Linking All Stakeholders on Sustainable Development
at Regional/Local Levels
A.H. Zakri
Head of Delegation
United Nations University
Mr. Chairman,
As a think-tank within the United Nations, United Nations University (UNU) has been contributing
to CSD?s discussions on energy for sustainable development (SD), industrial development, air
pollution/atmosphere and climate change.
For instance, the UNU Geothermal Research, Exploration and Development (UNU/GTP), which is
located in Reykjavik, Iceland, offers training in geothermal research, exploration and development
and published various publications. The UNU has also carried out various studies on energy,
industrial development, air pollution/ atmosphere and climate change and convened many
workshops/seminars/training courses, especially on climate change. Some of them are disseminated
at CSD14. Research undertaken by the UNU indicates that education and capacity building is a key
component for the successful implementation of climate change policies.
The UNU has also contributed to the CSD14 by convening a learning centre activity on Strategic
Environmental Assessment (SEA) as well as a side event on Regional Centres of Expertise on
education for sustainable development (RCEs).
Mr. Chairman,
Since the World Summit on Sustainable Development (WSSD) in Johannesburg, the UNU has been
making significant efforts to strengthen collaboration between scientists and educators, together
with other foremost scientific and educational institutions who signed the Ubuntu Declaration. The
UNU has also been emphasizing the important role of educators, and encouraging them to be more
active in promoting sustainable development at all levels of education and in all sectors.
United Nations
University
14th Session of CSD
1-12 May 2005
New York
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We are happy to note that the role of educators in the CSD process has been strengthened based on
the decisions at CSD11. We firmly believe that education, in close collaboration with science and
technology, is a key agent for change, especially at the regional and local levels. It is our sincere
hope that the growing recognition that education and capacity building must be one of the
foundations for all future efforts will motivate the CSD to further strengthen the role of educators in
the CSD process, and the role of education as the means of implementing Agenda 21 and the
commitments made in Johannesburg.
Mr. Chairman,
As you are aware, the United Nations Decade of Education for Sustainable Development
(UN/DESD) started in January 2005. To promote its implementation, the UNU has put particular
emphasis on regional and local approaches. The UNU has proposed creating Regional Centers of
Expertise on education for sustainable development (RCEs). These innovative mechan isms aim to
strengthen communication and collaboration among different stakeholders at regional/local levels .
RCEs will strengthen collaboration between different levels of formal education, between formal
and non-formal education, and between science and education. Participants in RCEs include school
teachers, university professors, experts in research institutions and museums, local government
officials, local NGOs, media and local industries.
Members of our twelve strong RCE network are promoting policies and public campaigns for
environmentally sound, socially acceptable and economically sustainable energy use through energy
efficiency improvements, renewable energy strategies etc. Many RCEs are addressing climate
change challenges, especially impacts of climate change on local communities and selective centers
are also addressing unacceptable air pollution levels especially from traffic sources. We believe
that such tangible actions at regional/local levels are the key for success on these important
challenges particularly when they include changing values and life styles of ordinary people. RCEs
play an important role in these efforts through improved education, public awareness and training.
We have just initiated these efforts. I hope by next year we can provide further examples of good
practices and some policy recommendations, based on the operational experiences of RCEs, for
consideration by delegates at CSD15. The UNU commits to promoting RCEs throughout the
UN/DESD and expects to add more than ten new RCEs located by the end of this year. We believe
that RCEs and their networks could demonstrate how education can serve as means of
implementation to achieving sustainable development.
Comment [PJM1]: No members of
NGOs? Other civil society or community
groups?