Roles of Regional Centres of Expertise on Education for Sustainable Development

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.

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

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2021/v34i930352 ◽

2021 ◽

pp. 1-11

Author(s):

Nancy Ng’ang’a ◽

Ruth Thinguri ◽

Ayub Macharia

Keyword(s):

Sustainable Development ◽

Quantitative Data ◽

Simple Random Sampling ◽

Target Population ◽

Education For Sustainable Development ◽

Funding Mechanism ◽

Main Challenge ◽

Governance Practice ◽

Practice Implementation ◽

Centres Of Expertise

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.

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

Environment Technology Resources Proceedings of the International Scientific and Practical Conference ◽

10.17770/etr2013vol1.839 ◽

2015 ◽

Vol 1 ◽

pp. 246

Author(s):

Efim Vyshkin

Keyword(s):

Sustainable Development ◽

Education For Sustainable Development ◽

Regional Studies ◽

State University ◽

National Education ◽

Development Methodology ◽

National Education Systems ◽

Geographical Economic ◽

Centres Of Expertise ◽

United Nation

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.

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Regional centres of expertise as mobilising mechanisms for education for sustainable development

The challenge of sustainability ◽

10.2307/j.ctt1t894qh.16 ◽

2017 ◽

pp. 181-204

Author(s):

Roger A. Petry ◽

Lyle M. Benko ◽

Takaaki Koganezawa ◽

Tomonori Ichinose ◽

Mary Otieno ◽

...

Keyword(s):

Sustainable Development ◽

Education For Sustainable Development ◽

Centres Of Expertise

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

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2021/v23i430561 ◽

2021 ◽

pp. 1-12

Author(s):

Nancy Ng’ang’a ◽

Ruth Thinguri ◽

Ayub Macharia

Keyword(s):

Sustainable Development ◽

Quantitative Data ◽

Community Outreach ◽

Collaborative Governance ◽

Education For Sustainable Development ◽

Outreach Programs ◽

Qualitative And Quantitative ◽

Descriptive Survey ◽

Practice Implementation ◽

Centres Of Expertise

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.

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