RCE British Colombia-2013
1. Name of RCE :
British Columbia / North Cascades
2. Continent:
Americas
3. Country:
Canada
5. Project Title:
Environmental Learning Dissemination Project
7.Project Partner Contact Information Provide information about the main contacts for the project. :
Organization:
Institute for Environmental Learning, Simon Fraser University
Role:
Coordination / Administration
Main Contact:
Dr. David B. Zandvliet
9. Project Description Provide a short description of the project including regional challenges it addresses, its aims as well as project activities/strategies Allow text field (character count 500 words):
In 2010, members of the Institute for Environmental Learning (RCE British Columbia) began working to disseminate the BC Ministry of Education’s Environmental Learning and Experience guide across British Columbia and Yukon through a series of Professional Development seminars, conferences and workshops funded by the Social Sciences and Humanities Research Council (SSHRC). These activities were focused on dissemination in under-served regional districts outside of Metro Vancouver, and are on-going, however, as acknowledgement of the success of this project the Vancouver Foundation’s Education Committee supported a sustaining effort to continue to disseminate the Environmental Learning and Experience guide within the Metro Vancouver region from 2011-2013. Through professional development sessions, conferences and networking events, and new efforts to revise learning resources in the non-formal sector in collaboration with civic institutions, like Science World and Vancouver Aquarium, this project focused in the heart of the province’s urban and suburban population base, where sustainable development and place-based education are much needed and highly relevant.
12. Duration of the Project Start Date: End date::
Tuesday, September 20, 2011 to Friday, September 20, 2013
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. Character count 400 words :
The Institute for Environmental Learning (BC RCE) has just completed administering and coordinating 3 years of Professional development workshops and networking events through competitive grant funding by the federal government (Social Sciences and Humanities Research Council, $50,000 and local Vancouver Foundation funding $20,000). In the first phase 10 workshops were conducted in remote and rural areas in British Columbia, in the second phase the metropolitan region of Vancouver was targeted and a further 20 workshops were held.
14. What are the current results of the project in terms of outputs (e.g. publications, developed practices, course materials)? Character count 300 words:
In total 30 high profile events were conducted throughout the province and approximately 2500 teachers received important information and skills related to the implementation of sustainability related themes in K-12 curriculum.
15. What are the expected/confirmed outcomes (e.g. impact of the project) Character count 400 words:
Increased engagement with sustainability related topics and experiential learning activities in a variety of K-12 settings. Increased collaboration/liason and networking among informal educators in the province.
16. Are there any unexpected/unplanned results achieved by your project? If yes, briefly describe or list them . Character count 200 words.:
As a follow up activity to the original Environmental Learning and Experience guide (BC Ministry of Education 2007; 08; 09) which was facilitated by RCE partners -- the general electronic distribution of this guide has now surpassed 50, 000 downloads (PDF version) by educators in the province.
17. What are the remaining challenges and/or limitations for further development? Character count 300 words.:
Securing additional funding to continue our PD efforts into the coming two years.
18. What is the project’s contribution to innovative and transformative educational processes for sustainable development (especially regarding formal and/ non-formal learning/research)? Character count 500 words:
The ELE documents, curriculum frameworks, instructional videos, and Professional development activities have become the 'go to' resource for teachers in the province of BC (see www.bced.gov.bc.ca/greenschools) and have been referenced by similar projects in other Canadian provinces.
19.How can you scale up and mainstream ESD and SD practices of the project and enable it to contribute to the implementation of the Global Action Programme (GAP) as proposed by UNESCO? (max 300 words):
Increased inter-provincial and regional networking opportunities.
20. How does you project contribute institutional and policy reforms as part of sustainability change? Character count 500 words:
The document and related workshops have become somewhat of an informal policy document fro the BC Ministry of Education and is influencing the current round of educational reforms in this province.
21. How does your project further improve capacities of various partners and stakeholders on the theme? Character count 500 words.:
n/a
22.What is the significance of this project for developing global linkages in order to strengthen activities in this area? (max 250 words):
unsure / unfamiliar with how this project could conribute being locally based.
23. What is novel about the project within the RCE network and what could other RCEs learn from this experience? (Answer only if relevant) Character count 250 words.:
All PD workshops used a co-delivery model (facilitated by the RCE) whereby each workshop was presented by a consortium of at least three partner organizations. Thereby enhancing inter-agency dialogue and collaboration.
24. What is the significance of this project for the region? How important are its results for its particular project category? Character count 250 words.:
The projects major significance is that locally and regionally coordinated effort to disseminate and workshop environmental learning and sustainability practices lead to a significant increase in capacity within the K-12 and informal education sectors.
Region:
Americas
