IGES AND THE ENVIRONMENTAL EDUCATION PROJECT IN ASIA AND THE PACIFIC - - PDF document

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IGES AND THE ENVIRONMENTAL EDUCATION PROJECT IN ASIA AND THE PACIFIC REGION* By

• Prof. Osamu Abe** and Dr. Bishnu B. Bhandari***

ABSTRACTS This paper is written primarily with the purpose of acquainting its readers with the Environmental Education (EE) Project of IGES. It begins with the statement that world is beset with a number of global problems such as climate change, ozone depletion, population growth, transboundary pollution, acid rain and deposition, urbanization and industrialization, deforestation, diminishing wetland and coastal resources, environmental deterioration and loss of biodiversity. In addition to these global problems, the Asia-Pacific Region is plagued with devegetation, insanitation, waste disposal problems, desertification, dense haze problems, light pollution, loss of soil and soil fertility and so forth. With a view to coping with these problems, the Government of Japan established IGES in Japan on 31st May 1998. Formulating a paradigm for a new global civilization is its purpose, with quadruple functions of undertaking strategic research, field application, capacity building and exchange and dissemination of

• information. Environmental education is one of the six thematic areas IGES is

undertaking in the first phase of 1998-2000. This paper attempts to answer six questions beginning with “what, why, how, where, who and when” about the Project. The primary purpose of the paper is to enhance the

• verall eco-consciousness of society through the formulation of a comprehensive

regional strategy in partnership with national collaborators and institutes in the Asia- Pacific Region, and then to assist the countries to implement this strategy for improving the quality of environmental education. It encompasses four areas, which are formal education, media, NGOs, and business and industry. ECO Asia, GEA, APEC, US-Japan Common Agenda and international organizations will be used to promote its application and forge partnerships. The target includes government authorities, media men, scientists, NGOs, leaders, policy makers, the judicial system and civil society in general. The paper concludes with an appeal to all concerned individuals and organizations to render their cooperation and assistance.

* A paper presented at the Fourth Asia-Pacific NGOs Environmental Conference (APNEC 4), 26-27

November 1998, Singapore.

** Project Leader, Environmental Education Project, IGES (Institute for Global Environmental Strategies),

1580-39 Kamiyamaguchi, Hayama, Kanagawa, 249-0198 Japan. Tel: +81-468-55-3842, Fax: +81-468-55-

• 3809. E-mail: o-abe@iges.or.jp

*** Senior Research Fellow, Environmental Education Project, IGES (Institute for Global Environmental

Strategies), 1580-39 Kamiyamaguchi, Hayama, Kanagawa, 249-0198 Japan. Tel: +81-468-55-3842, Fax: +81-468-55-3809. E-mail: bhandari@iges.or.jp

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• 1. BASIS FOR ACTION

The overall status of the world’s environmental resources is deteriorating and degrading at an alarming rate. The process of deterioration has been further exasperated by the increase of reckless and self-serving intervention by humans which has been triggered by the advanced science and technology, and rapidly changing demographic and socio- economic structures. Consequently, the world is beset with a range of formidable global environmental problems such as global climate change, depletion of ozone, rapid growth

• f population, transboundary pollution (ocean, water and air), a high rate of urbanization

and industrialization (solid, toxic and industrial waste and noise pollution), acid rain and deposition, deforestation, desertification, loss of biodiversity, diminishing wetland and coastal resources and environmental deterioration. Likewise, the countries of Asia and the Pacific Region are also plagued with a number of environmental woes including those at the global level. These woes comprise 1) domestic and transboundry air pollution caused by dust, transportation and smoke, 2) water shortage and contamination, 4) deforestation and devegetation, 5) a high rate of urbanization and industrialization 6) insanitation, 7) desertification, 8) rapid population growth, 9) solid waste disposal problems, 10) noise pollution, 11) light pollution, 11) transboundary dense haze episodes, and 12) loss of soil and soil fertility (Moriya, 1997). If the rampant growth of these problems is not timely mitigated, it will have a far- reaching consequence on living things on the earth, whereby all living and non-living beings including humans would be devastated by an imminent ecological holocaust. These problems are so closely inter-linked with each other that coping with them would require draconian measures. That means it warrants a huge amount of resources and energy, which is rather difficult in the context of Asia and the Pacific Region, which is heterogeneous in geographical, historical, cultural, industrial and socio-economic

• conditions. However, a scrupulous review of these problems clearly signifies that

depletion and deterioration of environmental resources is the common problem for the countries in the region and it has posed a formidable challenge to the survival of human

• beings. The contemporary environmental problem is quite different from the

conventional one, as the former is the direct outcome of human inventions, scientific discovery, advanced technology, and emerging social and economic structures. We, therefore, need to work out a new strategy to combat these problems. Mr. Hiroshi Okazaki, Governor of Kanagawa Prefecture believes that the contemporary environmental problems can be solved by bringing together knowledge, expertise and skills from around the world (Anon, 1998a). Also, current environmental issues and problems are closely related to sustainable development and a new global civilization (Anon, 1998a). In order to cope with the global environmental crises as well as to bring about a sustainable world society, Morishima (1998) argues that we need to change our perspective, attitudes and behavior. To put it in his own words,

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For humanity living on this globe, the fundamental challenge today is to redefine the values and systems of the material-oriented society, which so far has caused various environmental problems. As we view the coming era as “globally environment-concerned age”, a new way of living should be adopted and a paradigm for a new civilization should be created in order to build up a new social and economic structure as well as to establish a new life style.

• Mr. Tomiichi Murayama, the former Prime Minister of Japan believes that it is essential

to create a new global civilization in order to realize sustainable development toward the 21st century. He further stresses that a clear vision of a sustainable society needs to be developed so that mankind is able to formulate the right approaches and strategies to adapt to rapidly changing socio-economic structures, lifestyles, norms and value systems around the world (Anon, 1998a).

• Hon. Jiro Kondo, the President of Central Council for Environment Japan expressed that

the development of environmentally friendly technologies and a fundamental change in the human life are key instruments for creating a new global civilization, thereby coping with the global environmental issues (Anon, 1998a). H.E. Ms. Elizabeth Dowdeswell, Executive Director of the United Nations Environment Programme affirmed that new social and economic structures and changes in human behavior are critical and fundamental to addressing global environmental issues (Anon, 1998a). Taking these scenarios into consideration, the Government of Japan, in consultation with experts, scholars, international organizations, academia, research institutes and several government organizations, established the Institute for Global Environmental Strategies

• n 31st March 1998 (Anon, 1998b). The evolution, objectives and functions of the

Institute are the topic of discussion in the second section of the paper. The raison d’etre for the establishment of the Institute has been well-articulated by Prof. Akio Morishima, Chair of the Board of IGES in his message delivered upon the establishment of IGES in June this year (Anon, 1998c), which reads as follows: There are millions of people on the Earth, who are forced to live on the level of life far from maintaining the human dignity due to extreme poverty. Japan, as one of the developed countries, is now challenging to change the lifestyle that requires massive consumption of energy and resources, and at the same time, to contribute to the international cooperation for developing countries, that are trying to grow out of poverty and find out a way to sustainable development. IGES was newly established by the Japanese government to become the torchbearers to form a link in the chain of international cooperation with other developing countries. Welcoming the initiative of the Government of Japan in establishing IGES, the Environment Congress for Asia and the Pacific (ECO ASIA) held at the city of Kobe

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expressed the hope that the Institute would “serve as a think-tank of ECO ASIA”. They also suggested that it should be established and operated as an internationally characterized institute under the cooperation of the participating countries” (ECO ASIA, 1997).

• 2. IGES AND ITS EVOLUTION

The Institute for Global Environmental Strategies (IGES) is a Non-Profit Organization founded under the Civil Code of Japan (Anon, 1998b). A Preparatory Organization to Establish the Institute for Global Environmental Strategies was set up under the authorization of the Governor of Kanagawa Prefecture on 21st April, 1997 (Anon, nda; Anon, ndb). On 31st March 1998, the Preparatory Organization was transformed into the autonomous, full-fledged IGES with authorization from the Prime Minister (Anon, ndb). The Institute started its activities on 1st April 1998 at the Shonan Village Center in Hayama-machi, Miura-gun, Kanagawa Prefecture (Anon, ndb). The chronology of the evolution of the Institute is shown in Box 1. The Institute aims to formulate a new paradigm for global civilization by undertaking strategic research on emerging environmental problems at both policy as well as grassroots levels, primarily in partnership with individuals, native researchers, scholars, NGOs, environmental activists, research institutes, universities, international

• rganizations and the civil society at large.

The Charter for the Establishment of the Institute for Global Environmental Strategies (1997) was signed and adopted by 10 government agencies including the Environment Agency of Japan, 4 international organizations, and 21 research and academic institutions (as of June 1998). The signatories of the Charter would like to see the Institute grow as the world class center of excellence for sustainable development in the Asia-Pacific

• region. The Institute has begun to conduct strategic research and build a firm network

with national administrative organizations, international organizations, and research and academic institutions worldwide, starting with those who signed the Charter (Anon, 1998c). In doing so, the Institute will endeavor to bring together the knowledge of individuals and

• rganizations from around the world, mainly the Asia-Pacific region, thereby establishing

concrete strategies for global environmental issues in the 21st century (Anon, 1998a). An international research advisory body will review and evaluate its research activities to maintain the standard and quality of work. 2.1 OBJECTIVES As laid down in the Charter, the aim of the Institute is to help create a new paradigm for global civilization and improved quality of human life. In order to achieve this goal, the Institute has been entrusted with two major objectives:

Formulating strategies and innovative policy instruments to realize a

harmonious sustainable society, and

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Facilitating the adoption of the strategies and policies in partnership with

relevant organizations at the global level. More specifically, the Charter for the Establishment of the Institute for Global Environmental Strategies (1997) in Chapter One Clause 4 has stipulated its objectives as follows: The Institute shall strive to carry out policy-oriented research and related activities to develop and formulate innovative policy instruments and environmental strategies for sustainable development (“Strategic Research”), aiming at creating a new paradigm for global civilization; and make the results of the Strategic Research applicable for the policy making and decision making of a broad range of entities so that sustainable development can be achieved globally, inter alia in the Asia-Pacific Region. 2.2 FUNCTIONS In order to achieve its objectives, the Institute has formulated quadruple functions, which are strategic research, field application, capacity building, and exchange and dissemination of information (Anon, ndb). These functions can be elaborated as follows:

• 1. Undertaking strategic research on the global environment in collaboration

with partners around the world.

• 2. Adoption and diffusion of results and innovation at the upper echelons

(macroscopic) and grassroots (microscopic) level through such forums as ECO ASIA (Environmental Congress for Asia and the Pacific), Global Environment Action (GEA), APEC (Asia-Pacific Economic Cooperation), U.S.–Japan Common Agenda and so forth.

• 3. Enhancing capacity building activities of partners, policy makers, leaders and

activists for sustainable development through their involvement and participation in education, training, research, conferences, seminars, high level meetings, exchange of researchers and so forth.

• 4. Serving as an information center for knowledge and practice of sustainable

development particularly in the Asia-Pacific area The detailed business activities of the Institute based on these functions are given in Article 5 of the Charter (Anon, 1997). 2.3 RESEARCH PLAN After a series of exercises, workshops and meetings, a research plan comprising six strategic research themes has been identified (Anon, ndb). These themes are being implemented by the Institute as the first phase of three years, 1998-2000. These thematic areas are inter-dependent and mutually related, and are being undertaken collaboratively with institutes, organizations and researchers from the region. The themes are as follows:

• 1. Climate Change
• 2. Urban Environmental Management
• 3. Forest Conservation
• 4. Environmental Education

6 Box 1: Chronology of the Evolution of the IGES 1994 Call for the establishment in Japan of an institute by the Global Environment Action Tokyo Conference (known as the Tokyo Declaration, 1994). 1995 (Jan) Ad Hoc Commission on Global Environment in the 21st Century, an advisory body to the Prime Minister of Japan prepared a proposal on the establishment of an institute for global environmental strategies. 1996 (April) Environment Agency of the Government of Japan set up a Discussion Group on Comprehensive Environmental Studies and Education to study the detail of the Institute and it completed the report in 1996. 1996 (April) The Tokyo International Workshop on the Strategic Study of the Global Environment endorsed the proposal to establish the Institute as soon as possible. 1996 (May) ECO ASIA (1996) and the Meeting of the Environment Ministers of G7 countries endorsed the idea of establishing the Institute for Global Environmental Strategies (IGES). 1997 (January) Shonan Village Center, Hayama, Kanagawa Prefecture was selected as the site for the Institute. 1997 (February) The US-Japan Common Agenda meeting also supported the idea 1997 (June) UNGASS (UN General Assembly Special Session) on Environment welcomed the plan to establish the institute. 1997 (21 April) A Preparatory Organization to Establish IGES was established at Shonan Village Center with a liaison office in Tokyo under the authorization of the Governor of Kanagawa Prefecture. 1997 (Dec) The Charter for the Establishment of IGES was signed and adopted by 29 organizations at

• Kyoto. Now the number of signatories has reached 35. The Environment Agency of Japan sponsored

the signing ceremony. 1997 (June–Sept) Several missions were dispatched to different countries to explain the purpose and

• bjectives of IGES

1997 (Nov 5-6) The First International Workshop for Strategic Research on Global Environment identified 5 thematic research areas 1998 (Feb. 8-10) The Second International Workshop for Strategic Research on Global Environment prepared a research implementation document for each theme. 1998 (March 31) IGES was officially established as a center for Non-Profit Organization under the Civil Code of Japan. The Preparatory Organization was transformed into IGES with authorization from the Prime Minister of Japan. 1998 (April 1) IGES began its research activities (1998-2000) 1998 (June 26) IGES held an Official Opening Ceremony for its establishment.

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• 5. Environmental Governance
• 6. New Development Pattern

The detailed plans of action of the first five themes can be found in the Institute’s Research Project Plan (IGES, 1998) and Moriya (1997, 1998). The sixth theme is in the process of formulation and its concrete plan of action will be decided later, towards the end of 1998 (Anon, ndb). It is hoped that the results of the research of the first phase will make a contribution to “Rio Plus 10” to be held in 2002. The rationale and detailed plan

• f activities of the Environmental Education (EE) Project is the topic of discussion in the

following section.

• 3. ENVIRONMENTAL EDUCATION PROJECT

In this section attempts have been made to enlighten its readership about the Environmental Education (EE) Project of IGES focussing on the following questions that begin with “what, why, how, where, who and when”. 3.1 What is the EE Project? 3.2 Why is the EE Project necessary? 3.3 How will the Project be undertaken? 3.4 Where will the Project be executed? 3.5 Who will be the beneficiary target? 3.6 When will the Project be completed and with what output? 3.1 What is the EE Project? The EE Project is one of the six strategic areas identified by IGES for its strategic research in the next three years beginning in April 1998 and ending in March 2001. The growing environmental deterioration and degradation in the Asia-Pacific Region is the direct result of thoughtless human intervention occurring around the world. This situation has been further exasperated by the advancement of science and technology, conflicts of interest and a growing tendency towards a materialistic society. Since human action is the number one reason for contemporary environmental problems and crisis, it is necessary for us to modify human behavior and action, which will be possible only when we are able to bring about some kind of change in their knowledge, attitudes and skills. These changes will awaken them to the importance of environmental resources. They will help them modify their attitudes towards the problems. They will also lead them to adopt good practices (appropriate and responsible behavior) of environmental management in a real life situation. In other words, mitigation of environmental problems requires eco- consciousness, without which it is not possible to prevent, or to check the process of increasing environmental deterioration in the world. Therefore, the intention of the EE project is to promote eco-consciousness among all segments of society from the upper echelons to the grassroots so that men are adapted to a new context and way of life. By the term eco-consciousness, we mean here the development and use of ethics (environmentally responsible behavior), environmental literacy, environmental citizenship and environmental awareness in all rungs of society.

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Prior to initiating the process of bringing about change in people’s knowledge, attitudes and behavior, it is necessary to plan how we can successfully achieve our mission, for which we believe we need to know our own indigenous knowledge, skills and practices. That is where we need collaboration and partnership with local and native communities to discover these hidden knowledge and truth. Discovery of this treasure stove of knowledge and truth is possible only when we are able to secure their active involvement and participation in this endeavor. We need to reiterate the already existing proven means

• f encouraging people and organizations to apply in a trans-cultural situation. This is

possible only when we bring like-minded organizations and people together to achieve the common goal of rehabilitation, protection, and conservation of environmental

• resources. The Project, therefore, attempts to achieve this objective with the synergy of

media, formal education, NGOs, and business and industry. Against this backdrop, the EE Project has been conceptualized to enhance the overall eco-consciousness of society through undertaking strategic research, adopting and diffusing results, empowering partners and providing forums for the exchange of genius, knowledge and ideas amongst researchers and scholars from the Asia-Pacific Region. Formulating a pragmatic regional strategy on environmental education in partnership with national collaborators from the countries of the Asia-Pacific Region is the principal aim of the Project and facilitating the implementation of the strategy in these countries on the basis of availability of resources is its other aim. Its specific objectives as stipulated in the Research Project Plans (IGES, 1998) are mentioned below.

To develop and propose proven means of encouraging all countries in the

region to develop appropriate environmental education programs.

To design and support networks which provide generic assistance to countries

and NGOs in the region to encourage and improve environmental education.

To establish collaborative projects with other countries in the region to

promote the implementation of environmental education. 3.2 Why is the EE Project necessary? As mentioned elsewhere, education is a powerful means and strategy for changing people’s knowledge, attitudes and practice towards the sustainable development, which is possible only when humans, the natural environment and man-made environment are coordinated in the implementation of an environmental management plan. Successful coordination would necessitate an improvement in the quality of human life, which in turn would engender a modification in lifestyle, environmentally friendly behavior and environmental ethics. In order to achieve this, the EE Project would propose a framework

• f regional cooperation along with international cooperative incentives, where local

communities, researchers, scholars and organizations would be encouraged to develop their capacity to manage themselves without affecting others in the system. It would help facilitate public participation and further investment. The Project hopes to establish pragmatic approaches to an effective environmental education so that it can promote the growth of eco-consciousness in the Asia-Pacific Region and thereby contributing to an Asia-Pacific perspective in environmental education. Also, the notion of environmental

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right as a basic human right can be promoted in the region. Some countries like Thailand have already stipulated this in their constitution and have recognized their citizen’s rights and the role of NGOs in environmental protection and conservation (Moriya, 1997). This can be enhanced by a well-thought out regional strategy on environmental education for the Asia-Pacific Region. To fill up this hiatus is the purpose of the Project. This strategy is intended to be used as a contribution to “Rio Plus 10” to be held in 2002, ECO ASIA, APEC and GEA forum. It will also be used to promote cooperation and forge partnership among various regional as well as sub-regional organizations. The Project is also in consonance with the US-Japan Common Agenda for Cooperation on Global Perspective, which has placed emphasis on environmental education under its “Global Environmental Protection” initiative to further expand the GLOBE (Global Learning and Observation to Benefit Environment) Programme, to establish an Asia- Pacific environmental education forum and undertake study of methods of nurturing environmental education experts (Ministry of Foreign Affairs, nd). 3.3 How will the Project be undertaken? 3.3.1 Themes: In order to develop a comprehensive strategy for environmental education in the Asia-Pacific Region, the Project has chosen four key sectors: (1) formal education, (2) business and industry, (3) NGOs and (4) media. These areas are selected because of the crucial role they play in influencing people from policy to grassroots levels on the issues of sustainable development. 3.3.2 Approach: Since we are formulating a comprehensive regional strategy on environmental education, it is critically important to build the project on the foundations already laid down by leading international bodies, regional organizations, governments, NGOs and civil society from the Asia-Pacific Region. The main approach of the Project will be participatory and interactive in nature. The Project is based on the philosophy that environmental education should take into consideration of the civil society. This means that it should be able to secure the active and informed participation of concerned individuals and organizations from the civil society; it should encourage/facilitate their initiatives; and instill in them a sense of environmental responsibility. Only then will they be able to build an environmentally sound future. Strategically, the Project will adopt the following approaches while preparing the strategy.

• Recruiting national focal points
• Forging partnership with national organizations and institutions
• Establishing/facilitating networking with organizations and experts
• Collaborating with regional researchers and scholars

3.3.3 Methods: Within the framework of this approach, the Project will take up the following methods to compile the necessary data and information to develop the strategy

• n environmental education for the region.

Undertake a comprehensive review and analysis of previous work on

environmental education and assess their successes and failures.

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Assess the current status of environmental education at the country level. The

Project has already contacted collaborators to prepare status reports in 37 countries of the region.

Undertake in-depth case studies on environmental education in selected

• countries. Countries for the case studies will be selected on the basis of

geographical representation, economic situation, severity of environmental deterioration and so forth.

Appraise the environmental education situation of the region based on the data

and information gathered.

Identify key issues on environmental education for the region. Develop principles and guidelines for “best practices” in EE for each of the

four sectors.

Prepare a draft strategy for wide discussion and share in a regional forum. Publish and disseminate the strategy in the region.

3.3.4 Tools: Research tools such as secondary information, direct field observation, interviews, community meetings, focus group discussions and meetings, workshops, seminars, conferences and critical review exercises will be employed to prepare the strategy. 3.4 Where will the Project be executed? The Project will initially focus on the countries of the Asia-Pacific region and then extend the idea to other regions through its network, partnership and collaboration. 3.5 Who will be the beneficiary target? Environmental education is viewed as a comprehensive lifelong process. It should prepare an individual for life and make him responsive to changes in a rapidly changing world with new knowledge, skills and behavior. IGES (1998:65), in its Research Project Plan, stipulates: The success of environmental education is an interaction of various factors and depends on commitment from various levels and functions of society, such as children, teenagers, adults, urban and rural people, administrative organs, politicians, entrepreneurs, journalists, NGOs and so on. So the Project encompasses a wide range of targeted entities, which include (1) central and local government authorities, (2) international and regional organizations, (3) universities and research institutes (4) schools, (5) private and corporate sectors, (7) NGOs, (8) media, (9) businesses and industries, (9) scientists, (10) policy makers, (11) elected officials (2) the judicial system, and (13) civil society-at-large

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3.6 When will the Project be completed and with what output? The Project is a three-year research plan (1998-2000) and will be completed by the end of March 2001. For the purpose of effective implementation of the project, its activities have been phased in five different stages. The success of the project will be manifested by the preparation of the following output:

• 1. Country status report
• 2. Monographs on case studies
• 3. Regional EE strategy
• 4. Workshop and seminar proceedings
• 5. Regional networks of organizations
• 6. Training of researchers and activists
• 4. CONCLUSION

The EE Project is a comprehensive research study covering a large number of countries in the Asia-Pacific Region. It attempts to provide an Asia-Pacific perspective such as eco- consciousness to environmental education. It has a wide spectrum of target groups from upper echelons to grassroots, from public to private sectors and from universities to civil

• society. Collaboration and networking with regional and national organizations, local

researchers and scholars will assist us to prepare a comprehensive strategy to tackle environmental degradation in the Asia-Pacific Region. At this stage what we need is cooperation and assistance from all individuals concerned with the improvement of environmental quality in the world, particularly in the Asia-Pacific Region. IGES and its Projects are confident of receiving assistance and cooperation from all walks of life. Acknowledgements The authors would like to express their gratitude to Mr. Masaru Moriya, Secretary- General of IGES for his valuable suggestions, Ms. Susan Henry for her editorial assistance and colleagues of the EE Project for their cooperation and assistance. References Anon (nda) Preparatory Organization to Establish the Institute for Global Environmental Strategies (IGES). Research Building of the Shonan Village Center, Hayama, Kanagawa, Japan. Anon (ndb) The Institute for Global Environmental Strategies (IGES). Research Building of the Shonan Village Center, Hayama, Kanagawa, Japan. Anon (1997) Charter for the Establishment of the Institute for Global Environmental Strategies. Institute for Global Environmental Strategies, Kyoto, Japan, December 7, 1997.

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Anon (1998a) Information on Preparatory Activities to Establish IGES. Preparatory Organization to Establish the Institute for Global Environmental Strategies, Nippon Press Center Bldg. 3F 2-2-1 Uchisaiwai-cho, Chiyoda-ku, Tokyo, Japan, Feb. Spring, 1998. Anon (1998b) What is IGES? Revised April 10, 1998. Photocopied note. The Institute for Global Environmental Strategies, Hayama, Kanagawa, Japan. Anon (1998c) IGES: What is New from IGES? The Institute for Global Environmental Strategies, Hayama, Kanagawa, Japan. June, 1998. Eco Asia (1997) ECO ASIA ’97: Environmental Conference for Asia and The Pacific. Congress Report. 7-8 September 1997 organized by the Environment Agency of the Government of Japan and City of Kobe. IGES (1998) IGES:Research Project Plans. IGES (Institute for Global Environmental Strategies), Kanagawa, Japan. Ministry of Foreign Affairs (nd) U. S. –Japan Common Agenda for Cooperation in Global Perspective. A bilingual information brochure and homepage on the Common Agenda. Moriya, Masaru (1997) First International Workshop for Strategic Research on Global Environment. Organized by Preparatory Organization to Establish the Institute for Global Environmental Strategies/Environment Agency of Government of Japan/Kanagawa Prefectural Government. Hayama, Kanagawa, Japan, November 5 (Wed) - 6 (Thurs), 1997. Moriya, Masaru (1998) Second International Workshop for Strategic Research on Global Environment. Organized by Preparatory Organization to Establish the Institute for Global Environmental Strategies/Environment Agency of Government of Japan/Kanagawa Prefectural Government. Hayama, Kanagawa, Japan, February 8 (Sun) –10 (Tue), 1998. Morishima, Prof. Akio (1998) Strategic Direction of IGES. (Draft for Discussion). Preparatory Organization to Establish IGES. February 23, 1998.