Small Island Developing States Network
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SIDSnet is a project of the UN Department of Economic and Social Affairs (DESA) hosted by the South Pacific Regional Environment Programme

 

“Capacity Building for the Sustainable Use and Management of Natural Resources and the Environment in the Pacific Region through strengthened coordination and implementation of Training, Research and Education.(2002 – 2012)”

Proposed Partners (Further consultation required to confirm partners at all levels)
Governments
Pacific island countries and territories (American Samoa, Cook Islands, Federated States of Micronesia, Fiji Islands, French Polynesia, Guam, Republic of Kiribati, Republic of the Marshall Is, Republic of Nauru, New Caledonia, Niue, Palau, Papua New Guinea, Pitcairn, Samoa, Saipan, Solomon Is, Tokelau Tonga, Tuvalu, Vanuatu and Wallis & Futuna), and Australia, New Zealand, France, UK, USA

Intergovernmental Organisations
Pacific Islands Development Program (PIDP), Pacific Islands Forum Secretariat (PIFS), Secretariat of the Pacific Community (SPC), South Pacific Applied Geoscience Commission (SOPAC), South Pacific Regional Environmental Program (SPREP), The University of the South Pacific (USP); South Pacific Board of Education and Assessment (SPBEA)

Other tertiary institutions including ANU, UPNG, University of Guam.Potential

Major Groups/NGOs
NGOs including, Greenpeace, Pacific Concerns Resource Centre (PCRC), World Wildlife Fund (WWF), The Nature Conservancy; Live and Learn Foundation for the Peoples’ of the Pacific (FSP).Possible donor/partnersADB, Australia, Denmark, ESCAP, EU, Singapore, France, Japan, New Zealand, UK, USA, UNDP, UNEP and the World Bank and others.

Leading Partners: The University of the South Pacific and the South Pacific Regional Environment Programme

Name of the contact persons:

Name: Prof. Kanayathu Koshy, Director, PACE-SD, The University of the South Pacific, P.O.Box 1168, Suva, FIJI. Phone (679) 321 2184; Fax (679) 330 9176; E mail: [email protected]

Name: Frank Wickham, SPREP HRD/Training Officer, Address: Box 240 Apia, SAMOA Phone: (685) 21929, Fax: +(685) 20231, E-mail: [email protected]

Main objectives of the Partnership/Initiative

The overall vision of this initiative is “increased and strengthened capacity for Pacific Islands people to manage their island environments and achieve sustainable development, poverty reduction and sustainable livelihoods”.

This Capacity Building Initiative is distinctly different, in focus, from the ‘capacity building and technology transfer’ sub-sections of each of the other Pacific Type 2s. , It is mainly aimed at strengthening the planning, implementation and evaluation processes for capacity building within a regional framework. . In practice, there may well be many synergies and complementarities between this initiatives and the other Type 2s that need to be followed up closely in relation to the capacity development needs.

Throughout the World Summit on Sustainable Development (WSSD), there have been frequent references to the importance of capacity building. Our region’s aspirations for sustainable development can only be achieved if it has fully trained human resources. The region needs highly qualified people to provide the best knowledge base for managing sustainable development with a special sensitivity to inter and intra generational equity. This often calls for high levels of education, targeted/ demand-led research, wider training and community-based approaches.

This Umbrella Initiative will, therefore, establish
:i) A Regional Education Framework
ii) A Regional Capacity Building Framework for Research and Training.

The Education Framework
Education for sustainable development implies providing the learners with the skills, perspectives, values and knowledge to live sustainably in their communities. The importance of education for sustainable development was underscored at the 19th special session of the United Nations General Assembly (23-27 June 1997) convened to review Agenda 21. The resolution adopted at this meeting said, “the fundamental prerequisite for sustainable development is an adequately financed and effective education system at all levels”. The education for sustainable development will promote interdisciplinary approaches, will be broad-based as life itself and will continue life long. This Framework will focus on strengthened education and flexible delivery systems at different levels with guidelines for an education programme that promotes sustainable environmental management and socio-economic aspects of development. A review/evaluation of past tertiary/secondary-level environmental education programmes in the Pacific and delivery systems will form the basis for these guidelines. Capacity building needs span different levels, starting from primary to postgraduate, and encompass both formal and non-formal approaches. It also covers short-term training and long-term education, research and training. Sustainable development needs to be mainstreamed into the curriculum. This tertiary/secondary Education Framework will also be linked to initiatives under the proposed “Decade of Education for Sustainable Development” under the Johannesburg Programme of Action. An aspect of the framework will include a feasibility study on the development of distance education curriculum and delivery systems to reach the unreached among the youths of tertiary education systems.Since the Dakar World Education Forum in April 2000, there has been a worldwide resurgence in the recognition of the indispensable role education plays in social, environmental and economic development. The Framework will build on and be integrated into the Education For All (EFA) goals adopted at the Dakar Forum.

The Regional Capacity Building Framework for Research and Training:
The emphasis here is for a broader view of research – a careful search or inquiry, critical investigation, endeavour to discover new facts through systematic studies, using all available methodologies. : Research and training can make a major contribution to fighting against disease, population growth and urbanization, the digital/information divide, coping with climate change, confronting the water crisis, protecting the soil, preserving forests, fisheries and biodiversity, promoting indigenous knowledge and building a new ethic of global stewardship. Access to information, and HRD will give the competitive edge for countries that lagged behind in their industrialization during the 20th century and help overcome poverty and achieve economic growth. Equity and equality of opportunities are essential to improve intellectual capital which when mobilized could enable wealth generation. The industrialised countries developed largely due to advances in science and its applications. Larger investments in S&T should be seen primarily as increased investment in a country’s socio-economic development and in preserving natural life support systems rather than simply as research expenditure

The Regional Capacity Building Framework for Research and Training will identify and use the synergies between organisations and individuals actively engaged in capacity building in the region. The already completed training needs assessments and strategies provide the essential building blocks to strengthen collaboration and information sharing amongst training institutions and organizations through this co-ordinated framework. . The Framework shall promote the synergies, partnerships and collaborative delivery at all levels. It will encompass identifying and prioritizing capacity needs, agreed levels and types of training activities and programmes derived from past Training Needs Assessment recommendations, establishing an inventory of existing and proposed training activities in the region, a database of training undertaken, establish training pathways, develop strategies to supporting research work, train-the-trainer strategies and post-graduate level training delivery mechanisms.Over the period 2002 – 2012, the framework shall be the main tool for guiding capacity building in the region and the main source of gauging how capacities have been developed over this 10-year period.

Expected results:

To be determined by countries on the basis of relevant national government policies, planning guidelines and published reports, national assessments and stakeholder consultations. Based on existing assessments these results could include:

Enhanced capacity for the Pacific Islanders to understand and to manage their environment.
Use of innovative and cost-effective ways for providing education and training. For example, the use of distance and flexible delivery, including the use of Internet based teaching and learning.
Effective delivery of tertiary, secondary, vocational and non-formal educational approaches that promote sustainable use and management of natural resources and the environment through more inquiry based and hands on approaches.
Commitment to Science, technology, research and development underpinning all education and training with group work of a multidisciplinary nature for problem solving.
Incorporation of local content, including traditional/indigenous knowledge (broadly speaking this is the knowledge used by indigenous people to make a living in a particular environment), into the curriculum; e.g. promotion of agroforestry, marine protected areas and participatory methodologies.
Improved networking activities, twining & mentoring with teaching/research institutions and North-South partnership to bridge the digital and information divide.
Establishment and strengthening of ‘Centres of Excellence, to support training needs.
Stronger collaboration between national and regional institutions and civil society organizations involved in training and education through a regionally developed Capacity Building Framework.
Improved training and capacity building in selected areas e.g. managing conservation and climate change: e.g. Pacific Island Community-based Conservation Course, V&A Training programs, Environmental Vulnerability Indexing, Environmental Assessments & Disaster Management (EIA/SEA), Renewable energy studies, Integrated coastal management etc.
Enhanced community awareness and participation in sustainable management of resources.
Widespread use of GIS/RS tools for Sustainable Development in the Pacific. These tools can be used in early warning systems, prediction of natural disasters, human and livestock health studies, land-use and biodiversity assessments and in infrastructure changes.

Specific Targets of the Partnership/Initiative and Timeframe for their Achievement

2002 Comprehensive review and consultation process
Jan – June 2003 Confirmation of the key strategic result areas followed by detailed program design and establishment of implementation arrangements
July – Dec 2003 National and community level outreach and resource mobilization to facilitate implementation
2004 - 2012 Commence the implementation of priority activities, monitoring, reporting (these activities to be ongoing) including the review of partnerships, initiatives and re-shape, re-establish as appropriate and when required

Coordination and Implementation Mechanism
National level coordination and implementation to be determined through consultation. Regional level coordination through the CROP HRD Working Group with implementation, where appropriate, by the relevant organisations e.g. USP, SPREP, Forum Sec, SOPAC, SPC and other stakeholders as appropriate.

Arrangements for Funding
The budget is hoped to come from bilateral and multilateral organisations and foundations at the global level and member governments and private sector partners. (Baseline of investment at national and regional levels is extensive). National HRD strategies and arrangements for institutional strengthening will be primary determinants for investment.

Arrangements for Capacity Building and Technology Transfer
Specific capacity building and technology transfer requirements will be determined by national assessments and stakeholder consultations for WSSD, HRD strategies, National and Regional Education Strategies, arrangements for institutional strengthening. Capacity building arrangements will utilize and strengthen existing capacity developed through recently strengthened distance education options (Usenet), the establishment of the Pacific Centre for Environment and Sustainable Development and the Environmental Education and Training Facility (SPREP).

Links of Partnership/Initiative with on-going sustainable development activities at the international and/or regional level
There is a wide range of capacity building initiatives that would need to be considered and linked to this initiative. These include those at local and community levels involving Non-government organisations working to “build capacity at scale” necessary to implement sustainable development.

· Link with UNESCOs Education For All (EFA) commitment and follow-up activities to the Dakar World Education Forum (April 2000) through its vision of Education for Sustainable Development. This entails an integrated education approach to address inter-sectoral policies, strategies and programmes toward water, energy, health, agriculture and biodiversity (WEHAB) development.
· Links to ICSU’s “Science and technology for Sustainable Development” initiatives, WSSD parallel sessions.
· Direct link to START/TWAS/IFS plans for capacity building for global change science.
· Link to the joint initiative of APN and Ministry of Environment, Japan, Type 2 on ‘Scientific Capacity Building for Sustainable Development in Developing Countries’.
· Link to the new SIDS Universities (USP, UWI, U of Malta, U of Mauritius, U of Cyprus, U of PNG and U of Prince Edward Island) initiative to offer joint Postgraduate courses on SIDS’ affairs through flexible teaching and learning modes.
· Links to International S&T Capacity building: Capacity building in freshwater by UNESCO, ICSU; on Environmental change and food systems (IAP/FAO); Health and suatainable development by ICSU’s global change programs with WHO; blending Traditional knowledge and sustainable development by ICSU and UNESCO, TWAS (medicinal plants) and Global observing system partnership (ICSU, UNESCO and UN systems).
· Link up with Decade of education’, WSSD.
·· Links to GEF UNDPs Capacity Development Initiatives: refer to ‘Country Capacity Development Needs and Priorities – Report for Small Island Development States, September 2000, Albert Binger.
· Links to regional CROP and AOSIS initiatives on Capacity building.
· Links to Millennium Development Goals -. Science Education and capacity building.
· Strengthen inter-agency collaboration in general with the various capacity building activities of UNEP, UNITAR, IHDP, IGBP, WCRP, DIVERSITAS, WB, AusAID, NZAID, Asian Development Bank, UNDP and similar bodies.
· Link to ACP-EU’s vision: “ Research for Sustainable Development”, the Cape Town Declaration, July 2002.
· Through the Doha and Monterrey processes, the EU has committed itself to supporting SD in developing countries. EU supports education and HRD ACP and EU write about
· Link to IFS/START/TWAS “Capacity building initiatives for Young Scientists”
· Community based capacity building – recapture training needs based on TNA , address needs identified in national communications, and National Assessment and multi-stakeholder meetings, NGO initiatives, Science Society activities,

Monitoring Arrangements
To be determined following consultation. National level monitoring of competency-based training and the skills retention will be an important component of this initiative.

Names and contact information of the persons filling in this table:

Name: Prof. Kanayathu Koshy, Director, PACE-SD, The University of the South Pacific, P.O.Box 1168, Suva, FIJI. Phone (679) 321 2184; Fax (679) 330 9176; E mail: [email protected]

Name: Frank Wickham, SPREP HRD/Training Officer, Address: Box 240 Apia, SAMOA Phone: (685) 21929, Fax: +(685) 20231, E-mail: [email protected]

 

 

 

 

Capacity Building Partnership