This brings us to an alternative mechanism.
SLIDE Asia Pacific Initiative: Forming New Linkages to the World
Introduced here is a case of joint lecture series currently conducted through international collaboration of universities, research institutions, and intergovernmental organizations and NGOs. It is organized by Keio University, United Nations University,and FASID (Foundation for Advanced Studies on International Development); participating institutions include University, in addition to the above, Asian Institute of Technology (which houses GMSARN: Greater Mekong Subregion Academic and Research Network consisting of 6 countries including China, Myanmar, Laos, Cambodia, Vietnam,and Thailand) University of Hawaii, The University of the South Pacific (which is supported by 12 countries in the South Pacific), National University of Samoa,The University of the Ryukyus, Asian Development Bank, and SPREP (Secretariat of Pacific Environmental Program). During the fall semester 2005, the course is offered every Friday afternoon (Japan time) for three hours, through real-time connection of 7 sites in Asia Pacific over Internet. The Ministry of Education (2003) and the Ministry of Foreign Affairs (2004 and 2005) provided limited amount of seed money but the bulk of the activities are supported by in-kind service provided by participating institutions. The course was initiated as a part of WSSD Type II commitment entitled “Asia Pacific Initiative for Sustainable Development” by LEAD Japan Program with its host institution Keio University.The commitment is composed of three pillars, namely (1) joint research, (2) joint curriculum, and (3) outreach through next generation broadcasting.
SLIDE WTO: Cross-Border Trade in Services
WTO recognizes four kinds of cross-border trade in services (including education).
(1) “Consumption abroad” is the most important of the four. Studying abroad is considered an export of educational services.
(2) “Cross-border supply” means the sale of courses on the Internet or in the form of CD-ROMs and DVDs.
(3) “Commercial presence” means opening private training schools run by foreign firms.
(4) “Presence of natural persons” means employing foreign teachers.(UNESCO, Education Today, No3, October-December 2002)
(5) Alternative:
Our approach would be to offer joint curriculum over INTERNET.
SLIDES on Lecture Series Course Management System (UoH) Syllabus, Profile of Lecturers
Teaching Material 1, 2 Coverage Asia Pacific Based on On-Going Projects
Case Approach to Sustainable Development in Asia Pacific
The focus of this lecture series is placed on raising awareness for sustainable development in Asia Pacific which covers a large span of land and oceans. This is the region that is experiencing rapid economic expansion, with its impact on environment.
Learning opportunities are enhanced by the application of information and communication technologies (ICT) which is the tool to have access to the intellectual
assets and to produce new knowledge. Scientific exploration and field-based cases can be linked seamlessly by the use of ICT. New knowledge can be accumulated in the form of multimedia contents (and not just text), and can be made accessible on real-time basis (and not waiting books to come out).
“Real issues” are too complex to comprehend by human mind, leading to division of labor among various scientific disciplines. By narrowing down the scope of analysis and by digging deeper, we will be able to reach the “truth”,and then we start applying the knowledge in order to start solving the real issues.
This is the contention of traditional approach. It is noted that there was no mechanism for integrating the piecemeal knowledge in order to respond to the real world challenges. It is true, on the other hand, no matter how many cases you collect, you still do not comprehend the truth in its entirety. But the gap can be narrowed by collaboration among different disciplines made possible by the application of ICT.
SLIDE Linkage with Field-based On-going Research
Case studies, theorization, empirical testing, and policy application are the four steps completing the cycle of scientific progress. We are now rediscovering the virtue of case approach to cope with new phenomena and special cases whereas established scientific mode would be to construct a general theory often in mathematical formulation and empirical testing of statistical significance.
There are several reasons for this.
(1) Issue-oriented approach is possible by the use of ICT compared to traditional discipline-oriented approach. More realistic situation can be dealt with. Case-based approach and field-based approach are properly handled with ICT overcoming distance(and to a certain extent, disciplinary divide), enabling real time, on-demand access.
(2) Specialization to a particular topic and or an analytical tool can be integrated to give a whole picture by ICT. That is to say, specialization and integration are both possible. Traditional academic approach tends to focus on a narrow boundary,and there is no mechanism to integrate the parts into the whole.
(3) Network-based knowledge creation and sharing is made possible by ICT. Intellectual asset that lies outside a classroom can be accessed through networking, and a network can be altered or expanded according to the needs. Autonomous, distributed,and collaborative mode of exploration becomes possible.
(4) Multimedia tools enhance the effectiveness of these approaches. Relevant questions can be raised by stakeholders and can be responded by people with expertise regardless of geographic distance or specialization.
(5) Locally-based case studies with regional global network make participatory research and learning a reality. Seamless linkage in two directions can be achieved:from local to global and from global to local.
Advanced Seminar in International Environmental Studies: Asia Pacific Initiative for Sustainable Development
Background:
Asia Pacific covers 65% of the world population and two of the world’s largest oceans. It is the region that is changing its economic profile very rapidly,
but economic success comes with environmental repercussion, posing serious doubts about the sustainability of the development path. Despite its potentials, Asia Pacific region is still suffering from huge income differentials and digital divide. Such condition cannot be tolerated in a global community which is becoming increasingly transparent and interdependent. Human aspiration and environmentalcarrying capacity is a real issue to be tackled with not only in Asia Pacific but also in a global context.
The year 2005 marks the start of the Decade of Education for Sustainable Development(DESD). In the year 2002 when World Summit on Sustainable Development (WSSD)was organized in Johannesburg, world leaders announced initiatives to improve living conditions and environment around the globe. “Education and awareness-raising,
capacity building and information for decision making and scientific capabilities” are listed among required international efforts along with additional financial resources,improved trade opportunities, and access to environmentally sound technologies(United Nations, Political Declaration and Plan of Implementation). The outcome of the WSSD include not only a negotiated implementation plan at the official levels but also partnership that will achieve direct results. United Nations Secretary General Kofi Annan said, “… the most creative agent of change may well be partnerships … among governments, private business,non-profit organizations, scholars, and concerned citizens.”
Learning opportunities are enhanced by the application of information and communication technologies (ICT) which is the basis of having access to the knowledge
stock and adding new information. World Summit on the Information Society (WSIS),spanning from Geneva Phase that took place in 2003 to Tunis Phase that is to be concluded in 2 005, is yet another international forum that is intended to promote ICT-based networks, services, and applications and to overcome digital divide. “The objectives are to build an inclusive Information Society; to put the potential of knowledge and ICT at the service of development, to promote the use of information and knowledge for the achievement of internationally agreed development goals. (WSIS, Draft Plan of Action).
The shift of focus from economic development, where natural environment is treated as resources and intermediate inputs to production and human consumption,
to sustainability, where human aspiration has to find a proper limit to make room for future generations and preservation of nature, changed the system boundary that we have to consider. Many academic disciplines are obliged to define the system boundary they are examining. Our knowledge has to be re-defined and looked at in a new context faced with the new challenge of sustainable development,a challenge that requires issue oriented approach rather than discipline-oriented one.
According to Gibbons, the new mode operates within a trans-disciplinary framework rather than mono- or multi-disciplinary. Mode 2 of knowledge production is “The complex of ideas, methods, values and norms that has grown up to control the diffusion of the Newtonian model of science to more and more fields of enquiry
and ensure its compliance with what is considered sound scientific practice.” In contrast, Mode 2 in Gibbons’ term refer to “knowledge production carried out in the context of application and marked by its trans-disciplinarity; heterogeneity;organizational heterarchy and trans-science; social accountability and reflexivity;and quality control which emphasizes context- and use-dependence.” (Gibbonset al, 1994)
SLIDE Course Modules
Course Modules:
The joint lecture series starts with an introduction on the purpose, course outline, students, and lecturers from the Media Studio located at United Nations University in Tokyo. This is followed by introduction to telecommunication networks in Asia and Pacific Islands by PEACESAT based at University of Hawaii. The course management system located at UoH will be employed throughout the semester for handling course materials, announcing assignments, and information exchange among participants. The lecture series introduces field-based case studies that are the outcomes of ongoing research projects. The topics have been chosen to represent environmental challenges and opportunities in Asia Pacific. Each topic will be examined by two lecturers and commentators representing different approaches and different parts of the region.
The contents modules of the joint lecture series are as follows:
An Overview of the Region, Economic Development and Policy Issues: Asia Pacific is a vast region with marked differences in natural and social environment within it. There are some commonalities as well, such as remoteness among communities separated by land mass or oceans, predominant dependency on primary industries such as agriculture and fisheries,
low per capita income, limited access to new technologies including ICT, cultural/religious/linguistic diversity, among others.
Greater Mekong Subregion (GMS): The Mekong River is an international river that flows through six countries in the GMS that serves for irrigation, navigation,hydropower generation, and fisheries. Countries have to come together to pursue a common development that is sustainable, whereas some of the objectives are conflicting. Asian Development Bank provides an overview of the region’s current status and potentials.
Pacific Island Countries: Pacific islands have common ethnic traits; coming from Asian continent, the waves of people found their way through Papua New Guinea to Fiji and Samoa, branching out to reach New Zealand, Easter Island, and Hawaii,establishing the common roots to the Pacific community. The limited resource base of the island countries and remoteness to the world’s economic centers pose common challenge to them. JICA executive examines his experience in the Pacific and put the region in a global perspective.
Hawaii: Hawaii to the Pacific is one of the gateways to industrialized world.Hawaii shares with other island countries their cultural and ethnic traits, but is now the central location of many scientific research and environmental monitoring activities. Research centers and their functions will be introduced by University of Hawaii.
Multilateral Environmental Agreements and International, Regional, and Local Policies and Management: Numerous multilateral environmental agreements (MEAs) have been enacted over the past half a century. Each agreement has been designated to cope with a particular environmental issue that came to the attention of international community. As a result, while some agreements support the aims of the other MEAs, others overlap and even contradict each other. MEAs are examined from the view point of implementing countries, particularly in Asia Pacific. Interlinkages Project jointly conducted by the UNU and SPREP looks at the synergies and coordination among MEAs. Negotiation process leading to the Kyoto Protocol will be introduced by one of the principal negotiators.Monitoring the Earth: Earth Observing Technologies: At the macro level, the earth (land as well as seabed) topology, sea surface temperature, and weather are constantly observed by earth observing satellites of various kinds. The information is gathered, analyzed, and shared by scientific communities for practical use ranging from regional development plans, navigation, fisheries, and weather forecasting.Integrated and sustained Ocean Observing Systems are introduced in this context.At the micro level, sensor technologies are used to monitor the environmental
parameters at one particular point, which in turn are recorded on regional basis,providing overall picture of the environmental quality of the region. Environmental visualization sensor technology is introduced together with a plan of forming an environmental observation network based on such technology.
Coral Reef Management and Marine Bio-Diversity: This module looks for an improved understanding of the dynamics of coral reef ecosystem. Tropical coral reefs provide habitat for variety of living creatures. However, coral reefs and associated ecosystems are now under serious threat because of over-fishing, development of coastal zones causing terrestrial run-off, and the increase in sea surface temperatures caused by anthropogenic CO2 in the atmosphere. Protection of marine bio-diversity calls for measures at local as well as global levels. There are attempts to reexamine traditional practices at community level in preserving marine bio-diversity while there are attempts to revive coral reefs with human help. Experts from the University of the Ryukyus (UR) and the University of the South Pacific (USP) provides their views on coral reef management.
Coastal Zone Research, Planning and Management / Integrated Coastal Management:
Indo-Pacific region is the world’s richest region for marine biodiversity. Land and sea form a one integrated ecosystem, various types of human activities including agriculture (erosion of top soil, inflow of pesticides and fertilizers), construction(terrestrial run-off, alteration of sea currents and sand movement), fisheries, and leisure activities impact on coastal zone, but there has not been enough exchange of views among stakeholders. Feasibility of an integrated approach to coastal management is discussed by experts on mangroves that symbolizes coastal zone ecosystem.
Watershed and Water Resources Management: Along international rivers such as the Mekong, there is inherent conflict of interest between upstream and downstream communities. Irrigation reduced drinking/industrial water. Drams erected for hydropower generation hampers navigation. In small island environment, even when precipitation is relatively rich, it is not easy to secure enough water because rains quickly flow into the ocean. River basin and watershed has to be looked at as one integrated environmental system: only then water resource management can be discussed. In reality, there are various kinds of established legal rights and customs in different parts of the watersheds.
Utilities Management and Sustainable Development: Utilities management in remote areas and in remote islands poses serious challenge to local communities and government. In contrast to cities on the densely inhabited regions where there is access to network of transportation, isolated communities suffer both in bringing in needed resources such as energy and taking out solid wastes such as used cars. The remote communities require specific types of technology that do not count on economies of scale but is suitable for creating a closed local system in power supply, for instance. Whereas communication channels have to be accessible to all residents in the communities, some islands suffer from lack of competition on the side of the suppliers. An alternative accessibility may have to be sought. Solid waste management is discussed from the point of view of materials flows; energy supply management is another topic to be taken up, particularly in an island condition.
Sustainable Fisheries: More species are found on tropical reefs than any other aquatic environment. Deep-sea fishery is prevalent the Pacific and Indian Oceans.Over-fishing is threatening marine environment and fishing industries. International river such as the Mekong poses peculiar environmental concerns for conflicting objectives between economic development and environmental sustainability. While fisheries are often the dominant basis of economic life in the Asia Pacific, its sustainability is being questioned. Experience from various parts of Asia Pacific will be exchanged.
Sustainable Agriculture: In some parts of Asia Pacific, slash-and-burn is still practiced, resulting in destruction of forests and erosion of top soil, leaving a lasting damage to the region as well as impacting on the global climate change. Application of pesticides and chemical fertilizers brings some short-term benefit in terms of increased yields but are increasingly recognized for their lasting damages to the soil. Asia Pacific is densely inhabited and increased food production is a mandate in many parts of the region. How to achieve agricultural practices that are sustainable is the focus of this lecture. An experience is introduced where pest species control succeeded in eradicating damaging insects without the use of pesticides. A success story in identifying and diffusing high-yield rice is know as “Green Revolution”, and the topic is taken up in a special lecture.
Land and Marine Based Chemicals, Waste and Pollution Issues: Human lives depend on land and marine resources for production and consumption. Humans have used the natural environment as ‘sink’ after they have used the resources. The carrying capacity of air, water, land, ecosystems on land and in oceans are limited. Production processes and waste disposal often generate chemicals that are hazardous for human health and sustainability of natural environment. Lessons are learned in a hard way that we have to look at the planet earth as a closed system.
Climate Change: Global warming is a reality in view of scientific evidence. The recent irregularities in weather, such as increased number of typhoons and hurricanes and changing patters of precipitation are attributable to warmer sea temperature. Coral reef breaching is attributable to warmer sea temperatures, as well. El Nino and other climate variability over years to decade has been observed. Weather, climate variability and climate change are discussed, leading to examination of challenges and opportunities associated with climate change.
Student Participation and Assignment:Learners are asked to pick up one topic as a case at the start of the lecture
series, giving general background, specifics of the case, observation/analytical methods, its geographic location, its local relevance and contribution in promoting sustainable development at the global level. All students are asked to present the outcomes of the cases toward the end of the semester. The case report should be comprised of (1) Power Point presentation file, including relevant information on the research field such as maps, photos, and text; (2) full text write-up of the case, with appropriate attachment such as reference materials, legal stipulation where applicable, design of survey sheet where applicable, contact persons/institutions, etc.; (3) (optional) videos, photos, maps, and other multimedia product. It is planned to make the student case reports accessible over Internet. It is hoped that the cases will be continued beyond the time span of the lecture series.(Case Methodology)
SLIDE Cost Effectiveness
Annual government spending per pupil in OECD countries:
Primary $4,229
Secondary $5,174
Higher $11,422
(UNESCO Education Today, No.5, April-June 2003, p.5)
Education funding worldwide:
Government 63%
Private 35%
International aid 2%
(international aid for education: $5.98 bil in 1999, $4.72 bil in 2000)
(same as above)
United Nations University organizes six-week International Course in Tokyo
every year. The topics include:
(1) Armed conflicts and peacekeeping
(2) Environment and sustainable development
(3) Human rights
(4) International cooperation and development.
The tuition fee per course is US$900 ($1,350 for two courses).
plus accommodation,
plus airfare.
(90 minutes / day * 5 days * 6 weeks = 90 minutes * 30 = 2 credits)
$900 * 10 courses * 2 credits = $18,000 / 2 years???
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