What is the initiative and where is it implemented (city or country, for example)?
In 2005, Okayama City, Japan, established an ESD Promotion Commission with various stakeholders to develop a plan to harness formal and informal learning to promote sustainability and environmental awareness. In 2015, a new plan was developed that identified eight priorities and was further supported by the 2016 initiative of emphasizing the intention to make Okayama a learning city. The aims of the plan included assisting people who have a vision for the future that coincides with the principles of education for sustainable development (ESD) to participate in the process of city development, facilitating traditional culture and fostering intercultural exchange, protecting the environment and strengthening the economy (UIL, 2017).
How was the initiative established? How was it implemented?
The key to the successful establishment of the initiative was to create a coordinated structure that involved all stakeholders in its development. Two committees – an executive and a steering committee, each comprising around 20 members – were created to formulate and apply the policies developed by the ESD Promotion Commission. The municipality, civic organizations, educational institutions and representatives of media work in collaboration to implement different strategies supporting ESD.
All stakeholders mobilize and invest resources to create a sustainable learning city. The ESD Promotion Commission enforces projects through subsidies provided to schools and other educational institutions; other organizations invest their resources into learning activities, whereas the private sector allocates finances to develop ESD schemes. Kominkan (community learning centres) provide spaces and platforms for hosting learning activities and events. With the enrolment rate close to 100 per cent, the city offers accessible education through formal and informal learning centres.
The city promotes reading by providing four mobile libraries in addition to the existing ten municipal libraries. Access to and use of most of the learning centres are free of charge and they can be used by people of all age groups and socio-economic backgrounds. Information about learning opportunities is distributed through various channels, including magazines, newsletters, websites and social media. In addition, celebratory events are organized in neighbourhoods and at the city level, fostering communication and civic engagement (UIL, 2017).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
To establish the ESD Promotion Commission, Okayama City collaborated with 47 stakeholders from both private and public sectors. According to the data from 2017, the commission involved 268 organizations, including numerous educational institutions such as universities benefitting from an allocation of research and education funds, certain organizations promoting civic engagement through participatory activities, and enterprises practising corporate social responsibility (CSR). Thirty-seven Kominkan and more than 50 schools provided learning opportunities for all age groups via curricula based on ESD principles. The stakeholders actively encouraged residents’ participation in various projects to develop sustainability and ecological awareness, creating a socially and ecologically responsible community (UIL, 2017).
What are the impacts of the initiative in terms of facilitating lifelong learning? Whom does it benefit and how?
One of the major achievements of the initiative is the creation of a successfully operating stakeholders’ network. Through this well-coordinated structure, the city provides a healthy and accessible learning environment for citizens of all ages, promoting lifelong learning. Independent ESD projects have been developed with support from the ESD Promotion Commission, fostering collaborations between educational institutions and manufacturing industry. For example, a local high school cooperated with a retail company to create an environmentally-friendly umbrella that is now sold both locally and all over the country, with part of the income it generates being invested back into the education system.
The level of environmental awareness has significantly increased, which is reflected in the active use of solar power by different facilities, regular local markets, and increased daily usage of bicycles, as well as conservation projects to protect local species and their natural habitat in 13 areas.
Civic engagement has increased due to local events and activities and the timely spread of information. Mutual trust between the governing agencies and the citizens fosters communication and active engagement in the decision-making processes. The promotion of renewable energy will be continued further as a part of measures for sustainable development. The networks within and outside the city are continuously strengthened to exchange information and share experiences. In addition to providing learning spaces and communication platforms, local Kominkan organize a Waste Reduction and Recycling Week every year to promote sustainability and raise ecological awareness (UIL, 2017).
References
UIL, 2017. Unlocking the potential of urban communities. Volume II: Case studies of sixteen learning cities. [Online] Available at: https://uil.unesco.org/lifelong-learning/learning-cities/unlocking-potential-urban-communities-volume-ii-case-studies [Accessed 6 February 2021].