Related Award Page
1. Project Title:
Whole-Institution approach of RCE Greater Dhaka through Water Reuse, Biodiversity Conservation and Youth Mobilization in Commitment to GAP (Global Actions Programme)
2.Thematic area/s addressed by the project:
Biodiversity, Climate Change (CC), Health and Nutrition, Sustainable Consumption and Production (SCP), Youth
3.Project Partner Contact Information :
Organization:
Centre for Global Environmental Culture, IUBAT University
Role:
Coordinate the project
Main Contact:
Coordinator RCE Greater Dhaka
Name:
Professor Mohammed Ataur Rahman
Affiliation:
Director, Centre for Global Environmental Culture, IUBAT University
Email:
Alternative project contact:
Name:
Professor M Alimullah Miyan
Affiliation:
Chairperson, RCE Greater Dhaka, Vice Chancellor, IUBAT University
Email:
4. Project Type:
Engaging with transformative learning and research for SD, Contributing to community engagement, Contributing to capacity development of stakeholders and partners
5.Project Description Provide a short description of the project including regional challenges it addresses, its aims as well as project activities/strategies :
Getting fresh water is a big crisis in South Asian Region. Water is being polluted by industrial effluents and domestic wastes which are discharged into the water-bodies. One-way use of underground water has been diminishing the fresh water aquifers and groundwater table is declining at an alarming rate. Another important issue is the quick loss of biodiversity due to human pressure and modern high chemical input-based agriculture for short term benefit. A great number of youths are underutilized and they need training on sustainable practices. In combating these challenges to pursue Sustainable Development Goals (SDGs), RCE Greater Dhaka has been taking various steps according to Global Actions Programme (GAP) to speed up SDGs through sustainable education. Among the five priority action areas of GAP, it includes integrating sustainability practices into education and training (whole-institution approaches), empowering and mobilizing the youths.
RCE Greater Dhaka is playing an important role in disseminating sustainable education to students, youths and community. The sustainability practices that the institute has taken so far are promoting compulsory sustainability education for the undergraduates, practicing in its green campus. The sustainability education includes saving natural resources, i.e., energy, water, food, waste recycling; organic farming, solar electricity, campus biodiversity and recently added greywater treatment plant to reuse greywater from washroom and cafeteria for watering the gardens and lawns. Moreover, RCE Greater Dhaka has been encouraging rainwater harvesting from the buildings and storing in the pond for multipurpose research, e.g. fish cultivation, duck and live stocks farming and to recharge groundwater.
RCE Greater Dhaka has organized a youth forum who is actively working on cleaning Uttara, segregation of waste at source, and recycling; roof top and kitchen gardening to have fresh and organic vegetables and fruits, planting medicinal and fruit trees; awareness building on Biodiversity and for keeping functional ecosystem services. Moreover, ESD trained youth group has taken a yearlong “Save the Planet Earth and Keep the Ecosystem Services Functional” program in the schools and colleges, on the occasion of nationwide celebration of Silver Jubilee of IUBAT University, the host organization of RCE Greater Dhaka.
6.Project Status :
On Going
Description:
It is a multidisciplinary project has been started in 2014.
7.Provide references and reference materials :
Duration of project:
2014-01-01
Describe coordination and management of the project. Please also reflect how the RCE as a network organization has contributed to the project and the challenges involved, if any
The Coordinator of RCE Greater Dhaka coordinates among the members of RCE Greater Dhaka network. The CGEC is the host organization which is implementing the project along with Green Savers Association and RCE Greater Dhaka Youth Group. RCE Greater Dhaka along with Government’s Department of Environment (DoE) and Dhaka City Corporation (DCC), North, have been working under a collaboration to solve the crises and to train the youth with sustainability practices.
RCE Greater Dhaka is playing a crucial role in disseminating sustainable education to students, youths and community. The sustainability practices those are implemented so far are promoting compulsory sustainability education for the undergraduates and youths, practicing in its green campus. The sustainability education includes saving natural resources, i.e., energy, water, food, waste recycling; organic farming, solar electricity, campus biodiversity and recently added greywater treatment plant to reuse greywater from washroom and cafeteria for watering the gardens and lawns. Moreover, rainwater harvesting from the buildings and storing in the pond (large water reservoir) for multipurpose research, e.g. fish cultivation, duck and live stocks farming and to recharge groundwater.
RCE Greater Dhaka has organized a youth forum who is actively working on cleaning Uttara, segregation of waste at source, and recycling; planting trees especially medicinal and fruit trees; awareness building on Biodiversity and for keeping functional ecosystem services. Moreover, ESD trained youth group has taken a yearlong “Save the Planet Earth and Keep the Ecosystem Services Functional” program in the schools and colleges.
What are the current results of the project in terms of outputs (e.g. publications, developed practices, course materials)?
RCE Greater Dhaka has developed a course curriculum for the mandatory ESD practices of all undergraduate students. The primary objective of the course is to create awareness among the students of all disciplines about the fundamental details of environmental factors, importance, changes and adaptation towards sustainability. The course aims for sustainable utilization and practice of knowledge for improvement of livelihoods that are influencing on adaptation with their surroundings. Sustainable development refers to "development that meets the needs of the present without compromising the ability of future generations to meet their own needs." This development philosophy will be cultured in this course by some sustainable practices such as waste management through 3R’s: Reduce, Reuse, and Recycle; and behavioral changes to low energy consumption of electricity, and rational use of water and other resources will be cultured. We would like to focus a life-long learning of sustainable practices in all walks of life with the hope that a graduate with knowledge of environment and sustainable behavior will contribute to the future sustainable world. The major components of the course are listed below: Concept and Importance of Environmental Science; Natural Resources and Basic Needs of Human being, Environmental Factors: Problems and their Causes, Fundamental of Environment and its components: Living and non-living, Population and Environment Biogeochemical Cycles: Degradation and Synergism, Ecosystems and its Components, Ecosystem Services, Habitat and Adaptation Biodiversity and Biogeography, Sustainability Environmental Pollution: Soil, Air and Water Pollution Global Warming and Climate change, Human health, Epidemics and Toxicology Agriculture and Environment Industrialization, Urban Environment & Waste Management, Environmental Health and Safety in Working Field and Factory; UN Agenda 2030: Sustainable Development Goals (SDG)
What are the expected/confirmed outcomes (e.g. impact of the project)?
Dhaka is the 18th most populated city in the world. Due to unplanned urbanization and industrialization the environmental condition of this city has been deteriorated severely and now Dhaka is one of the unlivable cities in the world. One of the main reasons is the scarcity of greenery. IUBAT University is situated in Uttara Model Town of Dhaka metropolitan area which lacks biodiversity predominantly. However, the campus was established in 2005 on a barren land. RCE Greater Dhaka started its biodiversity activities to introduce indigenous and exotic species in the campus for greening the campus with biodiversity and has developed an eco-campus. The green campus has 86 varieties of tree species with a total number of 777 on an area of 2.6 hectares [3]. Moreover, the campus is a learning laboratory for the students for various herbs, under-utilized crops and ornamental plants, and it becomes a habitat of thousands of birds. This is done with the administrative support from the university whose initial plan was to make a green campus. These perennials plants include local and exotic species. This also plays as a laboratory for identification of plants to the students who have very little knowledge about plants.
14. Are there any unexpected/unplanned results achieved by your project? If yes, briefly describe or list them . Character count:
The most unexpected result is all members’ participation in roof top and kitchen gardening. Previous study showed that the urban gardening is only for hobby but now it is found that all family members are enjoying working in the roof top, kitchen and front and backyard gardening. It is really a big positive result on biodiversity conservation and food and nutrition sectors and ultimately in having fresh breath and food and nutrients.
What are the remaining challenges and/ or limitations for further development?
Among the challenges the availability of logistics viz. soil, compost and saplings. RCE Greater Dhaka partner the Green Savers has collected two vehicles, 9 bicycles and one motorbike for its Plants’ Doctor Program to give services to the urban farmers and roof top gardeners but these are not sufficient to provide services to the huge city community.
There are millions of youths in RCE Greater Dhaka who are the potential strength of the country but in most cases they are underutilized needs more motivation to participate as a workforce.
16. What is the project’s contribution to innovative and transformative educational processes for sustainable development (espe:
Water reuse by greywater recycling plant:
One way use of freshwater makes it nearly exhaustible in the country and in the Dhaka city the situation is worst due to one way consumption of freshwater every day by its 20 million people. There is no practice of reuse of greywater (used water) in the cities. Reuse of water could considerably decrease the pressure on fresh water. In the country, alarmingly groundwater level is decreasing at a rate one meter a year. In this situation no other option is open for us except reusing of greywater. Greywater recycling plant is a novel method of treating used water and makes it fresh. Recently operated Greywater treatment plant in IUBAT is saving 10500 liters of water every day.
Youth engagement: During the 8th Global RCE Meeting in Philippines, 2015, RCE Greater Dhaka was leading the Youth Session. It was focused that community or social work should be given to the students as a part of their environmental sustainability coursework. This action oriented course helps to improvise students’ capacity to work for critical environmental issue, real learning of sustainability and finally an empathetic outlook for their surrounding community. This was practiced in summer and spring semesters of 2015 and 2016, respectively, in IUBAT. Projects works were distributed among 300 students with the guidance of course instructor. The overall idea lies on the engagement of active youth in some creative, socially interactive, sustainable project work to bring positive outcome to both on learning and social involvement. It has found that energetic and innovative students have done some excellent work for environment and the overall outcome of the projects.
IUBAT University is the central hub of many educational institutes like primary and secondary schools and colleges. Under the youth mobilization program, IUBAT university campus and its surrounding 80 km radius area are considered as an active zone of awareness which is materialized by the continuous engagement of youths in and outside campus. The goal of the program is to educate the students of all schools and colleges on ESD practices to produce skilled human resource for ensuring sustainable development in this active zone. Beside this, organizing annual youth conference in the RCE Greater Dhaka is one of the responsibilities of the youth mobilization program. In this conference, participatory approaches are used to exchange the views and ideas among the participants who are coming from different educational institutions [5].
Youth Forum, a student organization of RCE Greater Dhaka formed on 17th September, 2015 to operate all youth related activities for a sustainable world. It has been acting as a catalyst to accelerating sustainable activities viz. tree plantation, cleaning campaign, school outreach, community engagement and youth leadership for taking future challenges of the earth. This is a volunteer organization involving all faculty members of the Department of Environmental Science as advisors and funded by IUBAT University and local partners to train up youths for sustainable leadership.
Plants’ Doctor Program is a great achievement to popularize urban gardening especially roof top gardening involving hundreds of children, senior citizens women and youths. They are enthusiastically producing vegetables, fruits, and spices and also growing ornamental and medicinal plants. Already established1100 roof top gardens and covered 60% houses of Mirpur DOHS area and achieved 35% self sufficiency in vegetable production in 2016. Top floor room temperature has been recorded 2-3° C less than that of the house without roof top garden. Received Joy Bangla Youth National Award in 2015.
17. How can you upscale and mainstream ESD and SD practices of the project and allow it to be used in other practices and contex:
The Global Action Programme focuses on five priority action areas in order to enable strategic focus and stakeholder commitment. These action areas, which build on successes, challenges and “unfinished business” of the United Nations Decade, are considered as key leverage points to advance the ESD agenda. While ESD action at all levels and in all areas of education and sustainable development is encouraged, action under this Global Action Programme focuses.
Promote whole-institution approaches to ESD at all levels and in all settings. Whole-institution, or institution-wide, approaches require not only the reorientation of teaching content and methodology, but also campus and facility management that is in line with sustainable development as well as the cooperation of the institution with sustainable development stakeholders in the community in particular in the areas of higher education and secondary schools. These need to be scaled up and expanded to other levels and types of education, including early childhood care and education, technical and vocational education and training and the non-formal education of youth and adults. Educators are one of the most important levers to foster educational change and to facilitate learning for sustainable development. There is therefore an urgent need to build the capacity of educators, as well as trainers and other change agents, on relevant issues related to sustainable development and appropriate teaching and learning methodologies
In SD, support youth in their role as change agents for sustainable development through ESD. Youth have a high stake in shaping a better future for themselves and generations after. Moreover, youth are today increasingly drivers of the educational process, especially in non-formal and informal learning. In these Goals and targets, a supremely ambitious and transformational vision has been set up. It envisages a world free of poverty, hunger, disease and want, where all life can thrive; a world free of fear and violence; a world with universal literacy. A world with equitable and universal access to quality education at all levels, to health care and social protection, where physical, mental and social well-being are assured. A world where it reaffirms the commitments regarding the human right to safe drinking water and sanitation and where there is improved hygiene; and where food is sufficient, safe, affordable and nutritious. A world where human habitats are safe, resilient and sustainable and where there is universal access to affordable, reliable and sustainable energy. Thus the ESD, GAP and SDGs are scaled up to contribute implementation of GAP.
How does you project contribute institutional and policy reforms as part of sustainability change? (Character count 500 words):
Whole-institution approach refers to the second priority area of Global Action Programme (GAP) in transforming learning and training environments. In this respect RCE Greater Dhaka is taking whole-institution approach in its IUBAT University campus and transmitting the knowledge in the greater community of the country. The university campus is a green campus with plenty of biodiversity, cultivating resource saving initiatives and mobilizing youth in various schools surrounding the campus by sustainable entrepreneurship skill development. This initiative is unique in the context of Bangladesh where RCE Greater Dhaka is the single RCE in the country spreading sustainable education.
How does your project further improve capacities of various partners and stakeholders on the theme?
RCE Greater Dhaka has been maintaining close connection with UN organizations like UNU-IAS, UNESCO, FAO, FoWO, WWOOF, IFOAM; RCE World and Regional Centres, International Research Groups like Gobeshona, TERI, NGOs and also local governments and Department of environment and Local partners and every year it is expanding its activities. Since it is a multidisciplinary program the expertise from different sectors are being exercised to get the maximum output. For further improvement, more collaboration is under progress, more interaction and cooperation will be made for implementation of the works and programs.
What is the significance of this project for developing global linkages in order to strengthen activities in this area?
The significance of this project for developing global linkages are the exchange and marketing of sustainability skilled youths, water reuse technology and better ideas for urban gardening. This will create global linkages and will strengthen the activities in this area.
21. What is novel about the project within the RCE network and what could other RCEs learn from this experience? (Answer only if:
The project has been formulated on the basis of the most important criteria like Water, Food and nutrition, Biodiversity and Youth mobilization which are the critical issues now in this region and will be more important in the future. The project has started for implementation of the practices and to spread throughout the nation and in the region. The other RCEs should also setup such project based on critical importance and present and immediate future’s needs.
22. What is the significance of this project for the region? How important are its results for its particular project category?:
RCE Greater Dhaka is the most highly populous RCE in the world and in South Asia it is significantly contributing to develop huge sustainable practices among the many odds. This whole institute approach program is mobilizing the youths, students, administrators and faculties in multiple direction in water reusing, recycling wastes, biodiversity conservation and in health and nutrition and it is covering SDG Goals: 2,3,4,5,6,11,13, 15 and 17. It is a unique project time bounded and in need.
1. Project Title:
Whole-Institution approach of RCE Greater Dhaka through Water Reuse, Biodiversity Conservation and Youth Mobilization in Commitment to GAP (Global Actions Programme)
2.Thematic area/s addressed by the project:
Biodiversity, Climate Change (CC), Health and Nutrition, Sustainable Consumption and Production (SCP), Youth
3.Project Partner Contact Information :
Organization:
Centre for Global Environmental Culture, IUBAT University
Role:
Coordinate the project
Main Contact:
Coordinator RCE Greater Dhaka
Name:
Professor Mohammed Ataur Rahman
Affiliation:
Director, Centre for Global Environmental Culture, IUBAT University
Email:
Alternative project contact:
Name:
Professor M Alimullah Miyan
Affiliation:
Chairperson, RCE Greater Dhaka, Vice Chancellor, IUBAT University
Email:
4. Project Type:
Engaging with transformative learning and research for SD, Contributing to community engagement, Contributing to capacity development of stakeholders and partners
5.Project Description Provide a short description of the project including regional challenges it addresses, its aims as well as project activities/strategies :
Getting fresh water is a big crisis in South Asian Region. Water is being polluted by industrial effluents and domestic wastes which are discharged into the water-bodies. One-way use of underground water has been diminishing the fresh water aquifers and groundwater table is declining at an alarming rate. Another important issue is the quick loss of biodiversity due to human pressure and modern high chemical input-based agriculture for short term benefit. A great number of youths are underutilized and they need training on sustainable practices. In combating these challenges to pursue Sustainable Development Goals (SDGs), RCE Greater Dhaka has been taking various steps according to Global Actions Programme (GAP) to speed up SDGs through sustainable education. Among the five priority action areas of GAP, it includes integrating sustainability practices into education and training (whole-institution approaches), empowering and mobilizing the youths.
RCE Greater Dhaka is playing an important role in disseminating sustainable education to students, youths and community. The sustainability practices that the institute has taken so far are promoting compulsory sustainability education for the undergraduates, practicing in its green campus. The sustainability education includes saving natural resources, i.e., energy, water, food, waste recycling; organic farming, solar electricity, campus biodiversity and recently added greywater treatment plant to reuse greywater from washroom and cafeteria for watering the gardens and lawns. Moreover, RCE Greater Dhaka has been encouraging rainwater harvesting from the buildings and storing in the pond for multipurpose research, e.g. fish cultivation, duck and live stocks farming and to recharge groundwater.
RCE Greater Dhaka has organized a youth forum who is actively working on cleaning Uttara, segregation of waste at source, and recycling; roof top and kitchen gardening to have fresh and organic vegetables and fruits, planting medicinal and fruit trees; awareness building on Biodiversity and for keeping functional ecosystem services. Moreover, ESD trained youth group has taken a yearlong “Save the Planet Earth and Keep the Ecosystem Services Functional” program in the schools and colleges, on the occasion of nationwide celebration of Silver Jubilee of IUBAT University, the host organization of RCE Greater Dhaka.
6.Project Status :
On Going
Description:
It is a multidisciplinary project has been started in 2014.
7.Provide references and reference materials :
Describe coordination and management of the project. Please also reflect how the RCE as a network organization has contributed to the project and the challenges involved, if any
The Coordinator of RCE Greater Dhaka coordinates among the members of RCE Greater Dhaka network. The CGEC is the host organization which is implementing the project along with Green Savers Association and RCE Greater Dhaka Youth Group. RCE Greater Dhaka along with Government’s Department of Environment (DoE) and Dhaka City Corporation (DCC), North, have been working under a collaboration to solve the crises and to train the youth with sustainability practices.
RCE Greater Dhaka is playing a crucial role in disseminating sustainable education to students, youths and community. The sustainability practices those are implemented so far are promoting compulsory sustainability education for the undergraduates and youths, practicing in its green campus. The sustainability education includes saving natural resources, i.e., energy, water, food, waste recycling; organic farming, solar electricity, campus biodiversity and recently added greywater treatment plant to reuse greywater from washroom and cafeteria for watering the gardens and lawns. Moreover, rainwater harvesting from the buildings and storing in the pond (large water reservoir) for multipurpose research, e.g. fish cultivation, duck and live stocks farming and to recharge groundwater.
RCE Greater Dhaka has organized a youth forum who is actively working on cleaning Uttara, segregation of waste at source, and recycling; planting trees especially medicinal and fruit trees; awareness building on Biodiversity and for keeping functional ecosystem services. Moreover, ESD trained youth group has taken a yearlong “Save the Planet Earth and Keep the Ecosystem Services Functional” program in the schools and colleges.
What are the current results of the project in terms of outputs (e.g. publications, developed practices, course materials)?
RCE Greater Dhaka has developed a course curriculum for the mandatory ESD practices of all undergraduate students. The primary objective of the course is to create awareness among the students of all disciplines about the fundamental details of environmental factors, importance, changes and adaptation towards sustainability. The course aims for sustainable utilization and practice of knowledge for improvement of livelihoods that are influencing on adaptation with their surroundings. Sustainable development refers to "development that meets the needs of the present without compromising the ability of future generations to meet their own needs." This development philosophy will be cultured in this course by some sustainable practices such as waste management through 3R’s: Reduce, Reuse, and Recycle; and behavioral changes to low energy consumption of electricity, and rational use of water and other resources will be cultured. We would like to focus a life-long learning of sustainable practices in all walks of life with the hope that a graduate with knowledge of environment and sustainable behavior will contribute to the future sustainable world. The major components of the course are listed below: Concept and Importance of Environmental Science; Natural Resources and Basic Needs of Human being, Environmental Factors: Problems and their Causes, Fundamental of Environment and its components: Living and non-living, Population and Environment Biogeochemical Cycles: Degradation and Synergism, Ecosystems and its Components, Ecosystem Services, Habitat and Adaptation Biodiversity and Biogeography, Sustainability Environmental Pollution: Soil, Air and Water Pollution Global Warming and Climate change, Human health, Epidemics and Toxicology Agriculture and Environment Industrialization, Urban Environment & Waste Management, Environmental Health and Safety in Working Field and Factory; UN Agenda 2030: Sustainable Development Goals (SDG)
What are the expected/confirmed outcomes (e.g. impact of the project)?
Dhaka is the 18th most populated city in the world. Due to unplanned urbanization and industrialization the environmental condition of this city has been deteriorated severely and now Dhaka is one of the unlivable cities in the world. One of the main reasons is the scarcity of greenery. IUBAT University is situated in Uttara Model Town of Dhaka metropolitan area which lacks biodiversity predominantly. However, the campus was established in 2005 on a barren land. RCE Greater Dhaka started its biodiversity activities to introduce indigenous and exotic species in the campus for greening the campus with biodiversity and has developed an eco-campus. The green campus has 86 varieties of tree species with a total number of 777 on an area of 2.6 hectares [3]. Moreover, the campus is a learning laboratory for the students for various herbs, under-utilized crops and ornamental plants, and it becomes a habitat of thousands of birds. This is done with the administrative support from the university whose initial plan was to make a green campus. These perennials plants include local and exotic species. This also plays as a laboratory for identification of plants to the students who have very little knowledge about plants.
14. Are there any unexpected/unplanned results achieved by your project? If yes, briefly describe or list them . Character count:
The most unexpected result is all members’ participation in roof top and kitchen gardening. Previous study showed that the urban gardening is only for hobby but now it is found that all family members are enjoying working in the roof top, kitchen and front and backyard gardening. It is really a big positive result on biodiversity conservation and food and nutrition sectors and ultimately in having fresh breath and food and nutrients.
What are the remaining challenges and/ or limitations for further development?
Among the challenges the availability of logistics viz. soil, compost and saplings. RCE Greater Dhaka partner the Green Savers has collected two vehicles, 9 bicycles and one motorbike for its Plants’ Doctor Program to give services to the urban farmers and roof top gardeners but these are not sufficient to provide services to the huge city community.
There are millions of youths in RCE Greater Dhaka who are the potential strength of the country but in most cases they are underutilized needs more motivation to participate as a workforce.
16. What is the project’s contribution to innovative and transformative educational processes for sustainable development (espe:
Water reuse by greywater recycling plant:
One way use of freshwater makes it nearly exhaustible in the country and in the Dhaka city the situation is worst due to one way consumption of freshwater every day by its 20 million people. There is no practice of reuse of greywater (used water) in the cities. Reuse of water could considerably decrease the pressure on fresh water. In the country, alarmingly groundwater level is decreasing at a rate one meter a year. In this situation no other option is open for us except reusing of greywater. Greywater recycling plant is a novel method of treating used water and makes it fresh. Recently operated Greywater treatment plant in IUBAT is saving 10500 liters of water every day.
Youth engagement: During the 8th Global RCE Meeting in Philippines, 2015, RCE Greater Dhaka was leading the Youth Session. It was focused that community or social work should be given to the students as a part of their environmental sustainability coursework. This action oriented course helps to improvise students’ capacity to work for critical environmental issue, real learning of sustainability and finally an empathetic outlook for their surrounding community. This was practiced in summer and spring semesters of 2015 and 2016, respectively, in IUBAT. Projects works were distributed among 300 students with the guidance of course instructor. The overall idea lies on the engagement of active youth in some creative, socially interactive, sustainable project work to bring positive outcome to both on learning and social involvement. It has found that energetic and innovative students have done some excellent work for environment and the overall outcome of the projects.
IUBAT University is the central hub of many educational institutes like primary and secondary schools and colleges. Under the youth mobilization program, IUBAT university campus and its surrounding 80 km radius area are considered as an active zone of awareness which is materialized by the continuous engagement of youths in and outside campus. The goal of the program is to educate the students of all schools and colleges on ESD practices to produce skilled human resource for ensuring sustainable development in this active zone. Beside this, organizing annual youth conference in the RCE Greater Dhaka is one of the responsibilities of the youth mobilization program. In this conference, participatory approaches are used to exchange the views and ideas among the participants who are coming from different educational institutions [5].
Youth Forum, a student organization of RCE Greater Dhaka formed on 17th September, 2015 to operate all youth related activities for a sustainable world. It has been acting as a catalyst to accelerating sustainable activities viz. tree plantation, cleaning campaign, school outreach, community engagement and youth leadership for taking future challenges of the earth. This is a volunteer organization involving all faculty members of the Department of Environmental Science as advisors and funded by IUBAT University and local partners to train up youths for sustainable leadership.
Plants’ Doctor Program is a great achievement to popularize urban gardening especially roof top gardening involving hundreds of children, senior citizens women and youths. They are enthusiastically producing vegetables, fruits, and spices and also growing ornamental and medicinal plants. Already established1100 roof top gardens and covered 60% houses of Mirpur DOHS area and achieved 35% self sufficiency in vegetable production in 2016. Top floor room temperature has been recorded 2-3° C less than that of the house without roof top garden. Received Joy Bangla Youth National Award in 2015.
17. How can you upscale and mainstream ESD and SD practices of the project and allow it to be used in other practices and contex:
The Global Action Programme focuses on five priority action areas in order to enable strategic focus and stakeholder commitment. These action areas, which build on successes, challenges and “unfinished business” of the United Nations Decade, are considered as key leverage points to advance the ESD agenda. While ESD action at all levels and in all areas of education and sustainable development is encouraged, action under this Global Action Programme focuses.
Promote whole-institution approaches to ESD at all levels and in all settings. Whole-institution, or institution-wide, approaches require not only the reorientation of teaching content and methodology, but also campus and facility management that is in line with sustainable development as well as the cooperation of the institution with sustainable development stakeholders in the community in particular in the areas of higher education and secondary schools. These need to be scaled up and expanded to other levels and types of education, including early childhood care and education, technical and vocational education and training and the non-formal education of youth and adults. Educators are one of the most important levers to foster educational change and to facilitate learning for sustainable development. There is therefore an urgent need to build the capacity of educators, as well as trainers and other change agents, on relevant issues related to sustainable development and appropriate teaching and learning methodologies
In SD, support youth in their role as change agents for sustainable development through ESD. Youth have a high stake in shaping a better future for themselves and generations after. Moreover, youth are today increasingly drivers of the educational process, especially in non-formal and informal learning. In these Goals and targets, a supremely ambitious and transformational vision has been set up. It envisages a world free of poverty, hunger, disease and want, where all life can thrive; a world free of fear and violence; a world with universal literacy. A world with equitable and universal access to quality education at all levels, to health care and social protection, where physical, mental and social well-being are assured. A world where it reaffirms the commitments regarding the human right to safe drinking water and sanitation and where there is improved hygiene; and where food is sufficient, safe, affordable and nutritious. A world where human habitats are safe, resilient and sustainable and where there is universal access to affordable, reliable and sustainable energy. Thus the ESD, GAP and SDGs are scaled up to contribute implementation of GAP.
How does you project contribute institutional and policy reforms as part of sustainability change? (Character count 500 words):
Whole-institution approach refers to the second priority area of Global Action Programme (GAP) in transforming learning and training environments. In this respect RCE Greater Dhaka is taking whole-institution approach in its IUBAT University campus and transmitting the knowledge in the greater community of the country. The university campus is a green campus with plenty of biodiversity, cultivating resource saving initiatives and mobilizing youth in various schools surrounding the campus by sustainable entrepreneurship skill development. This initiative is unique in the context of Bangladesh where RCE Greater Dhaka is the single RCE in the country spreading sustainable education.
How does your project further improve capacities of various partners and stakeholders on the theme?
RCE Greater Dhaka has been maintaining close connection with UN organizations like UNU-IAS, UNESCO, FAO, FoWO, WWOOF, IFOAM; RCE World and Regional Centres, International Research Groups like Gobeshona, TERI, NGOs and also local governments and Department of environment and Local partners and every year it is expanding its activities. Since it is a multidisciplinary program the expertise from different sectors are being exercised to get the maximum output. For further improvement, more collaboration is under progress, more interaction and cooperation will be made for implementation of the works and programs.
What is the significance of this project for developing global linkages in order to strengthen activities in this area?
The significance of this project for developing global linkages are the exchange and marketing of sustainability skilled youths, water reuse technology and better ideas for urban gardening. This will create global linkages and will strengthen the activities in this area.
21. What is novel about the project within the RCE network and what could other RCEs learn from this experience? (Answer only if:
The project has been formulated on the basis of the most important criteria like Water, Food and nutrition, Biodiversity and Youth mobilization which are the critical issues now in this region and will be more important in the future. The project has started for implementation of the practices and to spread throughout the nation and in the region. The other RCEs should also setup such project based on critical importance and present and immediate future’s needs.
22. What is the significance of this project for the region? How important are its results for its particular project category?:
RCE Greater Dhaka is the most highly populous RCE in the world and in South Asia it is significantly contributing to develop huge sustainable practices among the many odds. This whole institute approach program is mobilizing the youths, students, administrators and faculties in multiple direction in water reusing, recycling wastes, biodiversity conservation and in health and nutrition and it is covering SDG Goals: 2,3,4,5,6,11,13, 15 and 17. It is a unique project time bounded and in need.
