RCE Khomas-Erongo-2012

Submitted by RCEclive on Thu, 2012-08-16 00:00
1. Leadership, Vision and Objectives
1. Vision of your RCE: 
Community outreach, application of practical methods and tools of ESD to bring about sustainability within communities and support of ESD teaching and learning inside and outside the formal education system. The Khomas-Erongo RCE will set an example to the rest of Namibia in delivering Education for Sustainable Development, engaging people from both sexes, from various age groups and from all sectors of the community in the central 23 and Namib regions.
2. Leadership structure
a. Administration: 
3
b. Transactional : 
3
c. Transformational : 
4
2. Social Network
3. Core partners: 
Municipality of Swakopmund
University of Namibia
National Institute for Educational Development
Habitat Research & Development Centre
4. Cooperation and communication : 
Communication is mainly via email and we have meetings twice a year. The established social network and website will help in communication. Cooperation is generally good. However, we find that many people are so busy with their normal full time jobs that concentrating on RCE projects becomes difficult.
5. Facilitating development
Connections / Partnership with
UN institutions
yes/no: 
No
Other international organizations
yes/no: 
No
Other RCEs
yes/no: 
Yes
If yes, give examples: 
RCE Skane, Sweden
RCE Swaziland
RCE Lesotho
RCE Makana
International experts
yes/no: 
No
Expert organizations at national, regional and global levels
yes/no: 
Yes
If yes, give examples: 
SADC-REEP
6. Social network
a. Information network (exchanging information, e.g. building up a database for SD projects): 
5
b. Knowledge network (creating knowledge by collaboration, e.g. finding synergies between partners by experience exchange): 
2
c. Innovation network (creating innovation by co-creation and shared vision,e.g. investigating new solutions for challenges by f: 
3
3. Participation
7. Participation of actors : 
Participation so far is mainly through everyday activities that address or fits in the RCE projects as well. It is a challenge to really focus full time on RCE projects. The projects are formulated around the needs and activities of the partner institutes in order to make them relevant and beneficial to the partners.
8. Participation opportunities
a.Informational participation (people get informed about decisions and actions): 
4
b.Consultation participation (people are asked about their needs and opinions): 
3
c.Decision influencing participation (people are involved in decision making processes): 
3
4. Education & Learning
9. Educational activities : 
We have a big interest of teachers in RCE activities thus far. This is increasing with every meeting we have. Schools are mostly active through the environmental clubs they have. A positive spin-off from the RCE is that schools with environmental clubs are encouraging others without environmental clubs to form them as well and they are sharing their experiences.
We are also in the process of developing curricula for Education for Sustainable Development at University level. Here the RCE is actively involved.
10. Competences and capabilities : 
Our RCE is focusing on getting education out of the classroom and involve the youth in ESD activities. This was so far especially successful among the out-of-school youth. Some competences that are being shaped through the RCE are collaboration/cooperation and planning of projects that are goal focused.
Connections / Partnership with
a. Access to quality basic education
yes/no: 
No
b. Training for different sectors of the society
yes/no: 
Yes
If yes, give examples: 
We provide training to out-of -school youth through the implementation and use of cell phone technology and distance education training.
c. Public awareness
yes/no: 
Yes
If yes, give examples: 
Several campaigns on waste management were done and the implementation of existing awareness material was used. This was especially very successful to raise awareness among the public about coastal conservation.
d. Reorientation of existing education
yes/no: 
Yes
If yes, give examples: 
The integration of ESD issues in the first year training of all University students was one of the achievements of our RCE this year. The curriculum was revised and through our RCE involvement in it we could ensure that ESD related issues will be taught during one semester to all first year students at the University of Namibia as from 2013.
The establishment and increase in environmental clubs within our RCE region was another achievement. NIED is one of the RCE key partners and with the review of the primary curriculum ESD issues were integrated within and will be implemented from next year.
12. Educational activities
a. Theory (communicating of ESD principles, strategies, examples): 
3
b. Discussion (knowledge exchange and mutual learning on ESD): 
4
c. Interactive & Multidimensional (Action oriented learning, e.g. workshops, intergenerational, interdisciplinary,…) : 
3
5. Research Integration
13. Research & Development (R&D): 
We found this part a bit more challenging. We have two major research projects that our RCE is focusing on - research to find out how companies, industries and institutions are involved in helping kids to get education outside the classroom - e.g. environmental education, exposure to career opportunities etc.A basic survey was completed, but the results were not encouraging. We need to now sit down and decide how we take this further. The second research project involves investigating the carbon footprint of municipalities. A basic research proposal for this is pending.
14. Research partners : 
University of Namibia
Polytechnic of Namibia
Habitat Research & Development Centre
Municipality of Swakopmund
15. Description of research
b. Interdisciplinary (taking interrelations between disciplines into account, e.g. economic effects on the environment and peopl: 
6
c. Transdisciplinary (involving affected people into your research activities, e.g. interviews with affected people): 
4
Tagging
Continent: 
Africa and Middle East
Country: 
Namibia
Region: 
Africa and Middle East
Type: 
Project Reports