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Lifelong Learning and Sustainable Environmental Engagement
Opha Pauline Dube O h P li D b p Department of Environmental Science – University of Botswana
Engaged Universities and Learning Cities-Regions
• Engagements occu gage e s occur:
– at multiple scales/ levels & are interdependent – may require multiple steps & different stakeholders & are rarely linear
• Basically Universities do need to be engaged at all levels • Not all engagements can be measured, monitored & rewarded i.e. in monetary terms
• E Through li k with th i extended E.g. Th h links ith their t d d families most African academics informally engage with their villages • Others however have criticized this engagement e g : John Holms article on e.g.:
• Family Ties Bind African Universities, August 19, 2010, Chronicle 2010 "Chronicle of Higher Education". Education
• It was through these informal family engagements for e.g. I became aware of the limited engagement of UB e g e.g. schools within its vicinity
However UB has taken measures to facilitate Sustainable Environmental Engagement
• The UB NDP10 Strategic Plan includes among p g its 13 values used for planning to deliver the UB mission and achieve vision: y • The University of Botswana Environmental Sustainability Value • “By deepening awareness and ensuring environmental issues are incorporated into student learning and teaching and research, the development of environmentally sustainable campuses and through contributing to the environmental sustainability agenda in Botswana
ENVIRONMENTAL SUSTAINABILITY CHARTER WORKING GROUP
• • • • • • • • • • • • • • • • • MEMBERS Prof. B. Otlhogile Prof. O Prof O. Totolo Prof. S. Ringrose Dr. M. Gregory Dr. J. Atlhopeng D J Atlh Dr. P.Dube Mr. P. Jackalas Mr. B. Rugumyamheto Mr. O. Masoso Mr. M J. Ketlhoilwe M M. J K tlh il Mr. S. Mutaringe Mr. I. Dube Mr. M. Flyman Mr. R. Chephethe Mr. G. Mr G Mosimanegape Mrs. K. Moseki Watch Botswana) UB Vice-Chancellor UB Faculty of Science (Chairperson) UB HOORC UB Institutional Planning UB E i Environmental S i t l Science UB Environmental Science, UB Institutional Planning UB Campus Support Services UB Faculty of Engineering UB E i Environmental S i t t l Society Arup Botswana p Arup Botswana Govern Depart. of Environmental Affairs Town & Regional Planning Kalahari Conservation Society Somarelang Tikologo (“Environmental
The Environ. Charter began its work end of 2009
• Carry out an Environmental Sustainability Audit • Draw an Implementation Plan and eventually • Develop UB Environmental Sustainability Charter – • All is still an initial stage • Hence in terms of environment – attempts made at p Engaged UB and Learning Cities-Regions remains fragmented, uncoordinated and not documented • The implementation of the Charter will address some of these issues
Why Lifelong Learning & sustainable environmental engagements?
• Under globalization rapid technological globalization, advancement etc : Lifelong learning is necessary to maintain a productive labour force for economic competitiveness • But it is pressure on the environment arising from this competitive profit driven economy that y demands more than ever for lifelong learning & sustainable environmental engagements g g • Evidence show that humans = the prime driver of change on the planet
Agricultural Fires
Annual burning of A lb i f crop Residues a p common practice globally – Pollutes the atmosphere, atmosphere leads to land g degradation & reduces biodiversity
Korontzi et al., 2006
Australia- Feb. 8, 2009. Towering flames razed entire towns in southeastern Australia and burned fleeing g residents in their cars -death toll rose to 84. At least 700 homes were destroyed.
Southern Africa Fire Network (SAFNet) N t k (SAFN t)
2003 country contacts
Country Contact Points: 2003
(Slide: David Roy)
An open network of southern Africa fire scientists, scientists managers and communicators that has functioned SINCE 2000 over 12 Southern Africa countries.
2000-2007
International Research Initiatives
CSIR Satellite Application pp Center
SADC Regional Remote Sensing g Unit
Southern Africa Fire Network (SAFNet)
Meteorological Departments
Fire Monitoring / Management Depts.
NGOs, NGOs CBO and other Networks etc.
Community
Carbon dioxide (CO2) is by far the largest contributor & fossil fuel use is the i th major j source
Increasing CO2 in the atmosphere is being absorbed by by oceans changing their chemical composition y g g p needs:
Ocean Acidification slows shell calcification
• Mussels more sensitive than oysters • Severe economic losses likely: p • Global shellfish production worth US $10.5 billion (of which Pacific oyster 11 % and mussel 4 %)
Gazeau et al. (2007)
Changes in physical and biological systems and surface temperature 1970-2004
Observed continental-scale continental scale changes in surface temperature: Blue = natural: Red = due to anthropogenic forcing: Black line = Decadal averages of observations (1906 2005) (1906–2005)
(4th IPCC WGI & II SPM, 2007)
IPCC,2007
Projected climate change in southern Africa
a)
Slightly warmer
b)
Drier
Much warmer
Wetter
HADCM3 climate model projections of changes in a) temperature and b) precipitation for 2050 relative to mean conditions over the 1961 t 1990 period, under th IPCC SRES A2 (hi h emissions) to i d d the (high i i ) scenario.
MEA SAfMA Report, 2004
Climate related hazards dominate the human induced & natural disasters
Floods, storms, droughts, …>75% Earthquakes, tsunamis -7%
Large scale & or frequent disaster events in developing countries Cause greater long term damage than immediate impacts that make headline news
Global economic growth so far breeds poverty: 49 L t Least d t developed countries: 33 are i l d ti in
•
Africa, 15 in Asia & the Pacific & one in Latin America • 2005: ~277 m lived under extreme poverty in all LDCs - This is projected to increase to ~ y 470 m by 2015
**We are leading the IGBP-LDCs Global Environ. Change synthesis
to produce policy relevant information LDC Countries as of May 2009 **Somalia to become a Party as of 10 December 2009
Level of development: Using the Human Development Index & Ecological Footprint of Nations p g p (2002 data): The lower right quadrant is where the minimum requirements for sustainability occurs q y
From Africa’s Ecological Footprint FactBook – No country
meets the sustainability requirements
How are we going to cope: g g p
• With population growth set to continue upwards putting increasing pressure on food, energy and water supplies • With increasingly un-inhabitable climate e.g. eat a es, outbreak of c ate sensitive heat waves, outb ea o climate se s t e diseases under growing poverty • The search for sol tions to red ce global solutions reduce environmental risks while also meeting economic development goals has began
Environmental challenges requiring lifelong learning often present themselves as conflicts: • Between the monetarisation of environmental resources [normally by the powerful and affluent] – E.g.: preserve environmental resources to generate large revenues e.g. through tourism • Versus livelihood sustenance or g (often by y conservation e.g. social values etc ( the less powerful)
The challenge IS : How to come up with development pathways th t address th d l t th that dd the three pillars of sustainable development
Note: - Environment is our actually economic base
UN 2005 World Summit
1.The International Council for Science ( (ICSU) )
• How can we advance science and technology, change human behavior & influence political systems? (Reid et al, 2010) • A consultative process was launched: Resulting in 4 Grand Challenges aiming at • Establishing key areas for a solution-focused g y and integrated research programme relevant to decision-makers decision makers
2. A similar call as in ICSU has been made by the world’s main funders of world s environmental change research • In 2009, they formed high-level forum y g called the Belmont forum. • Its aim: align international resources to accelerate delivery of knowledge & capabilities that society needs to address environmental change.
Both ICSU Grand Challenges & the Belmont ou Forum :
Call for a Local & regional specific integrated knowledge generation framework
Universities are being called upon: g p
• To drastically re-organize themselves y g • Engage across disciplines – strengthen natural-social science linkages and • produce new integrated sustainable environmental graduates equipped f lif l i t l d t i d for lifelong engaged Uni. & learning cities & regions • Than to approach cities & regions each carrying their own suitcase!
• E.G.: 1. Stockholm Environment Institute . Formed in 1989: an e.g. of an international research institute engaged in environment & development g g p issues at local, national, regional and global policy levels
– To bring change for sustainable development by bridging science & policy. – Provides integrated analysis that supports decision makers.
• 2. UNEP is now developing new international Programme of Research on Vulnerability, Impacts and Adaptation (PRO-VIA) to address knowledge gap for governments, communities and civil society
For Africa: We need to be clear on what we are engaging cities & regions on •Building sustainable livelihood systems in i a changing world h i ld
Socio-economically resilient systems • Low poverty
Sustainable environment
Researchers and the African society at large should share this a common goal
Unfortunately education has had role in the widespread poverty over Africa
• For the past 100yrs Edu has allowed itself to be part Edu. of a process of undermining African science & its applications
– Dismantling frameworks/institutions that supported this science
• Decoupling the African child from his/her indigenous science i e dismissed as primitive: i.e. • . Plundering key aspects of this science with no acknowledgement • Bringing systems that are not resilient – creating
vulnerabilities • Result: Science does not enjoy automatic acceptance in African people and their leaders leaders.
• What we should have been doing is building upon Indigenous science - this realization is Arrving.
Lifelong learning & sustainable environmental Engagement in a changing world
Modern / acquired q / transferred Science
Indigenous Knowledge Science
African Af i Science(S-S)
North-South science linkages
•We need to identify, reframe and strengthen mechanisms of establishing and maintaining these science linkages
African GEC research has th h the opportunity f t it from th the outset to be highly integrated.
• Research is not seen as something strictly separate f t from society, b t as part of a collective i t but t f ll ti striving – e.g. UB academia & family (an e.g. though negative:J. Holms, 2010) ) • Few African researchers have the luxury of narrow specialization so they are often specialization, • intrinsically less discipline-bound than northern researchers (D b & S h l h (Dube Scholes, 2008) 2008).
Lifelong learning & Sustainable environmental engagements in African
• Requires a two-way interaction between science & the public/policy at large e.g.
– research should influence policy but development challenges must also shape the research.
• To nurture such interdependent linkages, African science must be responsive to the needs of policymakers, communities & other policymakers stakeholders, & must work hard to be heard and understood (Dube & Scholes 2008) Scholes, • Be innovative in establishing resources
Examples: Department of Environmental Science
• With a Geography- is one of the most g p integrated Departments in UB • Th There are numerous e.g.s of learning & fl i sustainable Enviro. Engagements by the Dept. • But are they Lifelong ? – Resources!
ES Engagement based on external funding
• Community based natural resource management (CBNRM) – with Univ. of Florida- funded by Fl id f d d b USAID ($152,000)
Focus: Strategy on Environmental Protection and Poverty Alleviation To Li k C T Link Conservation with Li lih d ti ith Livelihood
• IVP (Indigenous Vegetation Project) (funded by UNDP): ($ 99,000)
Focus: Bio-diversity Conservation and Rehabilitation of Degraded Land for secured livelihood (options to diversify their livelihood base) Capacity Building: 7 M.Sc
• Delphi (funded by DFID): (£ 90,000) Focus: Li lih d security with climate change, Linked F Livelihood it ith li t h Li k d to development of curriculum in partner with one Univ, in Malawi & Leeds, UK • Assessment of Impacts and Adaptation to Climate Change(AIAC) (funded by UNEP,GEF,TWAS,START): ($ UNEP GEF TWAS START): 210000) Focus: Climate Proofing of Livelihood through Adaptation d Vulnerability Studies. Ad t ti and V l bilit St di Capacity Building: Partial funding 1 Ph.D. + 4 M.Sc.+1 Bsc. • DESIRE (funded by EU)–on Desertification (€ 175000 ) Focus: T engage with communities to come out with F To ith iti t t ith land remediation strategies for sustainable livelihoods. Its a collaborative project involving 28 institutions in j g Europe, Latin America, Asia and Africa.
Under Limpopo Climate Change Project: Engagement to disseminate information on climate g g change & determine with communities adaptation strategies g
Community workshop have been held with farmers & herder, herder Government extension officers, Chiefs, headmen and their village Communities, Community Based Organizations, NGOs etc Great: Any follow up? Implementation of ideas, When?
I like to end with my engagement in lifelong learning while an undergraduate g g g
Thank you