Geopark Committee
ESD Strategy Working Group Report

Medium-Term Education Strategy for
Sustainable Development in the Izu Peninsula
GeoparkPreface
The Izu Peninsula was recognised as a UNESCO Global Geopark in 2018.
Now that we have recertified, five years on from our first designation, wewant to remind ourselves that designation carries with it a constantinternational responsibility to be at the forefront of sustainable development.
What do we mean by “sustainable”? The first instinct of many people is toconserve their natural environment. On its own, however, this is not a goodenough answer. We must ensure that industry does not collapse, leading
people into poverty, and that as a society we build transparent and fairrelationships. In other words, we need to envision a society where the naturalenvironment, ourselves, and future generations are not overburdened.
What do we mean by “development”? Does this refer only to economic
growth and the construction of new roads and facilities? Our answer is no. It
is necessary for people living here to nurture and fully demonstrate theirhidden potential. Education paves the way for development by honing andnurturing potential and allowing it to bloom. However, if the numerous
restrictions and constraints imposed by society are too severe, the potential ofindividuals can be nipped in the bud. This is why education to create asustainable society needs to be pursued with the dual purposes of the internal
flowering of individual potential, alongside the creation of a more open
society. The transformation of the individual and society are not just two
wheels of the same vehicle; they are an interconnected spiral.
From this perspective, we are trying to conceptualize education for thecustodians of our geopark, or in other words the creation of a sustainable
society. A geopark is not just an exhibition of geological phenomena andtraces of volcanic activity. The heritage of these lands is a stage that has been
given to us. We need to remember that each of us is invited to appear on thisstage as an actor, and not a member of the audience. It is essential that we
come to know and love this stage. However, our gaze goes beyond that. It is
our sincere hope that as many people as possible will have the will to write
stories for the future on this stage as fully involved actors, playing leadingroles. With this in mind, we propose this report for publication.

Proposals
Education for sustainable development (hereinafter referred to as “ESD”)
means education for achieving the SDGs promoted by the United Nations(UNESCO). The ESD Strategy Working Group was established with the aimof building a medium-term basic policy for ESD. The working group was oneof the expert committees that developed and restructured the Education
Committee of the Geopark Promotion Council following the merger of the Izu
Peninsula Geopark and Tourism Bureau and the Izu Peninsula Geopark
Promotion Council on 1 April, 2022.
After one year of deliberation based on the new curriculum guidelines, the Izu
Peninsula Grand Design, the Geopark Basic Plan and Action Plan, and theexaminers’ findings during UNESCO recertification in FY2022, we propose
four basic policies for the upcoming three-year period.
1. Make the main goal of our educational activities creating the leaders ofa sustainable society
2. Based on concepts promoted by UNESCO, such as learning that links
individual transformation with social transformation, as well as thequalities and abilities that are key to a sustainable society, implementand develop ESD to meet conditions and needs in today’s society
3. Prioritize dialogue and collaboration, conduct educational activities thatare not limited to school-age students, and work to create spaces thatencourage dialogue and collaboration across generations
4. Create systems to link ESD, sustainable community development, andcitizen participation in the management and organisation of the GeoparkBackground
UNESCO and the Global Geoparks Network have positioned global geoparksat the frontline of sustainable development. In addition, given the situation on
the Izu Peninsula, including its accelerating population decline, the creation ofa sustainable society has become an urgent issue. In light of these points, the
Izu Peninsula Geopark and Tourism Bureau, which is the governing body of
the Global Geopark and a DMO, is required to carry out comprehensive
educational activities that include not only the transmission of knowledge
about geology and local history, but also create places for people to haveexperiences, promote participation and action, and nurture the leaders of asustainable society.
Sustainable development needs to look at three aspects: the naturalenvironment, society and the economy. These elements overlap and relate toeach other across different layers. Geology and topography support theeconomy, society and culture, and form the basis of the natural environment.
Geoparks are a great place to gain a comprehensive education about ecology,society and culture, regional economic relationships, and the geology that
underlies all of this. However, without systems thinking to connect thesevarious elements and gain a comprehensive understanding, and without theability to critically grasp current problems, geopark learning is limited toacquiring sporadic knowledge about specific domains.
The set of qualities and competencies shown in Table 1 is referred to as“sustainability competencies.” This is essential for nurturing not only theabove intellectual abilities, but also social relationships and a sense of
empathy.
But these qualities and competencies need to be nurtured through long-lastingdialogue and collaboration, not through lectures or one-off outdoor activities.
In order to achieve this, a series of processes are emphasized: exposure todiverse ideas through joint exploration, understanding of underlying
structures, reaching out to others, and finding new value.1
It is important to learn how to build mechanisms to overcome problems in themedium to long term, while dealing with heterogeneity through theparticipation of heterogeneous actors of various backgrounds.2 In view of theabove points, we propose as new projects the creation of a forum for dialogue
and the design of projects and medium-term strategies involving diverse
participants, in parallel with existing geopark studies.
ESD ideally envisions a virtuous cycle in which individuals who become key
players in the creation of a sustainable society are nurtured by acquiring andinternalizing “sustainability competencies,” and the activities that such key
players engage in contribute to solutions to local problems. Furthermore, suchactivities would provide new learning and growth opportunities for bothparticipants and key players themselves. The proposal to plan projects jointlywith citizens and others, and to execute projects while supplementing eachother’s insufficient resources, is based on the hope that the Izu Peninsula
Geopark and Tourism Bureau will play a role in creating virtuous circles andlinking individual transformation with social transformation.

Masahisa Sato and Takuji Hiroishi (2020) “Combined Capabilities for Realizing SDGs” (in Japanese)p. 1752
Ibid, p. 176
1[Table 1]: Qualities and competencies required of the leaders of asustainable society1) Systems thinking
The ability to recognize and understand relationships: the ability to analysecomplex systems; the ability to consider how systems are embedded withindifferent domains and scales: and the ability to handle uncertainty
2) Forecasting
The ability to understand and appreciate multiple future outcomes(possibilities, predictions, and desires); the ability to create one’s own vision
for the future; the ability to apply the precautionary principle; the ability toassess the consequences of various actions: and the ability to handle risks andchanges3) Norms
The ability to understand and reflect on the norms and values inherent in one’s
behaviours; and the ability to discuss sustainability values, principles, goals
and targets in the context of conflicts of interests, trade-offs, uncertain
knowledge and contradictions
4) Strategy
The ability to collectively develop and implement a range of innovative actions
to become more sustainable, from the local level through to distant locations5) Collaboration
The ability to learn from others; the ability to understand and respect the needs,
perspectives, and actions of others (empathy): the ability to understand, relate
to, and care for others (empathic leadership); the ability to handle groupconflict: and the ability to facilitate collaborative and participatory problemsolving
6) Critical thinking
The ability to question norms, practices, and opinions; the ability to reflect on
one’s own values, perceptions, and actions; and the ability to articulate aposition in the sustainability discourse
7) Self-awarenessThe ability to reflect on one’s own role in local and global society; the ability tocontinuously evaluate and further motivate one’s own behaviour: and the ability
to handle one’s own feelings and desires8) Integrated problem-solving
The comprehensive ability to apply different problem-solving frameworks tocomplex sustainability agendas; the comprehensive ability to develop viable,
inclusive and equitable solution options to drive sustainable development: andthe ability to integrate the various competencies described above(Source) Masahisa Sato (2020), “Perspectives on the abilities required to create a sustainable
society adapted to a VUCA society,” co-authored and co-edited by Masahisa Sato, Yuto Kitamura
and Shunsuke Managi, “ESD and Social Resilience in the Era of SDGs” (in Japanese) p. 31

Medium-Term Business Policy
The following projects are submitted as specific initiatives in line with
Proposals 1 to 4. In addition, it is proposed that projects (1) to (4) shall beinterlinked and operated with an awareness of seeking to realize a large
virtuous cycle in terms of the overall picture.
(1) Dissemination of an ESD philosophy
For the region of the Izu Peninsula, we will propose two programmes: (1)Lectures in conjunction with a geo guide training course, and (2) a “GeoCaravan” (see Attachment 3, Project 3-1) for small gatherings in various
locations throughout the region. We will also publish a book (Attachment 2)
for the entire Japan Geoparks Network, with current members as the main
authors, and use this book as a teaching tool to attract national training
sessions from the Japan Geoparks Network.
(2) Promotion of dialogue and creation of spaces
Dialogues and collaborations between diverse and heterogenous actors areimportant processes for social transformation that are emphasized in ESD.
At Georia, a dialogue event “Geo salon” (see Attachment 3, Project 3-2)
will be held between employees, local residents, and various stakeholders.
(3) Linking ESD with the creation of a sustainable society
The Eastern Satellite Campus of Shizuoka University will co-hostpresentations and exchange meetings on solutions to regional issues and
SDG issues (see Attachment 3, Project 3-3) in order to solicit ideas that willcontribute to the creation of a sustainable society from various stakeholders
in the region. Izu Peninsula Geopark and Tourism Bureau will support andcommercialize excellent ideas. In addition, the aforementioned dialogueevent “Geo salon” (see Attachment 3, Project 3-4) will be held with a viewto creating collaborative projects between Izu Peninsula Geopark andTourism Bureau and regional actors, with the aim of overcoming social
problems.
(4) Development of mechanisms for citizens’ participation
The next basic plan and action plan for the Izu Peninsula Geopark will bedrawn up with the direct participation of various local actors in order topave the way for deep and sustainable citizens’ participation in the geopark
activities of Izu Peninsula Geopark and Tourism Bureau, in ways that go
beyond sporadic project proposals (see Attachment 3, Project 3-4).

[Attachment 2] ESD Book Proposal(Provisional title) “Geopark Education - Changing Yourself,
Changing Others” (in Japanese)

1. Purpose and outline of the plan:

Education is one of the three areas that form pillars for geopark activities. Many
geoparks have focused their efforts on this area. What do we mean when we refer to“education” here? Many geoparks around the country might consider education assynonymous with supporting science education in schools and simply passing on
knowledge of earth science.
But it has already been 15 years since the establishment of the Japan Geoparks
Network, and the trends in education have been steadily changing during this time,with an increasing interest in the SDGs. What’s more, the expectations for geoparks
have changed since UNESCO officially launched them in 2015. In response to thesetrends, the aim of the book will be to present a new picture of geopark education.
The key word for understanding education at the Geopark is ESD (Education for
Sustainable Development). ESD is based on the educational concept of“behavioural change for social transformation,” whereby individual behaviour istransformed through the cultivation of key competencies, such as systems thinking
and comprehensive problem-solving skills, and individuals with these competencies
work together with heterogeneous and diverse actors to transform society as awhole into a more sustainable one. The breadth of scope and depth of commitment
to sustainable development of ESD is obvious when compared with a narrowinterpretation of environmental education, which has experience of nature at its
core.
In addition, following UNESCO’s launch, geoparks have been given a frontline rolein sustainable development. Accordingly, it has become necessary to deal with
topics that cannot be captured under the conventional framework of scienceeducation. For example, topics such as climate change education, social inclusion,and the interaction between the environment and cultural heritage are included ingeoparks education.
We would be delighted if this book could help to redefine and reform geopark
education in Japan by addressing these new educational perspectives and topics,
which have not yet been tackled head-on.

2. Structure: Chapter planning and proposed authors (draft)
Request to JGN and
JGC

Preface
Part 1ESD Concepts, Resilience, OrganisationChapter 1 Building, and “Star-Gazing”-type
Collaboration

Member, Sato

Chapter 2

Initiatives Based on ESD Concept Papers,
etc.

Member, Ito

Chapter 3

SDGs and Geopark Education: Linking
through Systems Thinking

Member, Yamamoto

Part 2
Chapter 4 Geoparks and Climate Change Education

Researcher, Endo

Chapter 5 Geoparks and Cultural Diversity

Researcher, Tsuji

Chapter 6 Geoparks and Social Inclusion

Shizuoka
University/Lecturer,
Uchiyama

Conclusion

Request to JGN andJGC

[Attachment 3] Medium-term Business Plan

Project 3-1 - ESD Caravan
Overview

Webinars on the concept of ESD will be held mainly forcertified geo guides. As follow-up events, small gatherings will
be held at three venues to encourage discussion and interaction
with committee members on the topic of ESD.

Top goals

Develop human resources and networks that contribute to thecreation of sustainable communities

Perceived
problems

1. The concept of ESD has not penetrated into regions oramong geo guides.
2. There are not enough opportunities for exchanges of
opinions on education that includes ESD, or the training ofgeo guides.
3. There are not enough opportunities for the administrative
office to exchange opinions with geo guides on educationthat includes ESD.

Project goals

1. Core geo guide members understand the concept of ESD.
2.
(a) Momentum is created for geo guides to regularly exchange
opinions and information on education.
(b) Dialogue between members and the administrative officewith geo guides fosters a sense of trust.

Invested resources

1. Two or so members would participate in webinars.
2. One or two members would accompany the Geo Caravan.
3. The amount of money spent on events would be enough tocover venue fees and refreshments.

Reach indicator

1. Forty people for a webinar; three or four venues for the Geo
CaravanAttendance by a total of about eighty peopleProject 3-2 - Geo Salon

Overview

As a successor to the former “Wednesday Georia” project, theGeo Salon project will create opportunities for local personnel
and members of the administrative office, led by geo guides, todiscuss regional issues and new project proposals while sharing
refreshments.

Top goals

Develop human resources and networks that contribute to thecreation of sustainable communities

Perceived
problems

There are not enough opportunities for local personnel, such as
geo guides, to meet face-to-face and build relationships.

Project goals

1. Opportunities for regular face-to-face meetings on local
issues between local personnel and the administrative office,or between local personnel will be provided.
2. Through Step 1, social capital will be accumulated tofacilitate collaboration.

Invested resources

1. Providing one venue every one or two months, on days when
Georia is closed.
2. Fees paid to topic providers (for external invitations)
3. Refreshments and light meals

Reach indicator

1. About six meetings per year in the first year
2. A total of about fifty participants

Results

One or more new projects seeded by the meetingsProject 3-3 - Regional & SDGs Issues Resolution Presentation
Meeting and Exchange Meeting

Overview

The project will provide opportunities to people of many age
groups, especially young people, with the aspiration to solve
local issues by utilizing local resources and establish projects
that contributing to realizing the SDGs, to share theirknowledge on sustainable regional development, and tocultivate effective problem-solving skills through dialogue withrichly heterogeneous actors (government bodies, researchers,
local enterprises, regional cooperation teams, etc.). It will also
provide opportunities to supplement scarce resources andcommercialize programmes with support from Izu Peninsula
Geopark and Tourism Bureau and elsewhere.

Top goals

Develop human resources and networks that contribute to thecreation of sustainable communities

Perceived
problems

1. There are not enough opportunities for young people to sharewidely their knowledge that could help solve local problems.
2. It is not clear how Izu Peninsula Geopark and Tourism
Bureau should be involved in investigative learning by local
secondary education institutions or PBL by higher education
institutions.
3. There is a lack of opportunities to reflect the perspectives of
local youth in project planning at Izu Peninsula Geopark andTourism Bureau.

Project goals

1. Create opportunities for trying out regional solutions byheterogenous actors
2. Provide model cases for Izu Peninsula Geopark and Tourism
Bureau’s involvement in investigative learning in secondary
education
3. Reflect young people’s views directly in project proposals

Invested resources* Izu Peninsula Geopark and Tourism Bureau and Shizuoka
University will co-host the project, and both sides will shareadministrative tasks. Budget measures are under discussion.
When inviting candidates to act as judges, Izu Peninsula
Geopark and Tourism Bureau would work on the assumptionof inviting Sun to Moon Kakitagawa (which will also be
asked to provide a venue), Mishima Shinkin Bank, andFujinokuni Future Foundation (ESD regional base), etc.

Reach indicator

Participation of about eight schools and groups in the first year
(aiming for a gradual increase)

Results

One or more new projects seeded by the projectProject 3-4 - Future Geo-making Salon

Overview

Based on the Geo Salon and Geo Caravan, we will create
venues for strategic co-creation based on the Fukuyama Future
Co-creation School as a role model, and formulate the next
basic plan and action plan for the Izu Peninsula Geopark withthe participation of citizens, businesses and other diverse local
actors.

Top goals

Embody the idea of a geopark, which means governing Izu
Peninsula Geopark and Tourism Bureau from the bottom up
and governing at the grassroots level, and serve as an example
to promote the transformation of local communities.

Perceived
problems

1. Existing public participation processes for decision-making
at Izu Peninsula Geopark and Tourism Bureau are highly
formal.
2. There is a lack of a mechanisms for actors formed throughother projects to continue and deepen their participation indecision-making at Izu Peninsula Geopark and Tourism
Bureau.
1. Ensure opportunities for citizens’ participation in theformulation of the Izu Peninsula Geopark and Tourism
Bureau’s medium-term strategy.

Project goals

2. Ensure that involvement by diverse regional actors in Izu
Peninsula Geopark and Tourism Bureau deepens from thestage of transient projects through to a more continuous
timescale and a higher level of involvement in decisionmaking.

Invested resources

1. Providing one venue every two months, on days when
Georia is closed.
2. Fees paid to topic providers (for external invitations)
3. Refreshments and light meals

Reach indicator

1. About five meetings per year
2. A total of about 100 participants

Results

New basic plan and action plan for Geopark activities reflecting
the views expressed at the meetings (five-year plan from 2026)