Online from: 2000
Subject Area: Education
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|Title:||Regional Centres of Expertise on Education for Sustainable Development (RCEs): an overview|
|Author(s):||Yoko Mochizuki, (Education for Sustainable Development Programme, United Nations University-Institute of Advanced Studies (UNU-IAS), Yokohama, Japan), Zinaida Fadeeva, (Education for Sustainable Development Programme, United Nations University-Institute of Advanced Studies (UNU-IAS), Yokohama, Japan)|
|Citation:||Yoko Mochizuki, Zinaida Fadeeva, (2008) "Regional Centres of Expertise on Education for Sustainable Development (RCEs): an overview", International Journal of Sustainability in Higher Education, Vol. 9 Iss: 4, pp.369 - 381|
|Keywords:||Higher education, Sustainable development, Universities|
|Article type:||Conceptual paper|
|DOI:||10.1108/14676370810905490 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Acknowledgements:||The authors thank Katsunori Suzuki, Professor of Kanazawa University, for reading drafts of this article and providing thoughtful comments as one of the “architects” of the RCE concept and the former coordinator of the Education for Sustainable Development Programme of UNU-IAS.|
Purpose – The purpose of this paper is to offer an overview of the United Nations University's Regional Centres of Expertise on Education for Sustainable Development (RCE) initiative–the global process created to support the implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005-2014)–and discuss the roles of institutions of higher education (IHEs) in RCE efforts.
Design/methodology/approach – The paper provides a historical overview of the RCE initiative, clarifies the philosophy behind it, and describes the guiding principles for RCE establishment and operations.
Findings – The paper reveals the UNU's views about effective strategies to promote Education for Sustainable Development (ESD) and discusses the roles of IHEs as partners within and among RCEs. Highlights the potential roles of IHEs in overcoming the compartmentalization of knowledge and linking policy and practice.
Research limitations/implications – The paper recognises that RCE is an evolving concept and calls attention to the RCE process as a promising example of “social learning” and “communities of practice”, and at the same time, of “knowledge management system”.
Practical implications – The paper clarifies the expected functions of RCEs as multi-sectoral and interdisciplinary partnerships and “local-regional knowledge base” and exhorts local ESD stakeholders, including higher education institutions to use RCEs as value-adding learning networks at the local and global levels.
Originality/value – The paper refines the RCE concept and offers practical advice to RCEs and RCE candidates. Opportunities are indicated for higher education institutions in contributing towards ESD and sustainable development through RCEs.
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