Asia Pacific Regional Consultation Meeting for 9th Global Civic Society Forum Creating enabling and

1
Asia Pacific Regional Consultation Meeting for
9th Global Civic Society ForumCreating
enabling and sustainable policy and regulatory
environment for the transition
Masanori Kobayashi Project Manager Capacity
Development and Education Project 25 October
2007 Seoul, ROK
2
6.6 billion in 2007, 9 billion in 2050, 30
increase
Asia sharing 57
Reference UN Population Division (2007)
3
India outgrows China in 2031
Brazil China India Indonesia Japan Pakistan USA
Pakistan outgrows Brazil
Japan down to 100 mill.
Reference UN Population Division (2007)
4
Per capita income of major countries
6 times difference bet. China and USA
12 times difference bet. India and USA
Remaining economic gaps
ReferenceUNDP Human Development Report (2006)
5
Remaining poor in Asia
Ref. Asian Development Bank Key Indicators
(2005) based on 2003 data
6
With steady growth, China and India outpacing OECD
Canada China France Germany India Japan USA
Reference International Monetary Fund (2007),
estimates for 2008
7
(Quadrillion Btu)
China outgrows USA
India outgrows Japan
??US Energy Information Administration (2007)
8
Co-related with increase in demand to energy, and
application of energy efficient technology
China outgrows China
USA OCED Europe Japan Russia China India
India outgrows Japan
???????????(2007)
9
Converting to ppm?
Ref. China State Environmental Protection
Administration (2007)
10
Net changes in world forest areas (20002005?)
Forest loss in Indonesia, Cambodia, Myanmar,
North Korea and Mongolia
World Forest Resources Assessment (FAO, 2005)
11
Social Capacity
Environmental information
Partnership
Education
12
Emission reduction and renewable targets

• China Target to increase renewable energy use
  from the present 10 percent to 20 percent of the
  total energy consumption by 2020
• Japan Having adopted a law on renewable energy
  that requires all electric power utilities to
  supply 1.35 of total electricity from renewable
  sources by 2010 while setting a target of 3 of
  total energy consumption from new sources by the
  same year.
• India Having set a target to generate 10,000 MW
  of additional power from renewable energy sources
  by 2012.
• Germany Having reduced GHG by 18 from 1990
  level, and having increased renewable (excluding
  hydropower) in 35 time fold, target to increase
  the share of renewable by 12 by 2010.

13
(No Transcript)
14
How to teach ? What to teach Example IPCC
Climate Change reports and their media coverage
by the national media

• London based website Wanabehuman (Feb 2007)
• USA
• Focus on scientific aspects, tempting
  multi-stakeholder response,
• China
• Highlight on its impacts, praising its efforts,
  No TV coverage
• India
• Emphasize on industrial development
• Russia and West Asia
• Insignificant coverage

• Aware of how IPCC reports were publicized in the
  media of your country?
• Aware of how IPCC reports were referred to in EE?

Building right content (substance) in right
institutional set-up, programme and pedagogical
methods
15
Example of information measures 1. Environmental/s
ustainability reports by corporations and public
organizations Japan Enviromental
Communication Awards annually given since 1998
acknowledging excellent environmental reports and
media coverage 2. Indonesia Performance Level
Evaluation ProgramPROPER)?Introduced by the
Indonesian Ministry of the Environment in 1995,
assessing water air pollution and waste
generated by corporations. 678 corporations
voluntarily assessed in 2005. Banks funding will
be suspended after the consecutive rating at the
lowest level. 3. China NGO Public and
Environmental Center releases the blacklist of
corporations violated environmental laws and
regulations. The list is produced based on
provincial and local environmental bureaus on
environmental law violations and enforcement. 33
foreign corporations were listed in 2006
16
(No Transcript)
17
(No Transcript)
18
Global Eco-labeling NetworkMembers
Expanding eco-labelling schemes
Reference http//www.gen.gr.jp/members.html
19
Carbon labeling by a large UK supermarket
Reference 18 Jan 2007
20
Standardized Energy Conservation Label
Non-CFC product
Rating on energy efficiency
Energy conservation target achievement ratio
Annual electricity bill estimate
Reference http//www.eccj.or.jp
21
Big Camera, a franchise electronics retailer
awarded for promoting energy efficient products
by the Min of Env, Agency for Natural Resources
and Energy, and Min of Economy, Trade and
Industry (METI) It also promotes a GHG emission
reductions campaign called Team minus 6
22
(No Transcript)
23
(No Transcript)
24
Knowledge and Skills Intended to Develop at
Universities Conceptual Framework
Example Skills Required for Environmental Human
Recourses
Ability to Understand Interest in the
Environment Fundamental Knowledge Intelligence /
Expansibility Cross-sectional grasp Skill
Ability to Communicate Communication
Skill Ability for problem solving Plan /
drafting Skill Executive ability / development
Skill
Ability to operationalize Application Skill to
Business Situation grasp Skill Planning Skill
Dispatching Skill Guidance / Leading Skill
Ability to Respond to the Challenges/Problems
Response Skills Flexibility Aggressiveness Parti
cipation in planning power Imagination
Environmental Sense Consciousness
25
2. EE at Universities in Japan Preliminary
analysis on typology Part II
EE in Graduate Level
EE in Undergraduate Level
University wide
Environmental Graduate School
Course and Curriculum
Liberal Art Education (1-2 ys)
Course and Curriculum
Environmental Program
Business School
Sub-major/ Course
All the University Students are obliged to take
EE courses within 4 years.
EE in the basic education course In the first two
year course after entrance the university.
Establish some specific courses and curriculum on
environment.
Establish environmental graduate school to
educate and develop environmental specialists.
Educate environmental knowledge and skills
through course and curriculum.
Provide program related to the environment and/or
sustainable development.
Provide environmental knowledge and skills
through business courses or MBA courses.
Provide environmental sub-major/course for
graduate schools students.
Univ of Tokyo/U of Nagoya
Tottori Kankyo Univ
Hokkaido Univ
Musashino Univ
Iwate Univ
Osaka Univ
Ehime Univ
Hosei Univ
Rikkyo Univ
Okayama Univ
Tokyo Gakugei Univ
Keio Univ
Waseda Univ
Yokohama National Univ
26
2. EE at Universities in Japan Preliminary
analysis on typology
Environmental Courses
Ordinary Courses
Graduate School
Undergraduate School
Undergraduate School
Graduate School
Specialized Courses (3-4ys)
Liberal Art Education (1-2 ys)
Sub- majors (Optional)
Interdisciplinary Courses
Conventional Disciplinary Subject Courses
Specialized Courses (Business)
Specialized Courses (Academic)
Environmental Generalists
Environmental Specialists
Generalists and Specialists in a variety of
sectors
27
Major output of APFED Phase I
http//www.iges.or.jp/en/ltp/activity_apfed.html

• 107 policy recommendations, covering all the
  sectors,
• Key suggested programmes for Phase II
• (i) Policy dialogue
• (ii) Knowledge Initiative
• (iii) Showcase Programme
• (iv) NetRes

28
APFED II Cebu RCE APFED Showcase Project
Multi-purpose resource management in Camp 7
Education Kits for Univ Schools
Fruit tree seedling nurseries
Paper making demonstration
Handcraft using bamboo and rattan
Flower garden for bee keeping
Sewage treatment demonstration using coconut
shells
Mosquito repeller of neem and fallen leaves
Mushroom making
Educational activities
Improving env socio/economic conditions in
protected areas
29
APFED II Cebu RCE APFED Showcase Project
Long term efforts
Analysis on Dengue Fever Infliction
Developing a plan for reconstructing a guest
house
Eco-tourism development plan
Micro-financing fund master plan
Creating long-term self-reliant mechanism for
RCE and community empowerment
30
(No Transcript)
31
Education for sustainable development
Subsidy/tax relief
32
Carbon offset - Partnership for community based
multi-stakeholder natural resource management for
tackling climate change
33
Economic
Social
Environmental
34
(No Transcript)
35
(No Transcript)
36
Source World Resources 2002 - 2004, World
Resource Institute
37
ESD Objectives and impactsMeasuring ESD
achievements
Perceptual changes
Behavioral changes
Environmental performance improvement
Promoting collective actions for managing the
global environment as commons and public goods
38
Recommendations

• Consolidating and providing inputs to the policy
  processes that will make Asia Pacific
  sustainable,
• Assisting the region in moving to the forefront
  of promoting global sustainability,
• Facilitating information exchange on good
  practices,
• Forging regional networks of stakeholders,
• Supporting the formation and establishment of
  policies and institutional mechanisms for
  promoting sustainable development