RCE Okayama-2014
1. Name of RCE :
Okayama
2. Continent:
Asia-Pacific
3. Country:
Japan
5. Project Title:
Okayama ESD Project - Decade in Okayama "ESD Okayama Model" & Release of "New Okayama ESD Project Fundamental Plan"
7.Project Partner Contact Information Provide information about the main contacts for the project. :
Organization:
Okayama University
Role:
Research and cooperation for community
Main Contact:
Prof. Hirofumi Abe
Organization:
Okayama University of Science
Role:
Research and cooperation for community
Main Contact:
Prof. Tatsuaki Saito
Organization:
Okayama Environment Network
Role:
Support community and citizens' organizations' activities
Main Contact:
Mr. Kazuo Togasaki
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):
RCE Okayama started Okayama ESD Project in April 2005.
This project is organized by Okayama ESD Promotion Commission which includes more than 200 stakeholders in Okayama. The Commission consists of Council, Steering Board, Planning Board, Secretariat and Designated Organizations. Designated Organizations are ESD related stakeholders such as educational institutions, citizens’ groups, private companies, media and municipal organizations. The secretariat is based in Okayama City local government acknowledged by the Commission.
<Okayama ESD Project>
The Commission formulated the “Okayama ESD Project Fundamental Plan” which covers the policy and strategies to promote ESD in Okayama.
Purpose of the Project is to create a community where people learn, think and act together towards realizing a sustainable society.
Objectives of the Project are
-to improve knowledge and understanding about sustainable lifestyles among all people living in Okayama region
- to expand the circle of people who take initiative in building sustainable programs throughout the local community
- to develop each organization involved in ESD and enhance its capabilities
Main activities of the Commission are the followings;
- Conducting public relations and educational activities that inform people in Okayama about creating a sustainable society.
- Acknowledging organizations and institutions engaged in ESD as Designated Organizations and offering effective support.
- Building a network to exchange information among ESD related stakeholders and organizing exchange events and workshops.
- Exchanging information and good practices with other RCEs through global RCE network.
Okayama ESD Project has some indicators to evaluate results, outcomes and issues to be solved as follows.
- Number of people participating ESD activities
- Number of groups acknowledged as Designated Organization
- Number of collaborative ESD projects in junior high school districts
- Number of ESD activities in elementary school districts
There are three main features in Okayama ESD Project.
1) ESD activities and promotion is Local Community based, and it performed in whole areas in Okayama City.
2) Okayama ESD Project has Mechanism which Various Stakeholder and Any Generation can participate.
3) Coordinators in Municipal organizations, Researchers in Universities and Practitioners of NPOs continuously support communities’ activities.
<Function>
In RCE Okayama, ESD is promoted in formal Education and Non-formal/Informal Education.
In Formal Education, 37 Municipal junior high school (age 13-15) and 91 elementary school (age 7-12) are main learning stage of ESD. 31 schools were acknowledged as ASPnet school (UNESCO school), and they have function to promote ESD as hub in Okayama City.
In Non-formal Education, 37 Kominkans (Community learning Center) in each junior high school district work as hub of promotion of ESD. Kominkans organize learning programs matching the community located, so residents have opportunity to learn and discuss their local issues.
In informal Education, citizens' organizations and medias support to inform ESD through their activities.
<ESD Okayama Model>
RCE Okayama and its members reviewed the Decade of ESD in Okayama and summerized the fetures of Okayama's ESD as "ESD Okayama Model."
Feature 1: Local Community based ESD Promotion in whole areas in Okayama City（Junior High School District based）- Kominkan and ASPNet schools based ESD Promotion-
The area of Okayama City is 790 km2 and the population is more than 700,000. The strategy of RCE Okayama is to promote community based ESD. In order to do so, RCE Okayama regards Kominkan as hub of ESD in community to coordinate people in/outside the community.
Feature 2: Mechanism which Various Stakeholder and Any Generation can participate
In addition to the community hub to promote ESD, RCE Okayama arrange the venue of dialogue and announce their activities for various stakeholders in various communities.
The secretariat of RCE Okayama organizes ESD cafe as venue of dialog for practitioners of ESD monthly, exchange meeting of organizations participating Okayama ESD Project once a year, web mailing-list for announcement of events of stakeholders and web pages to introduce ESD activities.
Feature 3: Continued Assistance by Coordinator in Municipal organizations, Researchers in Universities and Practitioners of NPOs for communities' activities.
Higher education institutions support ESD activities in communities. University and reserchers support community using their knowledge and skills
Okayama City, municipal local government, has kept supporting ESD activities by coordinating and arranging events and projects. Full-time coordinator has been hired by Okayama City since 2005.
<New Okayama ESD Project Fundamental Plan>
For ESD promotion post-2014, RCE Okayama and its members revised Okayama ESD Project Fundamental Plan as New Okayama ESD Project Fundamental Plan.
The term of the new Plan is another dacede, 2015-2015. The targe of new Plan is not only citizens in Okayama City but also 15 cities and 13 towns around Okayama City in Okayama Prefecture.
This project is organized by Okayama ESD Promotion Commission which includes more than 200 stakeholders in Okayama. The Commission consists of Council, Steering Board, Planning Board, Secretariat and Designated Organizations. Designated Organizations are ESD related stakeholders such as educational institutions, citizens’ groups, private companies, media and municipal organizations. The secretariat is based in Okayama City local government acknowledged by the Commission.
<Okayama ESD Project>
The Commission formulated the “Okayama ESD Project Fundamental Plan” which covers the policy and strategies to promote ESD in Okayama.
Purpose of the Project is to create a community where people learn, think and act together towards realizing a sustainable society.
Objectives of the Project are
-to improve knowledge and understanding about sustainable lifestyles among all people living in Okayama region
- to expand the circle of people who take initiative in building sustainable programs throughout the local community
- to develop each organization involved in ESD and enhance its capabilities
Main activities of the Commission are the followings;
- Conducting public relations and educational activities that inform people in Okayama about creating a sustainable society.
- Acknowledging organizations and institutions engaged in ESD as Designated Organizations and offering effective support.
- Building a network to exchange information among ESD related stakeholders and organizing exchange events and workshops.
- Exchanging information and good practices with other RCEs through global RCE network.
Okayama ESD Project has some indicators to evaluate results, outcomes and issues to be solved as follows.
- Number of people participating ESD activities
- Number of groups acknowledged as Designated Organization
- Number of collaborative ESD projects in junior high school districts
- Number of ESD activities in elementary school districts
There are three main features in Okayama ESD Project.
1) ESD activities and promotion is Local Community based, and it performed in whole areas in Okayama City.
2) Okayama ESD Project has Mechanism which Various Stakeholder and Any Generation can participate.
3) Coordinators in Municipal organizations, Researchers in Universities and Practitioners of NPOs continuously support communities’ activities.
<Function>
In RCE Okayama, ESD is promoted in formal Education and Non-formal/Informal Education.
In Formal Education, 37 Municipal junior high school (age 13-15) and 91 elementary school (age 7-12) are main learning stage of ESD. 31 schools were acknowledged as ASPnet school (UNESCO school), and they have function to promote ESD as hub in Okayama City.
In Non-formal Education, 37 Kominkans (Community learning Center) in each junior high school district work as hub of promotion of ESD. Kominkans organize learning programs matching the community located, so residents have opportunity to learn and discuss their local issues.
In informal Education, citizens' organizations and medias support to inform ESD through their activities.
<ESD Okayama Model>
RCE Okayama and its members reviewed the Decade of ESD in Okayama and summerized the fetures of Okayama's ESD as "ESD Okayama Model."
Feature 1: Local Community based ESD Promotion in whole areas in Okayama City（Junior High School District based）- Kominkan and ASPNet schools based ESD Promotion-
The area of Okayama City is 790 km2 and the population is more than 700,000. The strategy of RCE Okayama is to promote community based ESD. In order to do so, RCE Okayama regards Kominkan as hub of ESD in community to coordinate people in/outside the community.
Feature 2: Mechanism which Various Stakeholder and Any Generation can participate
In addition to the community hub to promote ESD, RCE Okayama arrange the venue of dialogue and announce their activities for various stakeholders in various communities.
The secretariat of RCE Okayama organizes ESD cafe as venue of dialog for practitioners of ESD monthly, exchange meeting of organizations participating Okayama ESD Project once a year, web mailing-list for announcement of events of stakeholders and web pages to introduce ESD activities.
Feature 3: Continued Assistance by Coordinator in Municipal organizations, Researchers in Universities and Practitioners of NPOs for communities' activities.
Higher education institutions support ESD activities in communities. University and reserchers support community using their knowledge and skills
Okayama City, municipal local government, has kept supporting ESD activities by coordinating and arranging events and projects. Full-time coordinator has been hired by Okayama City since 2005.
<New Okayama ESD Project Fundamental Plan>
For ESD promotion post-2014, RCE Okayama and its members revised Okayama ESD Project Fundamental Plan as New Okayama ESD Project Fundamental Plan.
The term of the new Plan is another dacede, 2015-2015. The targe of new Plan is not only citizens in Okayama City but also 15 cities and 13 towns around Okayama City in Okayama Prefecture.
12. Duration of the Project Start Date: End date::
Wednesday, June 29, 2005 to Monday, March 31, 2025
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 :
Regarding coordination and management of the Okayama ESD Project, Okayama City plays a role as secretariat of RCE. The secretariat coordinates and supports ESD activities in city area.
In community level, Community Learning Center called Kominkan coordinates various stakeholders in community and provides chances to learn sustainability to promote ESD. Okayama city contains 37 junior high school districts, and 37 Kominkans are in each district.
Researchers of Universities assist ESD programs in communities with their specific knowledge and experiences.
Various coordinators are in various stakeholders. The secretariat of RCE Okayama works to create gentle network, to support coordinators in communities such as researcher coordinator, school coordinator and coordinators of citizens’ groups etc.
<Framework of RCE Okayama>
RCE Okayama has functions of Council, steering committee, planning board and Secretariat.
Council meeting is held once in a year to decide action program and budget.
Steering committee is held 3 times in a year to discuss the process of action program and result performed in Okayama.
Planning board focuses on summarizing the result of decade of ESD in Okayama and RCE Okayama’s “New Okayama ESD Project Fundamental Plan.”
In 2014, ESD Citizens Activity Promotion Center was established to promote civic collaboration, and various ESD coordinators support local activities.
In community level, Community Learning Center called Kominkan coordinates various stakeholders in community and provides chances to learn sustainability to promote ESD. Okayama city contains 37 junior high school districts, and 37 Kominkans are in each district.
Researchers of Universities assist ESD programs in communities with their specific knowledge and experiences.
Various coordinators are in various stakeholders. The secretariat of RCE Okayama works to create gentle network, to support coordinators in communities such as researcher coordinator, school coordinator and coordinators of citizens’ groups etc.
<Framework of RCE Okayama>
RCE Okayama has functions of Council, steering committee, planning board and Secretariat.
Council meeting is held once in a year to decide action program and budget.
Steering committee is held 3 times in a year to discuss the process of action program and result performed in Okayama.
Planning board focuses on summarizing the result of decade of ESD in Okayama and RCE Okayama’s “New Okayama ESD Project Fundamental Plan.”
In 2014, ESD Citizens Activity Promotion Center was established to promote civic collaboration, and various ESD coordinators support local activities.
14. What are the current results of the project in terms of outputs (e.g. publications, developed practices, course materials)? Character count 300 words:
RCE Okayama and members of RCE have produced the followings.
<Books & Brochures>
1.Books-"ESD and Kominkan/Community Learning Centre (CLC)
2. Picture Book- "Live happly forever"
3. Report Book of ASPnet school Daisan Fujita Elementary School, ver.1 & 2
4. Brochure published by Designated Organizations of Okayama ESD Project
Brochures by Non-Profit Organization "Tabula rasa" ver.1 & 2
5. Brochure introducing Kominkan Activities in Okayama "Renmenmen"
6. Okayama ESD Project brochures type 1 & 2
<Programs>
1. Programs organized by RCE Okayama;
a) ESD Practice Lecture @Okayama University
b) ESD and Design @Chugoku Design College
<Events>
1. ESD cafe- Venue of dialogue of various citizens
2. Sustaina-Girls talk session
<Web/ media>
1. Web site set up by Okayama City and RCE Okayama
a) Okayama ESD-navi
b) Okayama ESD Project
c) Facebook page of Okayama ESD Project
d) TV program- ESD man series (3.5 minutes program, 6 times a year) season 1 & 2
<ESD related products>
12 ESD related products are produced; bookmark, wooden strap, wooden charm, wooden pencil, leather (wild pig skin) charm, fair-trade charm
<Books & Brochures>
1.Books-"ESD and Kominkan/Community Learning Centre (CLC)
2. Picture Book- "Live happly forever"
3. Report Book of ASPnet school Daisan Fujita Elementary School, ver.1 & 2
4. Brochure published by Designated Organizations of Okayama ESD Project
Brochures by Non-Profit Organization "Tabula rasa" ver.1 & 2
5. Brochure introducing Kominkan Activities in Okayama "Renmenmen"
6. Okayama ESD Project brochures type 1 & 2
<Programs>
1. Programs organized by RCE Okayama;
a) ESD Practice Lecture @Okayama University
b) ESD and Design @Chugoku Design College
<Events>
1. ESD cafe- Venue of dialogue of various citizens
2. Sustaina-Girls talk session
<Web/ media>
1. Web site set up by Okayama City and RCE Okayama
a) Okayama ESD-navi
b) Okayama ESD Project
c) Facebook page of Okayama ESD Project
d) TV program- ESD man series (3.5 minutes program, 6 times a year) season 1 & 2
<ESD related products>
12 ESD related products are produced; bookmark, wooden strap, wooden charm, wooden pencil, leather (wild pig skin) charm, fair-trade charm
15. What are the expected/confirmed outcomes (e.g. impact of the project) Character count 400 words:
<Public awareness>
The ratio who answered "I know ESD” in the research for Okayama citizens is 15.4% in 2014. (Population of Okayama City is 700,000.) as of April 2014
<Participation for Okayama ESD Project>
1. Number of Designated Organization of Okayama ESD Project is 212(as of 17 Sep, 2014).
2. Number of collaborative project in communities: 14
3. Number of ASPNet schools is 31 (12 more schools have applied for ASPNet and wait for certification.)
<ESD designed Products>
1. Kibi Dango (dumpling) produced by Koeido corporation
2. Rice Wine produced by Miyashita Brewery corporation
3. Packed Milk produced by Sanyo Marunaka corporation
The ratio who answered "I know ESD” in the research for Okayama citizens is 15.4% in 2014. (Population of Okayama City is 700,000.) as of April 2014
<Participation for Okayama ESD Project>
1. Number of Designated Organization of Okayama ESD Project is 212(as of 17 Sep, 2014).
2. Number of collaborative project in communities: 14
3. Number of ASPNet schools is 31 (12 more schools have applied for ASPNet and wait for certification.)
<ESD designed Products>
1. Kibi Dango (dumpling) produced by Koeido corporation
2. Rice Wine produced by Miyashita Brewery corporation
3. Packed Milk produced by Sanyo Marunaka corporation
16. Are there any unexpected/unplanned results achieved by your project? If yes, briefly describe or list them . Character count 200 words.:
Public awareness of ESD has increased dramatically.
According to public awareness interview (face-to-face), nearly half of people answer "I have heard about ESD." Especially young generations, aged 18-35, ESD is an element that is naturally accepted and understood for their activities.
The number of articles regarding ESD by Sanyo Newspaper, local newspaper is as follows;
2013: 66
2014: 106
There are 3 ESD logo mark designed products are produced and sold in supermarkets in Okayama City.
In communities, youth practitioners keep participating community based ESD activities for years. At first, they were students in junior high school or high school. They started working and earn their own living, and again they participate in activities as supporters of other young members and new comers. They say "In the ESD activity and ESD relationship, adults did not treat us like small children instead of like adults. That is my experience that I am accepted as a human."
In ESD activities, various members who are not in a place come together. Even people who work for disabled people and people who care about natural environment connect together and talk with each other in a table.
However, the issue that need to be solved exist.
Networking itself cannot solve social issues and problems. That can be limitation of gentle & flexible network.
ESD can be understood in any ways because ESD include many aspects and elements. The recognition of ESD may be different from stakeholders.
According to public awareness interview (face-to-face), nearly half of people answer "I have heard about ESD." Especially young generations, aged 18-35, ESD is an element that is naturally accepted and understood for their activities.
The number of articles regarding ESD by Sanyo Newspaper, local newspaper is as follows;
2013: 66
2014: 106
There are 3 ESD logo mark designed products are produced and sold in supermarkets in Okayama City.
In communities, youth practitioners keep participating community based ESD activities for years. At first, they were students in junior high school or high school. They started working and earn their own living, and again they participate in activities as supporters of other young members and new comers. They say "In the ESD activity and ESD relationship, adults did not treat us like small children instead of like adults. That is my experience that I am accepted as a human."
In ESD activities, various members who are not in a place come together. Even people who work for disabled people and people who care about natural environment connect together and talk with each other in a table.
However, the issue that need to be solved exist.
Networking itself cannot solve social issues and problems. That can be limitation of gentle & flexible network.
ESD can be understood in any ways because ESD include many aspects and elements. The recognition of ESD may be different from stakeholders.
17. What are the remaining challenges and/or limitations for further development? Character count 300 words.:
212 organizations participate in Okayama ESD Project, and each organization understands ESD somehow. But, the number of enterprises and corporations is only 12(5.7%). In order to broaden the network and increase categories involved in Okayama ESD Project, RCE Okayama needs to build up a win-win mechanism that the private companies can easily enter and make them keep participating.
Several universities in Okayama City participate in RCE Okayama, the research areas are limited. Major areas are still environment and international issues. More research areas should be included and more various researchers and students participate in ESD activities performed by various stakeholders.
Several universities in Okayama City participate in RCE Okayama, the research areas are limited. Major areas are still environment and international issues. More research areas should be included and more various researchers and students participate in ESD activities performed by various stakeholders.
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:
<Formal education>
In schools, especially for elementary and junior high school, the curriculum designed by Ministry of Education is strictly decided and teachers do not need to change their lessons. ESD and elements of ESD can be a catalyst to find new aspects of one issue in a subject. When teachers and students start thinking this way, they find the connectivities among issues in several subjects.
Also, school teachers look for and call lecturer on demand through human network of RCE Okayama. Lecturers bring wide knowledge and new philosophy, so that the lecture can be a trigger for student to find new viewpoints.
<Non-formal learning>
There are many citizens' activities in various fields. And the purpose of the activity is clear for example "Environmental conservation," "International understanding" and "Community Development" etc. They focus on the field and do not have much interest in other issues.
Using ESD, coordinators in Kominkan in commynities can propose new viewpoint or activity for them, and it becomes a opportunity for citizens to think about something new in their activity. Through ESD and these experiences, citizens' groups can widen their activity and collect more various stakeholders.
In schools, especially for elementary and junior high school, the curriculum designed by Ministry of Education is strictly decided and teachers do not need to change their lessons. ESD and elements of ESD can be a catalyst to find new aspects of one issue in a subject. When teachers and students start thinking this way, they find the connectivities among issues in several subjects.
Also, school teachers look for and call lecturer on demand through human network of RCE Okayama. Lecturers bring wide knowledge and new philosophy, so that the lecture can be a trigger for student to find new viewpoints.
<Non-formal learning>
There are many citizens' activities in various fields. And the purpose of the activity is clear for example "Environmental conservation," "International understanding" and "Community Development" etc. They focus on the field and do not have much interest in other issues.
Using ESD, coordinators in Kominkan in commynities can propose new viewpoint or activity for them, and it becomes a opportunity for citizens to think about something new in their activity. Through ESD and these experiences, citizens' groups can widen their activity and collect more various stakeholders.
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):
1. Insert ESD into existing citizens' activities
A lot of citizens' activities exist in local communities. But they do not recognize ESD and ESD elements. In order scale up the ESD activities in Okayama, we need to raise public awareness and announce the meaning of ESD.
2. Increase hub of ESD promotion
Okayama City municipal government has function of secretariat and a hub of main coordinator. In 2014, ESD Citizens' Activity Center has established to coordinate more citizens' organizations and various stakeholders in Okayama.
A lot of citizens' activities exist in local communities. But they do not recognize ESD and ESD elements. In order scale up the ESD activities in Okayama, we need to raise public awareness and announce the meaning of ESD.
2. Increase hub of ESD promotion
Okayama City municipal government has function of secretariat and a hub of main coordinator. In 2014, ESD Citizens' Activity Center has established to coordinate more citizens' organizations and various stakeholders in Okayama.
20. How does you project contribute institutional and policy reforms as part of sustainability change? Character count 500 words:
Okayama ESD Project and its activities are recognized as important challenge for sustainable city development for the future, Okayama City has decided to issue a new city's regulation for ESD to further promote ESD activities. Okayama City also decided to keep having function of secretariat of Okayama ESD Promotion Commission (RCE Okayama).
21. How does your project further improve capacities of various partners and stakeholders on the theme? Character count 500 words.:
1. Teacher education
In formal education, RCE Okayama and Board of Education in Okayama City will strengthen teacher education for ESD with its educational programs. We help teachers to learn the meaning of ESD and how to introduce ESD elements into the school carriculum. ESD elements and ESD viewpoints are already in curriculum and lessons, but it is difficult for teachers to connect different categories and to find linkage of the elements. Okayama City has activity reports of ASPnet schools to collect good practices and model cases in schools. Teachers can learn from such cases to improve their lessons.
2. Coordinator education & training
RCE Okayama and Okayama City has organized coordinator education program since 2005 for staffs/ESD coordinators in 37 Kominkans. They keep exchanging their experiences in each local community and know-how to arrange learning programs. The purpose of arranging learning programs for local residents is to have residents to gain skill to solve community issues by themselves. The training program for Kominkan staffs helps local residents to learn skills to promote sustainable local society and develop sustainable community.
3. Promote collaboration
For citizens' groups/organization, it is easier if we explain the examples of model case through ESD activities. Citizens' groups do not collaborate so much because each group has its own objective and policy. If the groups keep doing alone, they cannot have wide view of things. Coordinators in RCE Okayama, Okayama City and Kominkans try to connect groups in different categories and fields to get other viewpoints from each other.
In formal education, RCE Okayama and Board of Education in Okayama City will strengthen teacher education for ESD with its educational programs. We help teachers to learn the meaning of ESD and how to introduce ESD elements into the school carriculum. ESD elements and ESD viewpoints are already in curriculum and lessons, but it is difficult for teachers to connect different categories and to find linkage of the elements. Okayama City has activity reports of ASPnet schools to collect good practices and model cases in schools. Teachers can learn from such cases to improve their lessons.
2. Coordinator education & training
RCE Okayama and Okayama City has organized coordinator education program since 2005 for staffs/ESD coordinators in 37 Kominkans. They keep exchanging their experiences in each local community and know-how to arrange learning programs. The purpose of arranging learning programs for local residents is to have residents to gain skill to solve community issues by themselves. The training program for Kominkan staffs helps local residents to learn skills to promote sustainable local society and develop sustainable community.
3. Promote collaboration
For citizens' groups/organization, it is easier if we explain the examples of model case through ESD activities. Citizens' groups do not collaborate so much because each group has its own objective and policy. If the groups keep doing alone, they cannot have wide view of things. Coordinators in RCE Okayama, Okayama City and Kominkans try to connect groups in different categories and fields to get other viewpoints from each other.
22.What is the significance of this project for developing global linkages in order to strengthen activities in this area? (max 250 words):
At first a few years in DESD and before, our acitivities focus only on issues in local community. Through ESD, each stakeholder start to think about global linkage and connection between them and the world. Stakeholders have one purpse, but, after they learn ESD and think ESD elements in their activity, they have multi-purpose of their activities with globar way of thinking.
Also, we start thinking about global linkages inside of Okayama. Sustainable production and consumption has strong global linkage. Foreigners live in Okayama and the multi-cultural coexistance is important to understand diversity inside of Okayama.
Also, we start thinking about global linkages inside of Okayama. Sustainable production and consumption has strong global linkage. Foreigners live in Okayama and the multi-cultural coexistance is important to understand diversity inside of Okayama.
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.:
1. Kominkan, community based promotion of ESD
RCE is a region to promote ESD locally, however the region is still large to promote community based ESD and ESD activities. RCE Okayama make Kominkan (Community Learning Center) as a hub of promoting ESD. Kominkan is originally non-formal education center for local regidents, and RCE Okayama and Okayama City added one more task to be a hub of ESD. Because Kominkan is in each junior high school district, residents can easily come and gather together to the Kominkan as one of "their place" in their residential territory.
2. Multi-stakeholder participation
208 organization participate in RCE Okayama/ Okayama ESD Promotion Commission. The breakdown is the followings. RCE Okayama keeps gentle and flexible network of any stakeholder to be particpated by a lot of organizations to make movement of ESD. Even though RCE Okayama has process of acknowledgement for organizations to participate in, most of them are welcome as RCE's policy.
1. Citizens' group: 89
2. University: 5
3. High school: 8
4. Junior high school: 13
5. Elementary school: 36
6. Non-Formal Education organization: 38
7. Other Educational institution: 4 (Education Board of the City)
8. Media: 5
9. Private company: 11
10. Municipal organization: 3
RCE is a region to promote ESD locally, however the region is still large to promote community based ESD and ESD activities. RCE Okayama make Kominkan (Community Learning Center) as a hub of promoting ESD. Kominkan is originally non-formal education center for local regidents, and RCE Okayama and Okayama City added one more task to be a hub of ESD. Because Kominkan is in each junior high school district, residents can easily come and gather together to the Kominkan as one of "their place" in their residential territory.
2. Multi-stakeholder participation
208 organization participate in RCE Okayama/ Okayama ESD Promotion Commission. The breakdown is the followings. RCE Okayama keeps gentle and flexible network of any stakeholder to be particpated by a lot of organizations to make movement of ESD. Even though RCE Okayama has process of acknowledgement for organizations to participate in, most of them are welcome as RCE's policy.
1. Citizens' group: 89
2. University: 5
3. High school: 8
4. Junior high school: 13
5. Elementary school: 36
6. Non-Formal Education organization: 38
7. Other Educational institution: 4 (Education Board of the City)
8. Media: 5
9. Private company: 11
10. Municipal organization: 3
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.:
Many people in the community gatehr to promote activities in/around Kominkans in Okayama City. ESD coordinators are engaged in promoting ESD through cooperating with various people such as senior community members, young local leaders of the future. ESD and Kominkan provide opportunities to talk with and discuss with various stakeholders of wide range of generation.
In local community, people in different category do not come to one place together in these days. ESD indicates the importance participation of variety of people in many aspects. This relationship and network are important to develop self-reliant community.
In local community, people in different category do not come to one place together in these days. ESD indicates the importance participation of variety of people in many aspects. This relationship and network are important to develop self-reliant community.
Region:
Asia-Pacific
