Transcript PowerPoint Presentation - Partnership for Action on Green Economy

Green economy learning
strategy of Mongolia
First Global Forum on Green Economy Learning
Engaging Learning Institutions and Professionals in Shaping an
Inclusive Green Economy
16-18 December 2015 , Paris, France
T. Bulgan, Director
Department of Green Development Policy and Strategic Planning
Ministry of Environment, Green Development and Tourism, Mongolia
CONTENTS
Situational analysis
Green development policy of Mongolia
PAGE in Mongolia
Green economy learning strategy
Priority Actions
SITUATIONAL ANALYSYS
Political situation
• Successful implementation of policies and
programmes –involvement of the policy makers –
political willingness
• The Future We Want
“... engage high-level political leaders” and
“... ensure long-term political commitment to
sustainable development”
• There is substantial political will of parties in the
Parliament of Mongolia.
SITUATIONAL ANALYSYS
Economic situation
• GDP growth: 7.8% in 2014
• GDP composition: Mining and
agriculture sectors
• Foreign trade: Import –
petroleum, machinery and
equipment; export – mining
and agriculture products.
Agriculture
17,550.2
Mining and
quarrying
Manufacturing
Service
8,414.5
6,590.6
14.3
17.9
23.6
19.8
12.6
49.6
49.5
2009
2010
14.5
14.2
20.2
12.3
19.9
13.7
24.1
12.6
11,087.7
12.7
http://www.nso.mn/stat_main
14,012.9
12.1
51.5
2011
53.4
2012
51.6
2013*
SITUATIONAL ANALYSYS
GDP
In 2013 Mining made:
Export revenue
Mining and quarrying
20.2%
Labour force
Mining and quarrying
81.9%
Mining and quarrying
4.6%
From Brown to Green Economy
Is Mining Challenge or Opportunity?
http://www.nso.mn/stat_main
Green GDP? Green Jobs?
5
SITUATIONAL ANALYSYS
Social and demographic situation
• Population: 3 million (January 2015)
• 64.3% under 35 years old and 38% -under 16 years old
(open mind)
2995.9
3000.0
2930.3
2867.7
Population
2900.0
2811.7
2.21
2.00
2800.0
2700.0
2.18
1.74
2600.0
2500.0
2400.0
2011
Population
2012
Growth rate
2013
2014
2.5
2.4
2.3
2.2
2.1
2.0
1.9
1.8
1.7
1.6
1.5
1.4
1.3
1.2
1.1
1.0
Growth rate
3100.0
/
Number and annual growth rate of population
SITUATIONAL ANALYSYS
Proportion of urban and
rural population
80
70
66.2
66.9
65.9
66.4
60
Proportion
Social and demographic
situation
• Urban population 66.4 %, in
Ulaanbaatar city 45.5%
• Education: 728.9 thousand
people attending all levels’
of educational organizations
making 24.8% of total
population.
• Employment:
1,110.7
thousand people working
• Green jobs.
50
40
34.1
33.8
33.1
33.6
30
20
10
0
2011
2012
Rural
2013
Urban
2014
SITUATIONAL ANALYSYS
Science and Technology
• Science sector: 74 organizations, 4374 staff, 44 billion MNT
spending.
• Competiveness index ranked 98, technological readiness
81, innovation 112 (out of 144 countries), knowledge
economy index ranked 89 (out of 146 countries).
• Science and technological project in environmental sector:
25 projects have been implemented and being
implemented.
• Access to ICT: Increasing use of internet, mobile phone and
digital sources.
• Demand for green technology: technologies of renewable
energy, environment protection and eco-friendly agriculture.
SITUATIONAL ANALYSYS
Legal and Policy environment
• Laws, regulations and policies of environment and
education sector
• Law on environmental protection
• Environment sector policies and programmes
• Environment protection fund
• Government policy on ecology, National policy on public
ecological education (1998-2005)
• 7 sector-related policies and programmes
• National development policy (2008-2021)
• Government action plan for 2012-2016.
• Green development policy (2014-2030)
GREEN DEVELOPMENT POLICY
Goal
The goal of the Green Development Policy is to
advance Mongolia’s national development in an
environmentally sustainable manner, building the
conditions for future generations to benefit and gain
in the long term and to ensure environmental
sustainability through creation of growth based on
green development concepts and through citizens’
participation and inclusiveness.
GREEN DEVELOPMENT POLICY
Strategic objectives
1. Promote resource efficient, low carbon production and consumption with emphasis
on waste reduction
2. Maintain ecosystem balance and reduce environmental degradation while
intensifying reclamation activities and environmental protection
3. Promote investment in environmental protection, human development and clean
technology and leverage tax, credit and incentive mechanisms to finance green
economy
4. Promote green jobs, reduce poverty and promote green lifestyle
5. Make education, science and technology and innovation accelerators of green
development by promoting environmentally adapted style and cultural values
6. Plan and implement human settlement adapted to climate change, and natural
resources carrying capacity
SUPPORT FOR GD POLICY
International support
• Environmental issues have been an important part of
support by international development organizations.
• UN Partnership for Action on Green Economy (PAGE)
• “Education
for
Sustainable
Development”
project
implemented by Government of Mongolia and GIZ and
funded by SDC
PAGE IN MONGOLIA
Green Economy Modeling and Policy Assessment
Green Economy Indicators
Sustainable Public Procurement
Green School Building
Waste Management
Green Economy Learning
Mobilizing Finance for SD (UNEP Finance Initiative)
GREEN ECONOMY LEARNING STRATEGY
Steps
•
Carry out situational analysis
•
Identify learning needs
•
Review institutional capacities to provide green economy training
•
Draft strategies and actions
•
Organise consultative meetings
•
Approve Green economy learning strategy
Methods
•
Desk review
•
Focus group discussions
•
In-depth interviews (IDIs) with experts.
GREEN ECONOMY LEARNING STRATEGY-NEEDS
Target
groups
Public
Priority issues
-
Private
sector
-
-
Policy
makers
-
Ways to reach
- Formal education organizations in all
levels;
-Media organizations,
-Civil society organizations.
- Informal or lifelong education
organizations
- Training and research organizations.
No
recognition of
corporate - Training and research organizations
governance
and
social - Chamber of commerce and industry,
professional associations
responsibilities
- Media organizations.
Lack of information and training on
clean technology, production and
environment management system
Not much motivation
Harmony and consistency of - Training and research organizations
-Training manuals, trainers’ training
policies is weak
Lack of knowledge, awareness and activities (local contents, international
experience, real cases)
skills
Lack
of
understanding
and
knowledge
Citizens’
engagement
and
participation is weak
Aware issues and challenges as
promulgation.
GREEN ECONOMY LEARNING STRATEGY
Review of institutional capacities for providing green
economy training
• Government
• Formal educational organisations;
• NGOs running training and education programmes on
environment;
• Organiziations running informal educational or lifelong learning
activities;
• Professional associations;
• Media.
GREEN ECONOMY LEARNING STRATEGY-SWOT
Strength
 Political will

 Sectoral ministry is key ministry in 
the government
 National Green Development Policy 
 Private sector initiatives (MBA)
 Young nation and trend of young 
generation

 Sustainability concepts
to be
integrated into secondary education 
training
 Lifelong education system and its 
infrastructure built and the aspect
already adopted to its training
contents.

 Traditional culture.
Weakness
Insufficient information and advocacy
Knowledge and awareness are weak at all
levels.
Government budget allocations are
inconsistent
Weak capacities of training organisations
Lack of manuals, textbooks and other
training materials with local contents
Availability and capacity of teaching staff
limits program development
Insufficient
activities
to
integrate
sustainability and green economy concepts
into university curricula
Media lacks knowledge. Not much interest
due to low financial gains.
GREEN ECONOMY LEARNING STRATEGY-SWOT





Opportunities
SDGs adopted by UN and country
commitment
GE learning is integrated into GD
Policy of Mongolia
International donor support and
engagement
Increasing
public
attention
to
environmental issues.
Increased application of information
technology and possibility to receive
and provide information through
Internet,
social
networks,
TV
channels,
and
other
ICT
technologies.






Threats
Economy is based on brown
economy. Top priorities are focused
on mining and infrastructure.
Economic downturn
and risk of
financing
Political instability
and leadership
change at Government
Human
resource
instability
in
governmental organizations.
Lack of information and research
about
green
technology
and
technological innovations.
Weak innovation and technological
infrastructure and low investment.
GREEN ECONOMY LEARNING STRATEGY
Goal (proposed)
The goal of the green economy learning strategy is to increase
Government’s efforts for green economy education, awareness
and outreach in order to ensure sustainable quality of life for
all. To this end it is linked to GD policy goals to promote green
lifestyle and ecologically friendly culture of all citizens and
households and support for green entrepreneurship,
production and innovation.
GREEN ECONOMY LEARNING STRATEGY
Objectives (proposed)
•
Support for building and strengthening national pool of experts for
providing green economy education, research and community
outreach;
•
Raise awareness and knowledge of decision makers of all levels for
better and productive dialogue and commitment in green
development related issues;
•
Create and run a comprehensive education and outreach program
for the community in order to create a society with green lifestyle and
culture;
•
Provide educational and awareness activities to engage private
sector in resource-efficient and clean production and introduce ISO
14000 environmental management system and CSR;
•
Facilitate skill building for human resources in key economic sectors
where more green jobs will be created.
PRIORITY ACTIONS
Universities
• Capacity development for university department of economics and
business schools on IGE to produce a pool of experts on Inclusive
Green Economy, integrate IGE concepts into existing curricula or
develop new green management curriculum/module)
• Support for establishment of Center of Excellence at a key university
to institutionalise further IGE curriculum strengthening, research,
training and outreach;
• Integration of green economy in curricula of journalist
schools/departments
• Encourage universities to introduce sustainability principles into
operations and management and youth engagement
PRIORITY ACTIONS
Decision makers
• Communication and advocacy at high level of decision makers
• Training for staff of ministries and agencies
• Skill building of officers of MEGDT and environmental
departments for bringing knowledge to the public
Media, NGOs, training institutions and professional
associations
• Capacity building activities targeting key media agencies
• Capacity building activities targeting life long educational
organisations and environmental NGOs
• IGE education and outreach programs and products jointly with
media and professional associations (e.g., Bank Academysustainable finance)
PRIORITY ACTIONS
Public
• Training and outreach activities on sustainable production,
consumption and green lifestyle for the public
• Engage NGOs, Volunteers’ associations and other community
groups to raise awareness in the community
Private sector
• Training needs assessment for key economic sectors
• Sector specific as well as thematic trainings /e.g., training of
entrepreneurs for green entrepreneurship in construction
sector)
• Training on ISO 14000 environmental management system
LESSONS LEARNED
•
•
•
•
•
•
•
Build on commitment and willingness of political and high level
decision makers
GD Policy forms the basis of the strategy and should be
integrated into GDP implementation plan
Field of green economy or sustainable education is broad, can
not be limited to only MEGDT. For this account a number of role
players are identified necessitating their capacity building,
commitment and engagement
Active participation, shared responsibility and ownership of built
capacities are necessary.
It is not just “formal” education, it has life long relevance to
people. In this sense it is related to social and cultural values
Global partnership and knowledge transfer is key to learning
Resource mobilisation from all possible sources
Thank you
for your attention