RCE Rhine Meuse-2012

Submitted by RCEjose on Tue, 2012-08-21 00:00
1. Leadership, Vision and Objectives
1. Vision of your RCE: 
A sustainable future depends on people's ability to learn for a sustainable development. It is therefore particularly important that young people could learn anytime, anywhere, with anybody and through any device (AAAA-learning).
2. Leadership structure
a. Administration: 
3
b. Transactional : 
4
c. Transformational : 
3
2. Social Network
3. Core partners: 
• Youth and young people
• Schools and educators
• Companies
• Municipalities and provinces
• Universities
• NGOs
• Parents and parent’s organizations
4. Cooperation and communication : 
Partners contribute into a democratic process supported by cross communication of the lead partner who controls and keeps to work trajectory.
Each partner is equal, the collective steers, the lead partner “controls” the proceedings.
Quality assurance is assured by a group of scientists from universities, entrepreneurs and municipalities.
5. Facilitating development
Connections / Partnership with
UN institutions
yes/no: 
Yes
If yes, give examples: 
UNESCO, UNECE
Other international organizations
yes/no: 
Yes
If yes, give examples: 
IUCN
Other RCEs
yes/no: 
Yes
If yes, give examples: 
European RCE's , American RCE's, African RCE's, India's RCE's, Australia's RCE
International experts
yes/no: 
No
Expert organizations at national, regional and global levels
yes/no: 
Yes
If yes, give examples: 
Local authorities, government
6. Social network
a. Information network (exchanging information, e.g. building up a database for SD projects): 
3
b. Knowledge network (creating knowledge by collaboration, e.g. finding synergies between partners by experience exchange): 
4
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 : 
The European RCE’s have established the European RCE Alliance, the ERA. It offers an excellent opportunity for participation of multipil parties in the RCE projects and cactivities. This alliance seeks to have more than 20 RCE’s in various countries to join OPEDUCA and the RCE Youth Network, that fully serves UNU goals and priorities.With a range of RCE’s we have already agreed to collaborate to directly link pupils and students to share their knowledge and experiences on local sustainable issues. They become “knowledge partners” for such youngsters to provide them with special knowledge on SD themes like water, food, energy, etc. that can be easy done via Skype, E-mail or Social Media.
8. Participation opportunities
a.Informational participation (people get informed about decisions and actions): 
3
b.Consultation participation (people are asked about their needs and opinions): 
4
c.Decision influencing participation (people are involved in decision making processes): 
3
4. Education & Learning
9. Educational activities : 
Country’s national priorities are supported through OPEDUCA by promoting future-oriented themes such as: nature and environmental education, entrepreneurship, technical education (Beta), sustainability, citizenship, language.
These theme’s are key themes of OPEDUCA. Most of the OPEDUCA activities are based not only on one of these themes but also on logical and practical combinations of them. Each theme provides the educational and teaching development that all known subjects and priorities get covered. First experience shows us that themes such as language and technique, citizenship and social internship get more effectively implemented in schools. In traditional terms, the OPEDUCA approach fully meets the country’s national priorities and its curriculum requirements set.
10. Competences and capabilities : 
Following the essence of the project (developing Open Educational Regions for structural cause/effect) and the systematic and realistic way the dissemination and exploitation are planned, the impact of the project has a sustainable aim as such. The project sees to the start of a transition process in education, schooling, teacher training, science education and entrepreneurship, taking with it the opportunity to also change practice with regard to others key priorities addressed indirectly.
Connections / Partnership with
a. Access to quality basic education
yes/no: 
Yes
If yes, give examples: 
See former sections.
b. Training for different sectors of the society
yes/no: 
Yes
If yes, give examples: 
See former sections.
c. Public awareness
yes/no: 
No
d. Reorientation of existing education
yes/no: 
Yes
If yes, give examples: 
See former sections.
12. Educational activities
a. Theory (communicating of ESD principles, strategies, examples): 
3
b. Discussion (knowledge exchange and mutual learning on ESD): 
3
c. Interactive & Multidimensional (Action oriented learning, e.g. workshops, intergenerational, interdisciplinary,…) : 
4
5. Research Integration
13. Research & Development (R&D): 
The curriculum, including textbooks and other support materials, for 1 year secondary level (12-year old students) is gradually being replaced by a new, teacher constructed, interdisciplinary ‘Life Sciences Program’. All subjects are focused on themes such as water, food, or energy. Teachers as well as educators from outside the schools work together on teams guiding and instructing students, relating the traditional school subjects to future-oriented themes. Second year secondary students are also taught using a similar approach to curriculum. In a parallel program in 3 year of the secondary level (14-year old students) a different educational approach is adopted. Teachers and students now look outward from the school to engage with real-life situations in the ‘Business Class Program’. Connections are now established with a large number of mostly private organizations and companies in the region, all within visiting range.
14. Research partners : 
• Schools and educators
• Companies
• Municipalities and provinces
• Universities
15. Description of research
a. Disciplinary (focusing on one discipline of research, e.g. social aspects) : 
2
b. Interdisciplinary (taking interrelations between disciplines into account, e.g. economic effects on the environment and peopl: 
4
c. Transdisciplinary (involving affected people into your research activities, e.g. interviews with affected people): 
4
Tagging
Continent: 
Europe
Country: 
Netherlands
Region: 
Europe
Type: 
Project Reports