• A new Blue Curriculum: a toolkit for policy-makers.

      Santoro, Francesca; Tereza de Magalhães, Ana Vitória; Middleton, Fiona; Buchanan-Dunlop, Jamie; Intergovernmental Oceanographic Commission (UNESCO-IOCParis, Frnce, 2022)
      This Toolkit aims to support policy-makers, curriculum developers and educational authorities in implementing Ocean Literacy into their national curriculum framework. Ocean Literacy is a tool, a framework and, more broadly, a mindset that forefronts the ocean in all aspects of life on Earth. As an approach for society as a whole, Ocean Literacy catalyzes actions to protect, conserve and sustainably use the ocean. The ocean is intrinsically connected to every part of the globe, to human livelihoods and to sociocultural practices. Understanding the ocean’s influence on us and our influence on the ocean is vital to develop and practice sustainable ways of living together. With the launch of the UN Decade of Ocean Science for Sustainable Development (2021–2030), this Toolkit builds on the momentum of the global Ocean Literacy movement to support Ocean Decade Outcome 7 – ’An inspiring and engaging ocean’. By synthesizing the latest research and case studies provided by Member States who currently are already promoting ocean literacy, this Toolkit aims to offer orientation on how to ‘blue’ curriculum and guidelines, in line with trends in education. Enhancing the knowledge and capacity of schools, teachers and learners about the ocean furthers society’s understanding of the importance of ocean life and ocean–human interactions. In turn, this knowledge advances the need to preserve and care for ocean resources, and to support better decision-making by society as a whole.
    • Ocean Literacy for All: a toolkit.

      Santoro, Francesca; Santin, Selvaggia; Scowcroft, Gail; Fauville, Géraldine; Tuddenham, Peter; International Oceanographic Commission (IOC/UNESCO & UNESCO Venice OfficeParis, France, 2018)
      Recognizing the lack of ocean-related subjects in formal education, a group of ocean scientists and education professionals in the US in 2002 initiated a collaborative and bottom-up process to develop a comprehensive framework to encourage the inclusion of ocean sciences into national and state standards, and for more teaching about the ocean in K-12 classrooms. This was the start of the ocean literacy movement that since then it has spread around the world through the development of marine science educators associations in Canada, Australia, Europe and Asia. Ocean literacy programs and projects, until now, have been mainly focusing on developing resources, lesson plans and activities targeting Science, Technology, Engineering and Mathematics (STEM) education. Currently, and in particular after the adoption of the Sustainable Development Goal (SDG) 14, we have assisted to a shift in the focus towards the inclusion of approaches closer to those developed under the UNESCO framework of Education for Sustainable Development (ESD). ESD aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviors needed for sustainable development. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world. This publication is made of two parts. The first part presents the history of ocean literacy, and describes its framework made of 7 essential principles, and connects them to international ocean science programs that contributes to enhancing ocean knowledge and observations. Moreover, marine scientists and educators were interviewed to share their professional experiences on ocean literacy as well as their views on its future. The last chapter of part 1 describes the existing challenges to marine education, as well as the path for the development of successful ocean literacy activities in the context of the 2030 Agenda. One of the most important factors identified is related to the creation of multi-sector partnerships among the education, government, and private sector that have jointly built ocean literacy programs for all formal educational levels from the primary school to the university level as well as for non-formal learners. Worldwide examples of such programs are presented. The second part, after introducing the methodological approach based on the multi-perspective framework for ESD developed by UNESCO, presents 14 activities that could provide tested examples and support for the implementation of marine education initiatives. The aim is not to provide a one size-fits-all ready to use collection, but rather to offer support and examples of what could be then adapted for different geographical and cultural contexts. The resources are designed to be relevant for all learners of all ages worldwide and to find their application in many learning settings, while in their concrete implementation they will, naturally, have to be adapted to the national or local context.
    • Report of the UNESCO Category 2 Regional Education and Research Centre on Oceanography for West Asia (RCOWA), 2016-2017.

      UNESCO-IOCParis, France, 2018
      The establishment of the Regional Education and Research Centre on Oceanography for West Asia (RCOWA) was approved by UNESCO General Conference at its 37th session as a Category 2 Centre under the auspices of UNESCO in the Iranian National Institute for Oceanography and Atmospheric Science (INIOAS) in November 2013 and the agreement was signed in 2015. This document conveys the summary report of the Second Session of the Governing Board of UNESCO Category 2 Regional Education and Research Centre on Oceanography for West Asia (RCOWA) and contains the results of the implementation activities since its First Session.