The delegates discussed that RCE Greater Dhaka and IUBAT University are advocating making their course a national program. RCE Greater Western Sydney is involved in an initiative to develop an online sustainability bootcamp that can be infused across multiple courses at the Western Sydney University. In the context of action point no. 14- Bring community knowledge within the university. It was discussed that RCEs can have a role in this. Strong examples included RCE Yogyakarta, w hich is w orkin g w ith w om en‟s coop eratives an d en gagin g stu d en ts in learn in g w ith and supporting their efforts. In the Philippines there is a requirement that students undertake an extension/ outreach component with local community organisations involved with RCE Bohol as part of their course. Delegates from RCE Bangalore emphasised that colleges should be considered for their ability to engage with community organisations. It was noted that colleges often do better work in p ractical engagement and partnering with communities. During the discussion on action point no. 17: Develop RCE learning materials, it was felt that RCEs could strengthen opportunities for embedding ESD across the region by collaborating in the development of teaching and learn ing materials. The group considered actions 15 and 33 in this light. Further there was a discussion on action point 1: 5University members can create an RCE Lecture Series on Sustainable Development or Sustainable Society Sustainable Communities . It was suggested that case studies would be more engaging than formal lectures and would enable multiple RCE members to be involved in presenting their work. These would p rovide very valuable teaching materials and enable practical understanding of sustainability issues as experienced in local sites across the region. Further the group considered action point no. 33: Co-create the lecture series and offer it across the ocean through video-conference. In this regard it was further suggested that sharing the case studies via an online seminar or seminar series using video-conferencing would assist them to develop the case study p resentations for wider use. Finally the group discussed action point no. 36: Link with other similar networks such as ProSPER.sperNet. The idea was put forward to gain further support for such a project through a ProSPER.NetsperNet proposal. This would be aimed at further advancing the collaborative development of the case study materials and trialling their use in teaching. The Global RCE Service Centre at UNU-IAS is developing a format for reporting and 12 Specific actions to be followed up: presenting case studies. It would be helpful for this group to review the format as a basis for p reparing RCE case studies. RCE GWS offered to host videoconference seminars. Muhammad Dastagir from RCE Bangladesh offered to set up a Facebook group to enable easy communication and sharing of information. has been established Discussion on Multi-stakeholder ESD Assessment (UNU-IAS) Next there was a discussion on the assessment that happened at Cha-am last year. Proposal that emerged was for appreciative inquiry. A need was felt to do something that can enhance the capacity to meet goals. Hence it was stated that assessment model should be an open framework. In addition it was acknowledged that questions should not be definitive
10th Asia-Pacific RCE Regional Meeting Report
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