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]
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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.
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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.
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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.
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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).
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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]
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Capacity Building
Partnership
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