identity; a sense of community; and a perception of work ethic that derive from our biogeography and socio-political journey. Concepts and practises of education have been influenced by the ideas of key thinkers such as the Scot Sir Patrick Geddes, who introduced approaches to education and community through concepts such as “heart, hand, and head”, “think global, act local,” and “place, work, and folk”. This background influenced us in establishing Scotland's United Nations University-recognised Regional Centre of Expertise (RCE) in Education for Sustainable Development (ESD), known locally as “Learning for Sustainability Scotland”. Its initial development ten years ago and subsequent evolution have been built on engaging collaboratively across Scotland and linking formal, non-formal, and informal modes of learning for sustainability. In this paper, we explore how culture and context have influenced the emergence, governance, and activities of RCE Scotland over the past decade.MethodsWe developed an analytical framework of possible cultural and contextual influences on Scottish education. We used a Delphi approach to develop a novel and locally relevant definition of ESD when the RCE was established.ResultsAnalysis of purposively selected RCE Scotland activities against our cultural framework illustrated how they had been influenced by culture or context. We propose that democratic intellect, local and global, and nature-culture connections have informed our initiative.DiscussionWe conclude that connection to people, place, and nature influences engagement and action on sustainability, and we suggest that additional sustainability competencies should include physical, emotional, and spiritual aspects of nature connection.

Food Safety Risk Analysis in East African Community: A Cornerstone for an Effective Regional Risk-Based Food Safety System

Food risk analysis remains a major cornerstone that provides a framework for the risk-based food safety system. This paper aimed at evaluating the effectiveness of the food safety system, and the foundational role and opportunities of the risk analysis concept in the East Africa Community (EAC). The study was done through the explorative review of the literature as the best approach to getting broad information on the concept of risk analysis in global food safety and its impact on food safety systems. Through analysis of the relevant literature and previous studies related to global food safety and food safety systems, the approach helped to draw on challenges and opportunities and to reformulate the potential key role of the risk analysis concept in the EAC food safety system. Challenges were identified through the evaluation of the effectiveness of the EAC food safety system with reference to the US- effective food safety model. The role and opportunities of the risk analysis in the EAC food safety system were evaluated against identified challenges, and its implementation feasibility and assets in the EAC food safety system. As results, the EAC food safety system showed many gaps and challenges, and was ineffective. While the risk analysis concept was found a key factor in attributes of the effective food safety system, it could help the EAC food safety system to become effective, and to respond to the current and future food safety needs of both the African continent and the Globe. With many opportunities and potentials in EAC, the risk analysis concept can be integrated into the EAC food safety system. Therefore, a useful and strategic approach as a model of the integration of the risk analysis concept was designed for EAC. It is the establishment of an EAC- Regional Centre of Expertise in Food Risk Analysis (EAC-CREFRA). In addition, the EAC food safety system needs to anchor One Health and multi-factorial food safety management approaches to food safety.

Minding the GAP: An overview of five years of Education for Sustainable Development (ESD) projects under the Global Action Programme (GAP) within Regional Centres of Expertise (RCEs) on ESD

Research on Regional Centers of Expertise (RCEs) on Education for Sustainable Development (ESD) has focused on how multi-stakeholder and cross-sectoral partnerships can work to enable ESD projects, with a particular focus on how higher education institutions could effectively collaborate with community partners. However, much of this research has focused onhowpartners worked together (for example, what governance and coordination structures allowed higher education institutions to effectively collaborate with partners) without as much focus of investigation onwhatactivities RCEs were working on. While diverse and compelling research on RCEs already exists, much of this research falls into conceptual theory building or case studies of individual RCE activities. In this article, an overview and analysis of activities from RCEs around the globe is offered to provide some trend analysis for topics and modalities of ESD projects conducted during the Global Action Programme (GAP) on ESD which ran from 2015 to 2019. This empirical analysis can serve as record of where the Global RCE Network has been over the 5 years of the GAP, where it is now, and where it may wish to go in the future.

Integrating Environmental Protection and Sustainable Waste Practices Among the Communities in Higher Education Institutions: Case Study in a Malaysian University

This work is reporting the advocation of a public Malaysia University for the environmental protection through sustainable waste practices ever since its ban on the use of the “White Coffin” initiative in circa 2008, a flagship for environmental activism on its different campuses targeting to get rid of polystyrene containers. This initiative was not halted but served as a spark of flare for a sustainability journey up to this very day. The effort to realise a sustainable tomorrow as the vision of higher education sector, including the studied Malaysian University has been integrating efforts from various parties. This includes the formation of “Kampus Sejahtera” (wellness campus), regional centre of expertise, sustainability course, and more recently the sustainability month, sustainability network, and most importantly, the local NGO-industrial-academia collaboration in the path toward a sustainable tomorrow. The work in this article delineates a case study in implementing sustainable waste practice from the start to the status, in one of the Malaysian public universities which is ranked 39th in Times Higher Education University in Global Impact Ranking 2021, and top in Malaysia. More emphasis will be placed on the current initiative of the local NGO-industrial-academia collaboration as case study in the midst of the COVID-19 pandemic.

Collaborations Practice Implementation on Education for Sustainable Development in Host Universities of Regional Centres of Expertise, Kenya

The study sought to assess the scope of collaborations practice implementation on education for sustainable development (ESD) in host universities of Regional Centres of Expertise (RCE) in Kenya as well as the challenges faced thereof. The study was conducted using a mixed methodology with concurrent model of triangulation and descriptive survey research design to collect both qualitative and quantitative data. The study established that host universities had made efforts to implement RCE collaborations practice on ESD through creation of new partnerships. Cooperation and coordination among the stakeholders was well supported by the host universities through collaborative governance where stakeholders were involved in decision making. The study recommended that host universities of RCEs should be more intentional in creating awareness on RCEs and ESD through university community outreach programs in order to build capacity in social learning and networking on ESD.

Governance Practice Implementation on Education for Sustainable Development in Host Universities’ Regional Centres of Expertise, Kenya

Institutional management refers to the effective running of different programmes and activities of an institution. This study sought to assess governance practice implementation on education for sustainable development (ESD) in host universities’ Regional Centres of Expertise (RCE) in Kenya. The study employed mixed methodology and concurrent model of triangulation and descriptive survey research design to collect both qualitative and quantitative data. The target population was from 8 acknowledged RCEs in Kenya. This included 8 RCE coordinators, 270 lecturers conversant with ESD and 150 representatives of partner institutions making a total of 428 respondents. Purposive and simple random sampling was used to come up with the study sample of 93 respondents comprising of of 3 RCE coordinators, 60 lecturers, and 30 representatives of partner institutions. Research tools used were open and close-ended questionnaires, interview schedule and document analysis checklist. Quantitative data was analysed descriptively using SPSS version 23 and presented using tables, frequencies, percentages and Pearson’s correlation coefficient. Qualitative data was thematically analysed and presented verbatim and as narratives using MS Word. Mixing and interpretation of data was then done. The study established that despite numerous challenges, RCE host universities had implemented RCE governance practice on ESD through establishment of governance structures and appointment of coordinators. Financial and infrastructural resources were found to be a main challenge in implementation of governance practice on ESD. Anticipated beneficiaries of the study findings and conclusion include the management of RCE host universities, RCE coordinators, Ministry of education and County governments. The study recommended that host universities in Regional Centres of Expertise should initiate innovative methods of raising funds from both government and private sectors to establish a funding mechanism for ESD activities and programs in the RCEs. The appointment of RCE coordinators needs to be removed from the host university Vice Chancellors and a committee of partner representatives tasked with the appointment.

Education for sustainable development: new opportunities with the rce network

The goals of sustainable development can not be achieved only through technological innovation, policy decisions and financial support. Education for sustainable development (ESD) makes it possible to deal constructively and creatively with current and future global challenges and to create a sustainable society. A special place in the global distribution of ESD is currently played by the network of Regional centres of expertise (RCE) established under the auspices of the UN University. The RSEs form a global network of formal and non-formal educational institutions and organizations to mobilize them in the field of ESD. Currently, this network includes more than 168 centers, two of which are located in Russia. According to the profiles of RCEs worldwide the main objective of their activities is consolidation of educational efforts of universities and different cultural and environmental institutions and organizations, together with the municipality, for increasing public awareness of sustainable development. The key partners of RCEs, the leading regional Universities, combined on one platform, are acting as an educational consortium, which is mainstreaming ESD by its appropriate integration in the curricula of formal education, from early childhood rearing to primary, secondary, technical and vocational and higher education, and also nonformal education initiatives, particularly through sustainability-related intended learning outcomes. The article summarizes the experience of RCEs in the field of ESD, highlights the most promising activities, forms of implementation of RCE projects together with universities, identifies the most urgent needs of educational institutions in the field of ESD. The authors of this article found themselves in a situation where after the merger of two regional universities the RCE previously hosted by one of them (RCE Samara, Russia) requires brand new start. Obviously there was a lack of a formal conceptual framework for development in the previous period. Thus, the article is an attempt to find new ideas and new ways of development for the existing center, to make it a leading example in Russia of the power of education for sustainable development, where people of all ages are given the knowledge and tools they need to assume responsibility for creating a better tomorrow and a sustainable future.

Investments in Food Safety Risk Assessment and Risk Analysis as a Requirement for Robust Food Control Systems: Calling for Regional Centres of Expertise

Risk Assessment is the scientifically-based process that characterizes the possible human health implications of hazards found in food. This scientific approach is part of the risk analysis paradigm that governs the food decision-making process. It is a prerequisite for the development and execution of robust and consistent food safety regulatory decisions. This paper reviews food regulatory decision-making scenarios where risk assessment plays a key role. It discusses challenges associated with the access to capacity and competencies from various disciplines necessary to enable risk assessment and overall risk analysis. The paper illustrates the urgent need for the provision of additional support to capacity building initiatives in this area by means of mutually beneficial resource-sharing with the objective to establish regional and/or sub-regional centres of food regulatory science, including expertise in risk assessment. Regional Centres of Expertise may be the answer to provide the needed competencies and up-to-date tools to operationalize food regulatory systems, where food risk analysis is the foundation of decision-making, as advocated by the guidance of the Codex Alimentarius commission. It may also be the response to support economic regional integration, where food and agrifood trade needs to be supported by the removal of Sanitary and Phytosanitary (SPS) constraints and through achieving a more coordinated and harmonious food safety standard setting framework, at the regional level.

Identifying the factors for sustainability learning performance

Abstract The recent launch of several important international education initiatives designates a future for education that moves away from educational achievements largely based on access and attainment and advances a more qualitative and transformational approach. With this change, the debate on developing tools and approaches to measure quality education that is framed more holistically and capable of offering practical solutions (as found in education for sustainability) is gaining traction. This paper presents the identification of important learning elements and corresponding characteristics that support effective sustainability learning performance and presents the sustainability learning performance framework (SLPF) as a contributing tool for qualitative assessment and guidance and for enhancement of especially sustainability-based quality education/learning. The SLPF was developed from the findings of a study - presented in this paper - to identify the key educational and learning characteristics that lead to effective achievement of education for sustainable development. This research utilised an action-reflection cycle that incorporated examining exemplars of learning performance in combination with a dynamic review of educational/learning theories. The theoretical review was based primarily on a literature review, while the action component was collected in the form of case studies from several regional centres of expertise in Asia. The aim was to establish the efficacy of the present practice cases and simultaneously differentiate the essential constituents of education for sustainability that bring about effective learning performance and for future implementation. Furthermore, the SLPF elucidates its contribution to education policy formulation including its linkage with important educational goals across the formal education sector in the implementation and strengthening of sustainability-based quality education. The framework thus serves as a practical approach to contributing to the strategic translation of the 2030 Education Agenda and into effective education and teaching for tangible learning performance outcomes.

Regional Centres of Expertise (RCEs), Green Economies and Education for Sustainable Development (ESD) as Dialogue: Who is Expert?

As a central part of the United Nations Decade of Education for Sustainable Development (DESD) from 2005 to 2014 Regional Centres of Expertise (RCE) serve as agents of education for sustainable development through multi-stakeholder networks with an interest in the advancement of sustainable societies. In this article, the question is raised about the nature of ‘expertise’ found among RCE programmes directed towards the development of local green economies; and further, the implications of expertise with respect to the practice among RCEs of education for sustainable development worldwide. Regional Centres of Expertise have put into practice a range of approaches to ESD, some based on a knowledge-transfer approach to learning, which positions post-secondary education as well as other authoritative technical and research institutions as the principal overseers of knowledge and expertise; however, social learning through the facilitation, or convening, of dialogue has also been adopted as an approach to learning that is inclusive of civil society and marginalized others, with implications for social and environmental justice.

Social learning as a key factor in sustainability transitions: The case of Okayama City

The Okayama Education for Sustainable Development (ESD) Project is an ongoing initiative in Okayama City, Japan, established in 2005 by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government with the aim “to create a community where people learn, think and act together towards realising a sustainable society”. With a diverse participant base of over 240 organisations – including community learning centres (kominkans), schools, universities and non-governmental organisations (NGOs) – this initiative has administered numerous programmes. It has engaged a large and diverse group of citizens from Okayama City in exploring sustainability issues through collective discussion, envisioning and practice with the aim of living more sustainable lives. The decade-long experience of the Okayama ESD Project has gained international attention, and the “Okayama Model” is considered an inspiring example of community-based ESD due to the positive changes it has supported. In this article, the Okayama ESD Project is presented as a case study on effective social learning for sustainability. In particular, the practical efforts made are examined to provide insights into how various elements of a social learning process were strengthened and linked to create active learning cycles among community members. In addition, the conditions for creating an effective learning community are investigated, while the practical actions taken are examined in relation to creating an effective social learning process. Finally, this article presents the important role which social learning has played in Okayama City’s transition to sustainability and identifies the key efforts made to address and link each of these elements of social learning into a dynamic cycle.

Education for sustainability-challenges and opportunities

This article will focus on the challenges of leadership and management of a key initiative of the 20052014 UN Decade of Education for Sustainable Development (DESD), namely the Regional Centres of Expertise in Education for Sustainability (RCEs). It will argue that in order to achieve sustainability, there is a need to move away from outdated hierarchical and technocratic models towards more flexible, democratic and empowering approaches to leadership.

First European consensus for diagnosis, management, and treatment of transthyretin familial amyloid polyneuropathy.

Purpose of reviewEarly and accurate diagnosis of transthyretin familial amyloid polyneuropathy (TTR-FAP) represents one of the major challenges faced by physicians when caring for patients with idiopathic progressive neuropathy. There is little consensus in diagnostic and management approaches across Europe.Recent findingsThe low prevalence of TTR-FAP across Europe and the high variation in both genotype and phenotypic expression of the disease means that recognizing symptoms can be difficult outside of a specialized diagnostic environment. The resulting delay in diagnosis and the possibility of misdiagnosis can misguide clinical decision-making and negatively impact subsequent treatment approaches and outcomes.SummaryThis review summarizes the findings from two meetings of the European Network for TTR-FAP (ATTReuNET). This is an emerging group comprising representatives from 10 European countries with expertise in the diagnosis and management of TTR-FAP, including nine National Reference Centres. The current review presents management strategies and a consensus on the gold standard for diagnosis of TTR-FAP as well as a structured approach to ongoing multidisciplinary care for the patient. Greater communication, not just between members of an individual patient's treatment team, but also between regional and national centres of expertise, is the key to the effective management of TTR-FAP.

Trends in Education for Sustainable Development in Some Former Soviet Countries (Use of ESD Potential for Provincial and Regional Studies)

The major part of the decade for education on sustainable development declared by United Nation in 2005 is over and it is the time to review the outcomes of the efforts of national and international educational and research communities. These results differ greatly. One of the ways to grasp the picture is to look at the map of regional centres of expertise on education for sustainable development organized under the aegis of United Nations University and with its help. The biggest states formed on the ruins of the collapsed Soviet Empire are the most backward ones in this respect. For instance on the huge territory of Russia there are only two such centres, in Samara and Nizhny Novgorod. There are certain political, geographical, economic, social and even linguistic factors deterring the implementation of sustainable development methodology in national education systems. Nevertheless it can be fruitfully used on a regional level. This was proved at a number of international research conferences on provincial life and environment held at Samara State University of Architecture and Civil Engineering. A great potential of this philosophy for regional studies even in such restrictive conditions was revealed.

Managing regional centres' of expertise collaborations with stakeholders including higher education institutions

Purpose – The purpose of this paper is to assist the United Nations Regional Centres of Expertise (RCEs) in continuing their fundamental work within the region and to address some of the prominent challenges within the RCE community. Specific RCE case studies from the global network were employed, emphasizing experiences in collaboration with multiple stakeholders including higher education institutions. Design/methodology/approach – Conducting a literature review and employing a qualitative research methodology with the use of a guided questionnaire, the paper aims to gain a deeper understanding of the operations of RCEs in general and more specifically the case studies. Findings – The paper shows some of the strategies implemented by the cohort of case studies to overcome their common challenges. Key recommendations based on the findings are made in its quest for continual development and final conclusions assessing the contentious challenges are drawn. Research limitations/implications – This paper focuses on RCEs within Europe, with cases from the USA and Canada for comparison. Although the paper highlights common themes and challenges, it is highly probable that RCEs outside of the studied regions may contend with similar challenges; further research would have to be conducted to assess the wider scope of the situation. Originality/value – The paper gives an external perspective of the challenges faced and identifies some areas in which improvements could be made. It is also generated from information gathered from multi-case study RCEs.

Learning for sustainable development in regional networks

Abstract University outreach and especially regional cooperation among universities is the main theme of this Special Volume, the foundations of which were created as a result of cooperation among several Higher Educational Institutions and other non-academic partners, and which was developed based upon their willingness to share and extend their experiences beyond the context of their initial community in which they worked. The fourteen articles included in this Special Volume expand upon the theme from a European perspective – the specific circumstances and cases they build upon, however, are part of a much broader grouping of ‘Regional Centres of Expertise,’ (RCEs) that were established under the Decade of Education for Sustainable Development Programme of the United Nations University-IAS in 2003. This concept has received worldwide attention and has been successfully applied in more than 100 cases. The RCEs are acknowledged in different countries of the world, while there are also many other regional sustainability initiatives not included within this framework. The authors of this Special Volume sought to extrapolate generic knowledge associated with overcoming certain types of boundaries (academic, cultural, etc.) and to share their insights with the scientific community for discussion and use to support sustainability changes in academia. The focus of many of the research articles is upon the dynamics of the learning processes that occur between/among different stakeholders. These processes reflect a change in communication practices, which can have impacts upon modes and patterns of knowledge generation and can result in a more systemic transition in education towards sustainability at different levels of academia and of society. The planning team of this Special Volume anticipates that the experiences and theoretical considerations presented in these articles will trigger broader discussions on the roles of scientists and educators as catalytic facilitators in the debates about what type of future societies we are seeking to develop. Key recommendations are made of practical ways to help students, of all ages, to envision and to implement sustainable societal development in cooperative, rational and systematic ways, globally for the short and long-term future of all societies.

Pedagogy, Places And People

Abstract The paper will explore the potential of new technologies in helping educators to play an active role in creating and promoting the learning that is needed for local and global communities to live sustainably. In particular, it will examine the potential of the virtual world to develop local and global communities for transformative learning for sustainable development. It is organised into three sections: 1) the need for new ways of knowing, learning and understanding; 2) the challenges an opportunities of the virtual world; 3) the role of virtual learning communities in education for sustainable education; 4) regional centres of expertise as a mobilising mechanism. Faced with the major challenges of climate change, environmental degradation, poverty and social inequality, it is clear that learning to live sustainably has never been more urgent. The credit crunch has thrown these into sharp relief and provided an opportunity to take stock of our current ways of organising the world economy which have led us to this unsustainable impasse. We are faced with a critical moment in world history which offers the chance to make the changes needed to set human beings on a path to a more sustainable future. In order to address these immense challenges, new forms of learning are needed, and the paper will argue that all educators, as responsible members of local and global communities, need to play key roles as agents for change. Globalisation and new technologies have changed the way we think about the world and about what constitutes the global and the local. It is clear that both local and global solutions must be found to address the serious dilemmas of the 21st century. This paper will see to examine the opportunities and challenges of the virtual world in enabling and supporting the development of effective ESD communities of practice.

In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning

This article discusses a business-school collaborative learning partnership in the Regional Centre of Expertise (RCE) on Education for Sustainable Development (ESD) in Greater Sendai. This partnership is further linked to a broader context of multi-stakeholder public participation in the RCE that was set up to advance the ESD agenda in the region. The authors propose a conceptual framework for multi-stakeholder, ESD-based social learning within the RCE with the aim of enabling the creation of a sustainability-literate society. This proposal is based on the results of students’ prior experience in ESD activities, optimal age for ESD learning and future job choices presented in this paper, together with a reported article that the levels of sustainability of the two sectoral organizations were mixed and hence need improvement. The paper argues that it will be good to focus on bridging the business and education sectors by building ESD capacity of the children and youth in the formal education sector. It contends this could be done through collaborative learning using the government-mandated “Period of Integrated Studies” (PIS) in the Japanese primary and secondary school curriculum. Additionally, it will be appropriate for the RCE Greater Sendai Steering Committee to facilitate and coordinate the learning processes and also promote networking and cooperative interactions among the actors and stakeholders in the region. Recommendations for improvement of the learning partnerships in RCE Greater Sendai are made for consideration at the local and national policy levels.

Sustainable Organizations: Evaluating the Environmental Sustainability of Schools and Companies in a Regional Centre of Expertise

Sustainable Organizations: Evaluating the Environmental Sustainability of Schools and Companies in a Regional Centre of Expertise

Building Regional Capacity for Sustainable Development through an ESD Project Inventory in RCE Saskatchewan, Canada

The Regional Centre of Expertise on Education for Sustainable Development in Saskatchewan (RCE Saskatchewan, Canada) is part of the United Nations University RCE Initiative in support of the UN Decade of Education for Sustainable Development (2005–14). With funding from the Government of Saskatchewan’s Go Green Fund, RCE Saskatchewan carried out research identifying education for sustainable development (ESD) projects within six priority areas for sustainability in its Canadian prairie region. This ESD capacity assessment was conducted by eight post-secondary students from late 2007 to 2009 and resulted in a searchable database and visual representation (map) of these ESD projects along with ongoing documentation of project milestones and processes. The database has become a useful tool assisting networking of Saskatchewan ESD providers, researchers and participants. This article describes the importance of the inventory in advancing the RCE, the project conception and management, the processes utilised for its successful completion (including descriptions of the technology utilised), the project findings and their implications. It concludes that for an RCE with minimal resources, an ESD project inventory employing student researchers within a higher education setting using Free/Open Source technologies is a cost-effective way of advancing the networking and capacity-building goals of an RCE.