Prof. Michael Scoullos UNESCO Chair & Network on Sustainable Development Management and Education in the Mediterranean University of Athens Chair,

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1 Philosophy, Concepts and methods for linking ESD with management of Biosphere Reserves Prof. Michael Scoullos UNESCO Chair & Network on Sustainable Development Management and Education in the Mediterranean University of Athens Chair, MIO-ECSDE, GWP-Med Chair, Greek National Commission of ΜΑΒ UNESCO

2 Topics for reflection A. Fields of ESD which are directly linked to BRs, or may gain from such a link: What can ESD gain from BRs? Where are BRsnecessary for ESD? B. What are the processes in BRsand what are the activities of ESD that can be developed in favourof BRs. What can BRs gain from ESD? How ESD may help the management?

3 An oversimplified perception: «Environment = Nature» Within a simplified approach PA means original natural environment, virgin natural landscape and high quality ecosystems. Environment and Nature are considered by most people at first approximation as synonyms or identical. Need for clarifications: Basic principles of EE: about (knowledge), in (in direct contact with reality), the environment for (commitment in favour of) Thus, Bra were early enough identified on ideal places for education

4 A dynamic system The concepts, the institutions involved and the level of comprehension/interpretation of them (BRs, EE, ESD) are not static but evolving, having multiple nuances and approaches. They are open toexplanations, clarifications and further enrichment.

5 The target group common & differentiated contribution GROUP 1 Managers Principles of SD Methods of Management Protection of biodiversity outdoor education educators awareness consensus building Enhancement of knowledge, behaviors & attitudes GROUP 2 Educators Principles of ESD Methods of Education Generation of income Well being of the community, surviving changes Enhancing pride & ownership GROUP 3 Local Communities, Tourism Industry

6 Nature s observation as a learning tool From the very beginning of education the direct contact with nature (being in nature) and observation(either in situ or in the laboratory, invivoor invitro) was an important learning tool for empirical knowledge and deeper reflection.

7 The three levels of human involvement with nature and the Environment a clean environment (food, air, etc) - Social good altruistic, environment as a common good for social welfare - Intrinsic value of environment ecocentric approach People s attitudes and learning as well as environmental protection are based in three levels of involvement: - Self interest personal benefit from usefulness- functioning of anthropocentric approaches

8 First joint initiatives for the protection of the environment Limits to growth Report/ΜΙΤ Club of Rome Stockholm Conference on the Human Environment (1972) GOAL: The protection of the environment (natural and cultural) Leading (as consequence) to: Development (economic, personal, social)

9 The causes of environmental degradation Overpopulation Consumerism Economy having improper indicators Lack of education & information GOAL: The protection of the environment (natural and cultural) Leading (as consequence) to: Development (economic, personal, social)

10 Environmental Education (EE) scope: the protection of the Environment Environment Earth Spaceship (limits to growth) Human overstructure: society, economy, institutions, etc. In this respect, the emphasis was on protected areas and the BRs, were treated in the 70s, 90s as PAs

11 Evolution in the Protection First steps: The protection of species in danger Followed by: The protection of particular isolated habitats / ecosystems (as islands of protection ) Similar approach by spatial planning experts, economists, archaeologists for other areas of special interest.

12 «Protection» of habitat phaseα Approach of archaeological sites/ museums isolated areas / islands of protection

13 Evolution in the Protection Soon the limits of the islands of protection approach became apparent and the concept of protection evolved to cover wider zones, zoning approach (seeindustrial zones, areas of urban development, protected areas, or specially designated areas etc.)the EE approach required radical expansion to cover the developmental aspects.

14 Internationally important specially designated areas Wetlands Ramsar Convention UNESCO World Heritage Monuments. Barcelona Convention Specially Protected Areas (SPA). Biosphere Reserves UNESCO Man and the Biosphere (MAB) Programme The latter have the advantage of differentiated intensity of management

15 ΜΑΒ/UNESCO ΜΑΒ/ UNESCO Biosphere Reserves (BRs) approach area of absolute protection core core Buffer zone Area of limited protection Area of transit protection

16 BRs functions Conservation (landscapes, ecosystems, species generic variation) Logistic support (research, monitoring, ESD, training, knowledge) Development(economic, human and culturally adapted) The above need to be reflected to the Educational approaches implemented therein.

17 An important clarification between Protected Areas and Biosphere Reserves with consequences for the type of applied education: ESD instead of EE Convention for Biodiversity(1992) «protected areas are identified geographical areas which are established and their management aims at the achievement of particular purposes of protection and conservation» The ultimate goal is the Sustainable Development Newer and recent approaches: Networks of PAs Eco-Corridors Cultural Paths

18 European Legal framework for PAs Directive79/409 on the conservation of wild birds Directive 92/43 on the conservation of natural habitats and of wild fauna and flora Natura 2000, Network of Protected Areas. 2 types of areas: SpecialProtectionAreas SPA and Sites of Community Importance SCI. Originally only for protection, but now have more and more adopted the BR ideology, and are integrated ofthen as core areas in BRs

19 Protection is not always desired The establishment of PAs is one of the most difficult social issues due to frequent reaction by local communities : They do not want to be under protection They wish the same type of development as all other areas. BRs allow for simultaneous development and this aspect has important educational / awareness raising potential for the people within, around and outside BRs, even the visitors.

20 Sustainable development approach for the establishment BRs Protection of natural and cultural characteristics with the direct or indirect support/participation of the local society. This includes : Habitats protection Conservation of species generic variations Promotion of scientific research Conservation of natural, cultural and traditional (heritage) elements Education Recreation and development of sustainable tourism and other compatible to SD activities (human and culturally adapted) Sustainable management of natural resources. Conservation of a set of services and goods necessary for the well being of current and future generations.

21 Initial Key Methodologies of Environmental Education Since its inauguration (1972) in Stockholm, Belgrade, and Tbilissi, EE insisted on three complementary approaches: about (knowledge), in (in direct contact with reality), for (commitment in favour of) the environment. Combination of knowledge with action. The learners in the centre. Multidisciplinary approach.

22 The Rio UN Conference on Environment and Development 1992 Chapter 36, Agenda 21 Sustainable Development Environment Ecology Economy Society

23 The Thessaloniki International Conference result: Sustainable Development Environment Ecology Economy Society Expansion of EE => Education Education for Environment & Sustainability (EfES)

24 An attempt was made by the EU to define SD as the common place of the three components. This scheme asks that all three are satisfied in the same degree simultaneously! ECONOMY SOCIETY ENVIRONMENT Sustainable Development and Education for Sustainable Development

25 Our vision through the evolution since Thessaloniki Environment Economy Society Education Sustainable Development is a pyramid and as its basis Education was originally proposed

26 Environment Economy Society Governance However, with Education alone we cannot transform all development into a sustainable one. Education is only one component of the overall Governance. The basis here is Governance.

27 Governance Economy Society Environment In fact, this scheme where environment is the natural basis and all other three are the human overstructures is very close, but still different representation of the original starting point of EE.

28 Institutions Education Science & Technology Governance Analysis of Governance for the Implementation of SD

29 Combining the previous figures we have Sustainable Development as a double pyramid. One of its facets is Education Economy Society Environment Governance Education (ESD) Institutions Science & Technology

30 To obtain Sustainable Development we need: Responsible Economy Social Cohesion & Welfare Governance Environmental Protection Education for Sustainable Development Effective Institutions (Good planning, etc) Application of innovative science & appropriate technology

31 The contents of ESD Economy Areas that need change or reconsideration in order to achieve SD Society Institutions Environment Culture Science & Technology All the facets are perfectly demonstrated and understood in a BR

32 FROM The typical approach of EE towards BRs DEVELO OPMENT Appropriate environment = the prerequisite to maintain the tree EE: Attention to the ENVIRONMENT! EΕ: Caring for the ENVIRONMENT in order to maintain the tree

33 TO The ESD approach for BRs ΕSD Attention is given to the fruit: pruning,etc. (ECONOMY) ΕSD Attention to the use and distribution of the fruit ESD: Attention to (SOCIETY) the Environment ΕSD: Caring for the tree in order! to have the tree & sustainable production of fruits Attention to the Environment, Society & Economy DEVELO OPEMNT

34 ESD Characteristics & Principles in relation to BRs -By nature, an evolving and dynamic concept seeking to balancehuman and economic welfare for the present and future generations with cultural values and respect for the environment and the earth s natural resources. -Aims to empower and inspire people of all ages living within or around BRs to develop the appropriate knowledgeand skills; to adopt attitudesand valuesand shape behaviourstowards sustainable development of their areas in order to assume responsibilities for creating a sustainable future.

35 ESD Characteristics & Principles in relation to BRs -Across-cutting field, embracing Environmental Education, Education for Development, Global Education, Education for Peace and Human Rights, Global Citizenship Education (GCE), etc. -KeyThemes: poverty, citizenship, peace, democracy, security, human rights, social and economic development, health, gender equity, cultural diversity, functioning and protection of the environment and natural resources, sustainable production and consumption patterns. -BRs allow for demonstratinggood (and not so good) practices (e.g. obstacles) to explain eventually and learn from them.

36 Boththe the ESD and BR management require multi and intra-disciplinaryapproachesapproaches From: Disciplines Multidisciplinarity(EE) Intradisciplinarity Transdisciplinarity (central for ESD)

37 Particular goals of ESD programmesin BRs To highlight the special characteristics of the area. To highlight the local issues and the opportunities for development and stimulate progress. To encourage the locals on how to better preserve and manage the area in a sustainable way. To help the visitors to contribute in the sustainable development of the area. To obtain nice memories and positive feelings that they can have an input in the sustainable management of the area. To stimulate or enhance the tendency for expansion or creation of new BRs.

38 Potential contribution of ESD in order to overcome frequently observed tensions in BRs and lead to balance between: Global Social Heritage Competitiveness Rapider explosion of produced knowledge Spiritual Local Personal Novelty Equality to opportunities Limited capacity to assimilate information Material

39 -Scope- 2014: The Mediterranean Strategy for ESD Aim: to encourage countries to develop and incorporate ESD into formal, non-formal and informal education. Scope: to be a flexible framework for the countries of the region driven by their priorities addressing their specific needs and circumstances and encourage interdepartmental, multi-stakeholder cooperation and partnerships. Objectives Ensure that policy, legislation and other regulatory and operational frameworks support ESD; Promote SD through formal, non-formal and informal learning; Equip educators with the competence to include SD in their teaching; Ensure that adequate tools and materials for ESD are accessible; Promote research on and development of ESD; Strengthen cooperation on ESD at all levels, including exchange of experience and technologies within the Mediterranean region. 39

40 Since 2014 The MSESD was accepted as an integral part of the Mediterranean Strategy for Sustainable Development (MSSD II, ),Barcelona Convention, COP19, Athens, Febr The MSESD is referred to in the Athens Declaration. The Action Plan of the MSESD Developed in a participatory way and informed by a survey among Mediterranean youth on SD/ESD Endorsed at the Ministerial Conference on the Action Plan for Education for Sustainable Development in the Mediterranean, Nicosia, Dec 2016 TheFocal Points are scheduled to meet again in Nicosia in November 2017 to review the progress on ESD in their countries. 40