{'fraction_non_alphanumeric': 0.022816679779701022, 'fraction_numerical': 0.006294256490952006, 'mean_word_length': 5.6947368421052635, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 2, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Regional Centres of Expertise (RCEs), Green Economies and Education for Sustainable Development (ESD) as Dialogue: Who is Expert?

As a central part of the United Nations Decade of Education for Sustainable Development (DESD) from 2005 to 2014 Regional Centres of Expertise (RCE) serve as agents of education for sustainable development through multi-stakeholder networks with an interest in the advancement of sustainable societies. In this article, the question is raised about the nature of ‘expertise’ found among RCE programmes directed towards the development of local green economies; and further, the implications of expertise with respect to the practice among RCEs of education for sustainable development worldwide. Regional Centres of Expertise have put into practice a range of approaches to ESD, some based on a knowledge-transfer approach to learning, which positions post-secondary education as well as other authoritative technical and research institutions as the principal overseers of knowledge and expertise; however, social learning through the facilitation, or convening, of dialogue has also been adopted as an approach to learning that is inclusive of civil society and marginalized others, with implications for social and environmental justice.