宮城教育大学 環境教育研究紀要

第 14 巻 (2012)

Capacity Building for Sustainable Living Through ESD-Based
Learning in a Regional Centre of Expertise (RCE)Paul OFEI-MANU *, ** and Satoshi SHIMANO **Abstract : This paper attempts a brief‘update’on the Regional Centre of Expertise (RCE) anddiscusses particularly RCE Greater Sendai in light of its relevance to the Decade of Education for
Sustainable Development (DESD, 2005-2014) strategies set for the second phase to achieve the DESD
goals in the region. The discussion focuses on capacity building activities for sustainable living in thecontext of ESD-based learning.
Keywords : Capacity building, ESD, RCE

1. Introduction

sustainable development (Lenglet et al., 2010). ESD

There is a broad consensus that education - including allaims to“develop the knowledge, skills, perspectives andits components - must be the driving force (Hansmann,values that will empower learners of all ages to assume2010) in search of effective strategies for addressing

responsibility for creating and enjoying a sustainable

today’
s sustainability challenges from the local to global

future”(Richmond, 2010). UNESCO describes thelevels. As a result, human resources are considered

overarching goals (thrusts) of ESD as striving to promote

key agents to achieving sustainable development (SD)sustainable development through its four identified

through appropriate development of capacity using athrusts namely“(1) improving basic education, (2)broad range of educational means such as formal andreorienting existing education programs, (3) developing

non-formal education, training and public awarenesspublic awareness and understanding sustainability and (4)raising (IGES, 2005) and also value and behavioral

training”(UNESCO, 2003). The contribution of education

changes (IGES, 2005). Human capital/resources arethrough ESD could result in improvement in the quality

furthermore crucial to developing tools to measureof life of the people, help create resilient individuals,

the progress towards sustainability. In that regard,group or society who are capable of thinking holistically,

the realization of a shortfall in human capacity forsystemically and integratively, and able to adapt tosustainable development by many governmental, non-adverse environmental conditions using their acquired

governmental and international institutions led to the callknowledge, values and skills. However, because real-life

for the development and enhancement of Education for

issues and complexities that occur in everyday living are

Sustainable Development (ESD).

not categorized, compartmentalized or resolved throughESD is known to indicate a complex of concepts,

discipline-based approaches (Sanusi, 2010), in ordertheoretical constructs, policy prescripts and practicalto achieve this, it is imperative that society undergoes

methods and tools that convert education and learninga certain competence developing stage in their lives

to the socio-economic and ecological dimensions of

whereby the conventional discipline-based learning*

Institute of Global Environmental Strategies (IGES),**

Miyagi University of Education, Environmental Education Center－ 71 －

Capacity Building for Sustainable Living Through ESD-Based Learning in a Regional Centre of Expertise (RCE)process based on standardized assessment throughsustainability challenges through education.

testing is discontinued or significantly curtailed for a new,more holistic and relevant knowledge, skills and values

The four key areas of action of the Strategy were set out

taught through a new learning framework.

as:

To enhance the effective implementation of ESD, a1) Enhancing synergies with different education andproposal for the Decade of Education for Sustainable

development initiatives from mid-DESD onwards

Development (DESD) spearheaded by the Japaneseand harnessing the expertise existing within United

Government and NGOs was included in the Johannesburg

Nations agencies, funds and programmes throughPlan of Implementation, and was agreed at the World

coordination and cooperation for the implementation

Summit on Sustainable Development in 2002 to integrateof the DESD as well as strengthening partnerships

the principles, practices and values inherent in SD intoamong ESD stakeholders

all facets of learning to encourage changes in behavior,

2) Developing and strengthening capacities for [national]organizational and institutional practices that allow for a

ESD implementation through capacity development

more sustainable and just society for all (UNESCO, 2007)

and policy advice.

from 2005 to 2014.

3) Building, sharing and applying ESD-related knowledge

The UN DESD which serves as a platform for learningsince“knowledge is an essential component of ESD,

for SD has already entered its third and final phasepromoting research, supporting the development ofending 2014. Consequently, identification of morescientific understanding, and sharing and disseminating

capacity building measures aimed at the individual,

the vast amount of available knowledge, includinggroup or community in addition to evaluation of the

traditional and indigenous knowledge, are central

progress of ESD, of how learning and education have led

activities within the DESD. ”

to improved learning outcomes, and hence contributed4) Advocating for ESD, and increasing awareness andto sustainability by implementing effective and relevant

understanding of sustainability with the expectation

monitoring and evaluation mechanism(s) are important.

that the knowledge will translate into action (UNESCO,2010).

2. Importance of education and learning
during the second half of the UN DESD

The Japanese Government’s UN DESD Report on

A couple of reports (UNESCO, 2009a,b) have shown that

goals for the second half of the UN DESD, (UNDESD

much was achieved during the first half of the Decade

Japan Report, 2009) places strong emphasis on three

and that progress was made increase in awareness of

initiatives (a) The urgent need for finding an appropriate

the significance of ESD, establishment of national ESD

evaluation system to monitor the progress of ESD; (b)coordination bodies and incorporation of ESD into formal

ESD dissemination where a register system will be set

education. Obstacles were also“encountered during

up to improve the visibility of ESD, hence encouraging

the first five years in establishing provisions, strategies,

its dissemination; and (c) fostering of closer alliances

mechanisms and contexts that support the development

through the revision of the National Course of Study for

and implementation of ESD”(UNESCO, 2010). The

Primary and Secondary Schools towards including ESD

report(s) also outlined in the UNESCO Strategy forwhile at the same time, taking steps to promote joint

the second half of the UN DESD the ways forward forcommunity school ESD initiatives.

the remaining five years and, furthermore supports

Pointing to the importance of learning as a capacity-

Member States and key stakeholders in addressing global

building component towards realizing the goals of (D)－ 72 －

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第 14 巻 (2012)

ESD at the regional/local level, ESD learning features

local concerns and address them in an integrated manner.

prominently in the recently released draft of the Vision of

In fact, the RCE is a regional initiative that contribute

the RCE Community:

to the local implementation of the UN DESD (Fadeeva“1. In today’s world where uncertainties and risks

and Mochizuki, 2010).“An RCE is not a physical centre

are the most prominent feature, education has to enable

but an institutional mechanism to facilitate capacity

learning that contributes to resilience of communities

development”for SD (Mochizuki and Fadeeva, 2008).

and of nature. 2. The development calls for rapid learning

In addition to redefining existing environmental

and continuous evolution of values, skills and knowledge

activities in alignment with the principles of ESD at

associated with new challenges and aspirations.

the regional and local levels, RCEs can facilitate the

The learning processes that support development,

duplication and dissemination of good ESD practices

characterized by uncertainty and complexity, have to be(Ofei-Manu and Shimano, 2010). The RCE has also

grounded on the requirement of long-term perspective,

evolved as a concept. Originally, it was supposed to serve

flexibility, innovativeness, diversity and cross-sector“the purposes of knowledge management, knowledge

engagement in transformations towards just, low-carbon

transfer and deliver y of ESD to the community”

resilient development”(Mochizuki and Fadeeva, 2008). Recently, at one end of(UNU, 2011).

the spectrum is the representation of RCE as a“hub”,

All three reports which are relevant to all RCEs and fora meeting point, a clearing house and“a platform forthat matter RCE Greater Sendai, stress the importanceinformation exchange and sharing. At the other endof education and learning in building capacity to achieveof the spectrum is the interpretation of an RCE as asustainability.

“community of practice”, an institutional mechanism for“social learning”and a learning network”(Mochizuki and

3. Regional Centres of Expertise

Fadeeva, 2008). An RCE is unique in its transdisciplinary

In a search for a strategy that would facilitate

nature of nurturing and encouraging learning processes

translation of the ESD agenda at the local level especiallywhile simultaneously enabling a multi-stakeholder

during the Decade, the United Nations University (UNU)

engagement platform. Such distinctive traits enable anhas championed the RCE concept and has supported its

RCE to function as the best platform through which toestablishment around the globe to serve as a frameworkaddress common problems in current human resourcefor harnessing, exchange and facilitation of vertical,

development approaches that are more often than nothorizontal and lateral integration of knowledge andsegmented and incomprehensive (Sanusi, 2010).

information through close co-operation among theconstituent regional and local actors in a region or local

4. RCE Global

area and also a joint development of innovative programs

The RCE Community, being referred to here as

towards ESD (Fadeeva et al., 2005; Mochizuki et. al.,RCE Global is increasing in size as it is evolving and2005; Ofei-Manu and Skerratt, 2009a; Sanusi, 2009).

currently has 89 centres worldwide as of November,

The RCE concept has been enthusiastically embraced

2011 at the last Global RCE Conference in Kerkrade, theby a diverse array of actors since it was first introduced

Netherlands. Reflecting back on the original vision ofby the United Nations University (UNU) in 2004. An

bringing together the educators within a community with

ideal regional centre of expertise (RCE) acting as aexperts who knew about the sustainability challenges

microcosm of the region/area

RCEs could vary in size,that communities faced, the new vision and strategies

affiliations and functions, etc. should be able to identify

seek to dwell on themes that had arisen on issues such

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Capacity Building for Sustainable Living Through ESD-Based Learning in a Regional Centre of Expertise (RCE)

as capacity-development, communication, research,

5. RCEs in Asia Paciﬁc (APRCEs)

influencing policy and engagement with international

The Asia-Pacific RCEs (APRCEs) have been organizingorganizations and processes (UNU, 2011). Therea regional meeting every six months and participating

are also plans to further develop RCE Global with ain the annual global meeting. Other means of promoting

goal to upscale action research and transformative

themselves so far has been direct contact with thelearning projects. Elements to be considered for the

Global RCE Service Centre, based at the United Nations

capacity development strategy include a re-visitation

University-Institute of Advance Studies, UNU-IAS (UNU-of the RCE vision governance, ESD competencies and

IAS, 2010). Some of the issues, initiatives and projects

capabilities, principles of transformative learning, action

being addressed include i) community-based discussions

research, thematic actions, marketing, fundraising andon thematic areas of biodiversity conservation, schools

communication (UNU, 2011).

and the youth, energy, teacher training, disasterIn a bid to increasing visibility of ESD projects

mitigation, natural resources management, climate

worldwide, RCE Global is involved in collaboration withchange, school curriculum reorientation, promotion

international processes and organizations. In particular,of model schools; ii) sustainable waste management

RCE Global has formed international partnerships withand environmental education; iii) adapting appropriate

UN agencies namely UNDP, UNESCO, UNICEF andtechnologies to implement at community level with thethese were represented and invited to make contribution

youth involved; writing of factsheets on the current

into the RCE Global Conference. Currently, RCE Global

status of the RCEs, iv) awareness creation of recent

is exploring collaboration with UNICEF and UNDP

events in the region e.g. disaster and resilience and ESD

around the issue of climate change; with CBD secretariat

Sendai experience; v) organization of sub-regional grouparound the issues of biodiversity; with the Equatormeetings vi) formation of APRCEs network to serve as

Initiative around issues of traditional knowledge; witha platform for collaborative work; and vii) publication of a

IAU around issues concerning higher education; withwhite paper on APRCEs network (2007-2011). A recent

UNEP around issues of sustainable production andhighlight of the APRCE is the development of the 2011

consumption and sustainable livelihood; with UNECE

Yogyakarta Action Plan on Community-based ESD Action

on the issue of ESD assessment and with Copernicus

Plan by RCEs in the Asia Pacific Region.

alliance

As of March 2010, there are 28 RCEs in the Asia-Pacificnetwork of European universities on the issueof higher education appraisal.

region. Five of the first seven RCEs acknowledged

RCE Global also offers support to member RCEs

globally in 2005 are located in the Asia-Pacific region.

through the RCE Global Service Centre located in UNU-

Twelve RCEs, representing over 40 per cent of the

IAS. The support services are as follows:

network in the region, are led by higher educationa) Encouragement/enhancement of communication,

institutions; about a quarter (eight RCEs) are led byb) Facilitation of links with international processes,

local governments; and the rest are led either by ac) Acting as stewards of the RCE road map,nongovernmental organisations (six RCEs) or researchd) Provision of thought leadership to policymakers, andinstitutes (two RCEs) (UNU-IAS, 2010).

e) Facilitation of collaborative research projects (UNUIAS, 2011).

APRCEs are currently providing cases of good ESD
practice towards a collaborative project between UNUIAS and the Institute of Global Environmental Strategies(IGES) in cooperation with UNESCO Bangkok as input
for the development of regional indicators for ESD.
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The indicators will be utilized in the monitoring andof the Japanese RCEs also meet once a year to discuss

evaluation of the implementation of the DESD in Asia-

challenges they are facing and ways to overcome them.

Pacific, and also contribute to formulation new efforts andThese annual meetings are coordinated by the Japaneseinitiatives on ESD towards 2014 and beyond.

RCEs themselves, with input from the Global RCE

The RCE Community is not without its challenges.

Service Centre, and the hosting responsibility rotates

They include the following: i) up scaling the local level

among the RCEs (UNU-IAS, 2010). The work of thework to continental and global level; ii) making theJapanese RCEs demonstrates that the Japanese RCEconcept of ESD understood by a larger audience; iii)

initiative is also promoting international cooperation

limited inter-RCE collaboration; iv) lack of funding;in ESD. For example, RCE Greater Sendai organisedv) the challenge of diversity

cultural, language, etc.

the ESD Asian RCE Leaders Youth (EARLY) meetings

within and across scales; vi) inability to use the RCEi n 2008 a n d 2009, t h a t b r o u g h t t o g e t h e r y o u t hportal effectively vii) promotion of flow of information

representatives from various Asian RCEs (Ofei-Manu

and knowledge between RCEs; and, viii) how to

and Shimano, 2010; UNI-IAS, 2010). Japanese RCEs

communicate effectively the work of the RCEs outside ofoften receive visitors from candidate and existing

the RCE network.

RCEs abroad, especially those from Korea due to theirproximity to Japan (UNU-IAS, 2010). Since this paper is

6. Regional Centres of Expertise in Japanfocused on RCE Greater Sendai, for further introductory

Japan is home to six RCEs, including two of theinformation about the other Japanese RCEs, the reader

seven‘pioneer’RCEs launched at the UNU-UNESCO

should refer to UNU-IAS (2010).

Conference on Globalisation and ESD in Nagoya, JapanRCE Greater Sendai covers four sub-regions which are

in 2005: RCE Greater Sendai and RCE Okayama. In RCE

all connected by the central theme of sustainable foodGreater Sendai and RCE Okayama, what was five years

production and consumption. They are 1) metropolitan

ago a localised good practice at one school, Kesennuma

Sendai, aiming at a recycling-based city; 2) Kesennuma, aOmose Elementary School, and one community learning

coastal city focusing on promoting school-based ESD; 3)

centre (kominkan), Kyoyama Kominkan, is now being

rural Osaki-Tajiri which focuses on rice paddy ecosystems

institutionalised and scaled up through the UNESCO

and biodiversity; and 4) Shiroishi-Shichikashuku region,

Associated Schools Project Network (ASPnet) in thefocusing on reservoir area conservation. The RCE

City of Kesennuma and in kominkans across the City ofsecretariat is hosted by Miyagi University of Education

Okayama (UNU-IAS, 2010).

(MUE), a teacher education institution which produces

The six RCEs in Japan vary tremendously in theirsustainability challenges, thematic focus, educational andthe majority of school teachers and superintendents forthe region (MUE, 2009; UNU-IAS, 2010).

learning needs, etc., as well as in their governance andmanagement structures. Japanese RCEs demonstrate

7. ESD-based learning in RCE Greater Sendaithat RCEs are shaped by local needs and priorities,

L ear ning refers to the process by which actors

offering a delightful testimony to the power of RCEs

assimilate information and update their cognitions andas a facilitative mechanism to translate a global DESD

behavior accordingly (Henry, 2009). Thought of as thevision into local contexts within which RCEs operate.

way in which information is absorbed, processed, and

RCEs individually and collectively aspire to contributeretained, it is also seen as a collaborative and reflective

to the goals of the DESD by embracing diversity withinprocess that could be extended into an inter-generational

and across them (UNU-IAS, 2010). The coordinators

dimension at the backdrop of environmental limits－ 75 －

Capacity Building for Sustainable Living Through ESD-Based Learning in a Regional Centre of Expertise (RCE)(Foster, 2010). Furthermore, learning is a way by which

over one million residents that leads to environmentally-

individuals or a group acquire capacity actionable

friendly behaviors for achieving a sustainable society,knowledge, skills values, etc. (Ofei-Manu and Skerratt,

the Forum for Environmental Education and Learning in

2009a) for adapting to unfavorable conditions. Capacity

Sendai, City of Trees (FEEL Sendai) serves as a platform

development is a process in which individuals andfor a consortium of NGO and programs that included

partners work together towards a shared vision that could“Citizens’Forum”,“Sendai Eco-challenge”,“Social

then be carried forward to develop a wide community ofExperiment on the Environment”and“Mori Mori

practice. It has been noted that RCEs could benefit from

Environment Rescue Team Program”to bring aboutcapacity assessment, as well as identification of tools

the objective through collaboration and partnerships

and methodologies if appropriate appraisals are carried

between and among NGOs, schools, universities, public

out. Developing capacity building initiatives are hence

administration (Mochizuki et al., 2005), and to somenecessary to foster transformative learning processes

extent, businesses and other stakeholders. An aspect ofin an RCE. And this is at the backdrop that education

this project granted particularly students at all levels,(and learning) is considered one of the primary tools forteachers and other citizens to actually learn throughcapacity building in most national policy strategies, andhands-on experience the City’s rich natural environment

for that matter RCEs to achieve sustainability. ESD-

and other local resources. The reader may accessbased learning therefore could be denoted as a learning

Mochizuki et al. (2005) for details. Attempts have beenprocess that is realised in the context of the principles ofmade to introduce the concepts of enhanced community

ESD and whose outcome(s) improve what are consideredparticipation (school-community partnerships) andas essential for sustainability.

community development grassroots movement or the

RCE Greater Sendai in Miyagi, Japan has beenuse of a community based approach to social change

coordinating its ESD practices and initiatives through‘machi(zukuri,’i.e.,‘town building’) (Mochizuki, 2006).

learning collaboration and partnerships among many

There are efforts by the higher education institutions,stakeholders in the formal, non-formal and (to a lesser

particularly MUE Environmental Education Centre using

extent) informal education contexts in the region.

education, research and outreach activities to assist

Although overseen by a number of institutions, its major

in the development, dissemination, implementation

promoters are MUE and Sendai City Environmental

and evaluation of sustainability education and learning

Bureau (Mochizuki, 2006). It was expanded from threeprograms with a focus on elementary and secondary

areas and one university to four areas and one university

school teachers and students in the city, and also inin October 2008 and is in limited cooperation with

Kessennuma City (MUE, 2009). Student teachers in

Tohoku University Graduate School of Environmental

MUE are currently receiving ESD training both on

Studies. MUE serves to connect these four areas, andcampus (Koganezawa, 2010) and on the field (Ofei-Manu

has also been promoting the research and development

and Shimano, 2010). MUE has introduced content onof education, teacher training, and the development ofsustainability/ESD into its curriculum with the aim thathuman resources to create a new sustainable society

the student will graduate from the university with ESD(MUE, 2009). The RCE’s ESD objectives and focal

as a“sub-major”to go out and use their profession“topoints of learning activities have been location-specifictackle the many tasks facing modern society today”

with each focal point comprising several stakeholder and(MUE, 2009). MUE has also been fostering ESD amongactors.

qualified teachers and promoting UNESCO Associated1) Sendai City: With the aim to raise the awareness of

Schools. Several local and international symposia on－ 76 －

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第 14 巻 (2012)

ESD have been held under the auspices of RCE Greater

activities that were organized; b)“Naturare 2009”

Sendai, a significant number of which have focused on

which was held in Sendai Mediatheque and involved

ESD and teacher training and/or education. Amongthe universities, research institutions, businesses,

them are: 1) Education for International UnderstandingNGOs, students and the general public. Organization of

Symposium in Miyagi held in December 2007 in MUE

a fair to showcase and sell pro-sustainability products,

to spread ESD and international understanding througha symposium followed by discussions, environmental

teachers

and also, the expansion of the UNESCO

learning activities for children, and conduction of a

Associated Schools Project (ASP) Network; 2) ESD

research survey were among the activities held; c)International Symposium held in Kessennuma and Sendai“Saponin 2010”which involved a lear ning for um

Cities on February 2009 and was focused on teacher(including brainstorming on solutions to local problems)

training in ESD.

and during which individuals and groups in the region

An efficient and effective dissemination of environmental

gave presentations on sustainability-related innovative/sustainability information using the“Tohoku Consortium

solutions to local problems they had come up with, etc.

for Environmental Education”mailing lists exists

Several other bi-lateral learning promotion activities havein MUE. Through mailing, relevant environmental/

been held between RCE Greater Sendai and domestic

sustainability information is shared particularly on

and/or international entities (MUE, 2009).

impending educational and other program activities in2) Kessennuma City, which is slowly recovering

the region. Furthermore, Tohoku University Graduate

from the Tohoku triple disaster has been active in

School of Environmental Studies in cooperation with

ESD-based learning activities in both formal and non-

MUE has been disseminating its appropriate researchformal education sectors for a relatively long time. It

results to the wider society through MUE’s network ofhas developed ESD partnerships, particularly in thefirst and second cycle schools and municipalities and also,

city schools. It also has a partnership in sustainablepromoting energy education among students and thecommunity development with respect to promotion

general public by organizing educational activities bothof fresh, locally produced food especially fish. MUE

on and off campus for residents’participation. Mostly

has been providing significant collaborative support todriven by enthusiastic teachers and/or school principals,

especially the formal sector ESD in this city.

a number of elementary schools, junior high schools and3) The Osaki-Tajiri“socio-ecological system”provides

a few high schools within and without the areas currently

a typical example of how to equip the local community

covered by RCEGS have become involved in an arraywith competencies to adopt ways in which the naturalof ESD-related activities both on and outside the school

environment can coexist with their human needs. Thispremises.

is done through (a) conservation and wise use of the

Several non-formal educational and learning activities

wetlands in the area, (b) enhancing the conservation value

are organized between the universities, researchof rice paddies as replacement habitat for wetland flora

institutions and the municipal/local environmental andand fauna, and strengthening the linkages between the

education departments, particularly in Sendai. Typicalwinter-flooded rice fields and conservation movements

examples are a)“Kankyo For um 2007”and“Theand formal education actors in the locality, (c) recovering

Environmental Forum, Sendai 2008”during which there

the socio-ecological integrity and enhancement of humanwere panel discussions by foreign resource persons living

well-being in the region (Ofei-Manu and Shimano,in the region about the environmental situations in their2010). In their paper, Ofei-Manu and Shimano (2010),

respective countries among other environmental learning

describe social learning processes in a socio-ecological－ 77 －

Capacity Building for Sustainable Living Through ESD-Based Learning in a Regional Centre of Expertise (RCE)system that occurs in Osaki-Tajiri in Miyagi, Japan. Using

importance of planting trees and preserving them andecological/thematic topics of biodiversity, ecosystems

encourage children as well as adults to become aware ofand natural resource management, they showed how inthis life-supporting infrastructure. These igune-related

Ramsar wetland-rice paddies, school-based education

activities aim to pass on the traditional knowledge about

and a great variety of non-formal and informal learning

igune household woods as well as offering a place where

facilitated the underlying processes of discovery andchildren can experience nature and a site of relaxation

action. They included how a variety of local stakeholders

for local residents (Mochizuki et al., 2005). Also, thefound methods to improve biodiversity and water

concept of“omoiyari”,“to imagine another’s feelings”

quantity and quality while eliminating pesticides andor“to be thoughtful”is closely linked to the concept ofrevitalizing the regional economy through tourism andharmony, one of the most valued principles still alive inhighly-priced organically grown agricultural produce.

Japanese society and relates to the sense of empathy andWith the main objective being capacity building throughcompassion (Mochizuki et al., 2005).

learning for sustainable/wise use of the wetlands-

It is noteworthy that sustainability-related educational

paddies goods and services, the stakeholders’ESD-

activities are also conducted‘independently’by

linked social learning processes were underpinned byother cities and towns through their city or town

their interrelations with each other through knowledge

offices with the environmental departments mostlytransfer, co-production and exchange, adaptive learningin charge. Individuals have also been independently

and awareness creation, etc., their interactions with theengaged in some sustainability initiatives. For example

biophysical/ecological components and as a consequence,

the first author of this paper conducted independent

production of outcomes including value and attitudinal

research (both‘conventional’and action research) on

change such as“sense of place and belonging”toward thesustainability in the non-formal education sector covering

natural environment, effective governance to maintaincompanies and the formal education sector covering

the integrity of the wetland-paddies agro-ecosystem,

several elementary schools, junior high schools, highreoriented method of agriculture toward sustainability,

schools and a university in particularly, South of Miyagi

and co-benefits with over-wintering birds regarding the(part of which was officially covered by RCE Greater

wetland-paddies (Ofei-Manu and Shimano, 2010).

Sendai in October 2008), Natori City and Sendai City.

4) Shiroishi/Shichikashuku area where there isPart of the work covered i) evaluation of the level ofpreservation of satoyama as a water resource, and a placesustainability knowledge in the education and businessfor nature experiential learning (Koganezawa, 2010).

sectors, ii) gender and environment in the workplace,

Similar to the the satoyama concept, (Ofei-Manuiii) evaluation of the sustainability of companies andand Satoshi, 2010), the igune concept is a model

schools in the sampled areas, and iv) comparative study

for sustainable living and plays an important roleto elucidate whether the knowledge of environmental

as windbreak forests in protecting the residences

impact(s) of meat production on production systems andagainst storm, fire, and crimes. At the same time, theits link to climate change, deforestation and biodiversity

residents utilize igune as fuel, livestock feed, fertilizer,

loss will affect students attitudes and/or behaviors

construction materials, and food to sustain their daily

towards meat consumption. In some of the studies,

lives. Igune not only provides a scenic landscapelearning to acquire co-produced knowledge (and values)

throughout the year but can be utilized as a tool forthrough knowledge exchange and value transfer in the

educating about sustainability. Igune exploration tours

form of“question and answer time”occurred.

are organised by NGOs to teach children about the

RCE Greater Sendai’s ESD learning initiatives have
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宮城教育大学 環境教育研究紀要

第 14 巻 (2012)not only been at the regional level but also at thecapacity (outcomes). As the Decade draws to a close, theinternational level. For example, in 2008 and 2009,

focus will be on how the types, strategies and methods

RCE Greater Sendai organised the ESD Asian RCEof education and learning processes of the initiatives are

Leaders Youth (EARLY) meetings bringing togetheraligned to ESD, how they have contributed to building

youth representatives from various Asian RCEs forcapacity of the locals and consequently, promoted SD. In[educational/learning] exchange through participation,that vein, appropriate indicators must be identified andcollaboration and networking (Ofei-Manu and Shimano,baselines set during the capacity assessment phase of2010). Commencing in 2002, Omose Elementary School

the capacity development process, and incorporated into

implemented a Japan-America collaborative“Inquiry-

the capacity assessment tool. It should be noted however,Based Environmental Education Program”that utilizedthat the variety of activities that RCEs undertake might

the abundant shoreline environment in a theme about

make it difficult to create a common framework forhumans and their livelihoods (AGEPP, 2007) . Part

assessment (UNU, 2011) .

of the aim was to foster global communication and

There is the need for further improvement regarding
identifying more teaching and learning methods and also,

understanding with other schools especially in USA.
In summary, identifiable social and individual learning

other levers for capacity building in RCE Greater Sendai.

processes in RCE Greater Sendai include co-production

Some targets and levers for improvements are discussedof actionable knowledge through knowledge transfer/

below.

exchange, experiential (and cognitive) lear ning,

1) Effective pedagogy and curriculum should include 1)

community learning, cooperative learning, adaptive

sustainability “progressive”() pedagogy and integrative

learning and co-management (Ofei-Manu and Shimano,

curriculum with participatory and inclusive processes2010), service learning and‘nature’learning based(Cotton and Winter, 2010); 2) a student-centred andon traditional knowledge. The ESD-based learninginteractive enquiry-based pedagogy and content that use‘concept’on the other hand is fraught with challenges,

the environment and community as learning resources; 3)

particularly 1) the challenge of understanding complexity

a pedagogy and curriculum that emphasize social learningas it relates to the planet; 2) the challenge of moderating

particularly experiential and interdisciplinary learningnormative belief and value conflict; 3) the challenge ofat the individual and group levels and produce skills likelinking knowledge with action; and 4) the challenge ofcritical thinking, complex, systems and holistic thinking,producing new values for sustainability (Henry, 2009).

trans disciplinary thinking and cooperation, adaptability

However, the importance of grassroots capacity building

to change, etc. With respect to the recent Tohoku triple

towards sustainability using these learning processes indisaster, hereafter, disaster risk reduction education

an RCE cannot be overemphasized.

should be central regarding ESD in the region.
Since sustainability literate teachers would play a crucial

8. Some points to consider looking aheadrole in the eventual success of ESD and particularly

As already stated, the goals of UNESCO, the Japanesebuilding capacity of the students, and even though thisGovernment and the RCE Community for the second half

has begun in MUE, more capacity building efforts throughof the UN DESD strongly emphasize capacity building

provision of in-service ESD training for teachers is also

through education and learning and also the urgent

important as a report indicated that 67.0% of teachers

need to put monitoring and evaluation systems in place

within RCE Greater Sendai just over three years ago

to measure both the effectiveness of specific capacity

did not even know that the Center for Environmental

development strategies (outputs) as well as changes in

Education in MUE served as teachers’resource center－ 79 －

Capacity Building for Sustainable Living Through ESD-Based Learning in a Regional Centre of Expertise (RCE)for environmental education (Ofei-Manu and Skerratt,for improvement. Also, corporate support for RCEs,

2009a) .

particularly funding has generally been weak. For a2) On participation, there has been less than satisfactory

start, the business-education sector collaboration, if

involvement of the media in general which is no wonder

successful is capable of being self-sustaining as the firms

the level of knowledge of the existence of RCE Greatercan provide the necessary funds to support the learning

Sendai and other sustainability terms was still low three

activities. Generally, business could contribute toyears after the first survey (Ofei-Manu and Skerratt

advancing ESD activities in RCE Greater Sendai by using

2009 a, b) about the same subject had been done (Ofei-

its ample financial and other resources, technologies andManu, P. unpublished data). A more effective engagement

members of their workforce who are knowledgeable inwith the media by RCE Greater Sendai at its governancesustainability issues.

level might serve as an incentive in enhancing their

4) There is the need to incorporate other ESD

involvement. Also, increased participation of the generalrelated activities not necessarily sanctioned by RCE

public in sustainability/ESD activities in the region

Greater Sendai into what is‘officially’acknowledged.

could be enhanced if more of the media get involved andA mechanism should be put in place where all ESD/

increase their coverage on sustainability/ESD issues

sustainability activities could be integrated to avoid(Ofei-Manu and Skerratt, 2009a).

repetition and to increase resource use efficiency among

3) Regarding collaboration and partnerships, one aspect

actors/stakeholders. In addition, since the currentof RCE Greater Sendai (and this is true with othersustainability/ESD capacity is generally low, a processRCEs) that has been least examined is capacity building

to attract available but‘hidden’resource persons toof the youth (particularly students) in collaboration

assume various roles in the region will be good. The

and partnership with the business sector. Bridging the“Forum of Persons in Charge of Domestic RCE”held inbusiness and education sectors using ESD-based social/2009 (MUE, 2009) is a step in the right direction.

experiential learning/service learning could be done with

5) With respect to research, the need for a collaborative

respect to the practical use of the government-mandated

sustainability research and learning that involves‘Period of Integrated Studies’(PIS) in the Japanese

the active participation of the“researcher”and theprimary and secondary school curriculum. Effectively“researched”cannot be overemphasized. In this vein,linking PIS to company visits by schools and reverse

RCE Greater Sendai could team up with UNU-IAS since

visits to schools by competent company personnel

they are showing significant interest in this aspect(Ofei-Manu and Shimano, 2011), to promote sustainable

use the Osaki-Tajiri“socio-ecological system”as aproduction and consumption and responsible lifestyles

flagship social learning case in addition to other cases

will be a step in the right direction.

(Ofei-Manu and Shimano, 2010).

toAlthough the business and education sectors are6) In terms of influencing policy, the governancecrucial in helping RCE Greater Sendai attain its DESD

structure of the Steering Committee should have agoals, it could be said based on past evaluation thatstrong influence on the nature of multiparty/stakeholder

sustainability or ESD as a concept has not been wholly

cooperation and ESD-based learning processes in theincorporated into the mainstream activities and programs

RCE. For example, its role as the governing authorityof most organizations in these two sectors (Ofei-Manu

and therefore taking local ownership of the ESD concept

and Skerratt, 2009a, b; Ofei-Manu and Shimano, 2012).

as well as its implementation in consultation with the

As a result, the effort by RCE Greater Sendai to bring

local/municipal authorities is important (Ofei-Manu andbusiness into the core of its activities has more room

Shimano, 2011). It should try and do away with invisible－ 80 －

宮城教育大学 環境教育研究紀要

第 14 巻 (2012)

competition/power struggle between the education andare capable of serving as levers for capacity building (i.e.

the environmental ministries that moves down throughinstitutional mandates, visions and goals, management

the environmental bureaus of cities and towns and thestructure, involvement of leadership, engagement

corresponding boards of education when it comes to ESD

of actors, R&D, knowledge sharing, strategies for

implementation especially in schools. By encouraging

collaboration, etc. (Fadeeva et al., 2005). RCE Greaterinteragency collaboration, this could be a major entry

Sendai can use these elements to facilitate capacity

point for capacity development. The currently existingdevelopment through partnerships between the formal

methods of assessment encourage and reward roteand non-formal and informal education settings acrosslearning based on knowledge competence testing.

all sectors and provide research, learning and other

They fail to measure the affective aspects of learning

opportunities for all existing components of society.

like values, perception, attitudes, etc. of students andAs the Government of Japan looks forward to host, jointly

hence result in the waning of interests of students inwith UNESCO, the end-of-decade world conference on

ESD up the education ladder. This will require a major

ESD in 2014 in Aichi/Nagoya which will be preceded bypolicy shift from the government and higher education

the hosting of the 9th Global RCE Conference by RCE

institutions to make any impact. Also, the local school

Okayama, it is expected that Japanese RCEs will enhanceboard of education is a major entry point for the failure

collaboration among themselves as well as with RCEs

and success of ESD implementation in schools. The

in the rest of the world. As RCE Greater Sendai looks

current communication between the boards of education

to the future and what lay beyond 2014, it is expected

and school teachers need improvement in addition

that using appropriate and measurable indicators based

to some level of flexibility from the former. Overall,on‘tested’elements of learning performance, it would

influence of bureaucratic systems, and poor public accessbecome the main identifier and purveyor of the local best

to information which can impede social learning (Ofei-

practices, success stories and data around the impact ofManu and Shimano, 2011), are some of things that should

education on sustainability.

be discouraged. The list above is not exhaustive but is toserve as representation of several issues that have to be* The overall discussion is in light of the deliberations

addressed and/or improved.

that took place at the just ended 6th Global RCE
Conference in Kerkrade in Europe.

9. Conclusion
Recently, the idea that governments only are the

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