DRAFT STRATEGY

Ocean Literacy for the UN Decade of Ocean Science for Sustainable Development

1. Introduction The United Nations has proclaimed a Decade of Ocean Science for Sustainable Development, to be held from 2021 to 2030. In this context, Ocean Literacy (OL) is expected to play a key role. As such, a Strategy and Conceptual Framework for Ocean Literacy has been designed, in order to advance Ocean Literacy during the UN Decade. The process for the development of this Strategy and Framework has involved a series of stakeholder consultations, including an open questionnaire with over 300 respondents from across the world, a participatory multi-stakeholder workshop held in Venice on December 2019, as well as bibliographical review. General information on the UN Decade of Ocean Science for Sustainable Development and Ocean Literacy are provided below:

1.1. UN Decade of Ocean Science for Sustainable Development The UN Decade of Ocean Science for Sustainable Development is set to provide a unique foundation to strengthen the management of our Ocean and coasts for the benefit of humanity. It aims to bring together stakeholders from all relevant sectors to generate the scientific knowledge and develop the partnerships needed to support a well-functioning, productive, resilient, and sustainable Ocean. In this sense, the Decade is centered around 6 key Societal Outcomes, defined as follows:

A clean ocean whereby sources of pollution are identified, quantified and reduced and pollutants removed from the ocean

A healthy and resilient ocean whereby marine ecosystems are mapped and protected, multiple impacts, including climate change, are measured and reduced, and provision of ocean ecosystem services is maintained

A predicted ocean whereby society has the capacity to understand current and future ocean conditions, forecast their change and impact on human wellbeing and livelihoods

A safe ocean whereby human communities are protected from ocean hazards and where the safety of operations at sea and on the coast is ensured

A sustainably harvested and productive ocean ensuring the provision of food supply and alternative livelihoods

A transparent and accessible ocean whereby all nations, stakeholders and citizens have access to ocean data and information, technologies and have the capacities to inform their decisions

1.2. Ocean Literacy

Ocean Literacy (OL) has been historically defined as ‘the understanding of human influence on the Ocean and the Ocean’s influence on people’. It is not only about increasing awareness on the state of the Ocean, but it is also about providing tools and approaches to transform ocean knowledge into actions that promote Ocean sustainability. Ocean Literacy as a concept and approach is radically evolving from being a tool to be applied in formal education and training contexts to a tool and an approach for society as a whole, aimed at triggering actions towards Ocean sustainability. Ocean Literacy can be led by a broad range of stakeholders and benefit a wide variety of beneficiaries. It involves both formal and non-formal

education. In a broad and comprehensive context, Ocean Literacy can be adapted to local contexts has been referred to under different names, including ‘Marine Education’, ‘Ocean Education’, among others. Ocean Literacy, in a broad context, is and should be integrated into the implementation of many other education frameworks, including the following:

Education for Sustainable Development

Climate Change Education

Biodiversity Education

Sustainable Lifestyles and Education

Disaster Risk Reduction Education

Environmental Education

2. Ocean Literacy Framework for the UN Decade of Sustainable Development The following Framework identifies and illustrates how Ocean Literacy can specifically contribute to the UN Decade of Ocean Science for Sustainable Development. The design of this Conceptual Framework (Fig. 1) considers the goal of engaging all members of society within the UN Decade. It assumes the fact that Ocean Literacy, in its broadest sense, can spearhead engagement and ownership across all types of stakeholders, and hence provide a critical pathway for implementation and adoption of the UN Decade.

2.1. Key Elements

The Ocean Literacy Framework for the UN Decade is composed of the following key elements:

Societal outcomes: The framework is centered around the UN Decade’s Societal Outcomes, which provide a clear and easily understandable Vision for the desired state of the Ocean. These Societal Outcomes in turn are related to the UN Decade’s objectives, as well as Research and Development Priorities.

Learning opportunities (L): The framework identifies the existence of learning needs and opportunities for each of the defined Societal Outcomes. These learning needs can be diverse, considering the needs of each of the different stakeholders.

Contributions (C): Considering that Ocean Literacy ultimately aims to transform understanding of the ocean into tangible action for sustainability, the framework recognizes that Ocean Literacy can directly or indirectly provide contributions to progress each of the societal outcomes.

Stakeholders: The framework considers key stakeholders identified by the UN Decade, assuming the fact that each of these stakeholders present learning needs, as well as a potential to provide concrete contributions to each of the Societal Outcomes.

Figure 1 illustrates the Ocean Literacy – UN Decade Framework, providing a non-exhaustive view of the key elements and linkages described above:

Fig. 1. Ocean Literacy – UN Decade Framework

2.2. Linkages between elements

Each of the elements in the OL Framework are interrelated and can develop a set of complex interactions. For example, Societal Outcomes themselves can be dependent on each other (e.g. A transparent and accessible ocean can lead to a sustainably harvested and productive ocean). Similarly, all stakeholders can be linked in distinct ways to each of the societal outcomes, both through their specific learning needs/opportunities and their concrete contributions. Stakeholders themselves also form part of complex social connections. Learning opportunities (L) can create a pathway to support Contributions (C) to a specific Societal Outcome. This in turn can provide further learning opportunities, generating a progressive and beneficial cycle for ocean sustainability. For example, contributions from Traditional Ecological Knowledge and Citizen Science can contribute to a Better predicted Ocean, which in turn can translate into learning regarding climate change mitigation and further citizen science involvement. Contributions to one of the Societal Outcomes can also support Learning opportunities for another Societal Outcome, and vice-versa. Likewise, Contributions from one stakeholder group can help Learning opportunities for another stakeholder group, and vice-versa.

2.3. Examples Examples of diverse Ocean Literacy actions, that can lead to Learning Opportunities and Contributions for Ocean sustainability, are listed in Section 3.2. These include, but are not limited to the following:

Showcasing Traditional Ecological Knowledge

Citizen Science

Volunteering

Curriculum development

Teacher training

Awareness campaigns

Corporate Social Responsibility programs

Staff training

Development of partnerships

Participatory Forums and Dialogue (e.g. conferences, debates)

Science-Policy exchanges and collaborations

Science-Education exchanges and collaborations

Development of funding mechanisms

All Ocean Literacy actions, including those listed above, have the potential to support both Learning and Contributions for the UN Decade Societal Outcomes. For example, Citizen Science efforts allow participants to attain greater understanding about the ocean (L) and contribute with information on the ocean (C). Each of these actions can be encompassed in small-scale to larger-scale efforts, with participant involvement ranging from specific participation to empowerment and ownership.

2.4. Framework considerations

Overall, the Ocean Literacy Framework in the context of the UN Decade of Ocean Science for Sustainable Development presents the following considerations:

Ocean Literacy is cross-cutting throughout the Decade and has the potential to integrate and mobilize knowledge from multiple stakeholders and disciplines, playing a major role in the implementation and achievement of the UN Decade’s Societal Outcomes.

There is a need for multi-sectorial engagement and participation in each of the Societal Outcomes, ensuring effective interdisciplinary processes. All stakeholders provide Contributions and require Learning Opportunities for each Societal Outcome, and it is critical to recognize perspectives and information from this wide spectrum of knowledge systems. For example, the general public can be engaged in both Learning and Contribution opportunities for each of the Societal Outcomes.

Although formal education plays a critical role, this framework highlights how Ocean Literacy has now evolved into a tool and wider approach for society as a whole.

There is an unlimited amount of practical applications that can be implemented to promote Ocean Literacy. Different stakeholders can be involved to learn or contribute to different Societal Outcomes in multiple ways. These processes can in turn occur at different scales, as well as combine and interact with each other.

In a wide range of ways, this framework directly contributes to other Conceptual Frameworks and programs developed to date, including but not limited to the Ocean Literacy Principles, the Sustainable Development Goals, Education for Sustainable Development, among others.

In all cases, there is a need to ensure that Ocean Literacy actions are locally relevant and adapted to local contexts.

2.5. Limitations

This framework provides a simplified view of the complex interactions and multiple combinations of efforts that can be developed to achieve Ocean Literacy in the UN Decade of Ocean Science for Sustainable Development.

In many cases, it is important to recognize that for Ocean Literacy Learning needs to be fulfilled, this might also require learning opportunities beyond Ocean Literacy (for example: learning communication skills for scientists, learning business training in alternative livelihood projects, grant writing for teachers, etc.). Ocean Literacy initiatives should incorporate these other factors when needed.

3. GLOBAL OCEAN LITERACY STRATEGY

3.1. Introduction The Global Ocean Literacy Strategy aims to advance Ocean Literacy during the UN Decade of Ocean Science for Sustainable Development, with the overall goal to ‘Enable and scale up action in all sectors of society regarding Ocean sustainability, in order to accelerate a fundamental shift in the way our ocean is managed’. This Strategy was developed through a series of stakeholder consultations, including an open questionnaire with over 300 respondents, a participatory multi-stakeholder workshop held in Venice on December 2019, as well as bibliographical review. For strategic purposes, this OL Strategy is focused on four Priority Areas to advance Ocean Literacy. These four Priority Areas are Advancing Policy, Formal Education, Corporate Action and Community Engagement. For each of these areas, expected outcomes, specific targets and indicators have been identified. For each Priority Area, a series of action examples have also been listed. Building upon the UN Decade Ocean Literacy Framework, each proposed action identifies specific Learning and Contribution opportunities for Ocean Literacy, in addition to their applications to the UN Decade Societal Outcomes (SO). Most actions can serve towards all the Societal Outcomes, and specific Societal Outcomes can be prioritized according to context. This brief analysis aims to present the potential of each action to positively impact Ocean Literacy and Ocean sustainability. The proposed action examples, as well as their respective Learning and Contribution opportunities, do not intend to be a comprehensive list of activities to be undertaken under the Ocean Literacy Strategy, but rather a guideline for stakeholders globally to enhance and adapt to specific local contexts. Similarly, Member States are encouraged to develop National Ocean Literacy Strategies in the context of this Global Strategy, including relevant targets and impact indicators. In addition to the key Priority Areas, this document also identifies specific overarching implementation mechanisms to advance this OL Strategy, including establishing National Ocean Literacy Strategies, developing collaborations, partnerships and networks, showcasing and endorsing Ocean Literacy efforts, and increasing research, monitoring and evaluation.

3.2. Priority Areas: To enable a strategic focus and foster multi-stakeholder commitment, the following priority areas have been identified to advance the OL agenda: Advancing Policy Policies govern and help shape the operation of formal and non-formal educational systems globally. Although the adoption of overall policies regarding Environmental Education and Education for Sustainable Development is increasing worldwide, in many cases there is still a critical need to further strengthen specific Ocean issues within these agendas, as well as develop further policies to advance Ocean Literacy. Systemic change in terms of Ocean Literacy will require relevant, context-specific and coherent policies designed by ministries and local governments, supported by cross-sector and multi-stakeholder engagement. EXPECTED OUTCOME Policies are developed around the world to advance Ocean Literacy

TARGETS

INDICATORS

By 2025, Ocean Literacy is integrated into the curriculum and education policies of formal education systems around the world, with 70% of countries possessing an approved National Ocean Literacy Strategy.

Number of policies developed, number of countries with National Ocean Literacy Strategy

By 2028, Ocean Literacy policies are adequately implemented, monitored and measured.

Progress by countries in the degree of implementation of Ocean Literacy policies.

By 2025, governmental representatives and officials possess the knowledge, capacity, skills and commitment to incorporate ocean sustainability in local, national and regional policies.

Number of representatives

EXAMPLES OF ACTIONS

Action Learning Opportunities

Contribution Opportunities

Application to Societal Outcomes

Participatory design and development of Ocean Literacy Policies, Curricula and guidelines adapted to local context.

Processes and implementation within local, national and regional contexts provide active learning opportunities and collaborations for policy makers and officials.

Actions help promote, guide and enforce OL processes, scaling and enhancing OL initiatives while also encouraging collaboration and participation of new actors.

Policies should focus on supporting all Societal Outcomes and further prioritize SO according to specific contexts.

Design and implementation of context-specific indicators and monitoring scheme to assess OL implementation.

Member States set up an appropriate Ocean Literacy coordination mechanism and designate a National Focal Point for OL

Development of funding mechanisms for Ocean Literacy programs

Ocean Literacy training and capacity development for government officers

Activities allow participants to develop knowledge and positive attitudes toward ocean sustainability, as well as understand concrete ways on how to engage in sustainability.

Training and exchanges can incorporate, focus or lead to concrete projects and initiatives addressing Societal Outcomes.

Efforts can focus on a specific SO or address all SO in a comprehensive manner Knowledge exchanges

between policy makers and experts (including Ocean Science community and Traditional Ecological Knowledge leaders), e.g. science-policy workshops, conferences, science communication training.

Formal Education Formal Education institutions are key to help shape knowledge, attitudes, behaviors and actions towards Ocean sustainability. Ocean Literacy, applied through a multi-disciplinary and cross-cutting approach, can be incorporated into most classroom courses and subjects, thus supporting Ocean stewardship and regular subject delivery. Additionally, by fostering context-specific and hands-on learning, Ocean Literacy can provide opportunities to enhance critical-thinking, problem-solving and leadership skills, among other significant educational outcomes. To progress Ocean sustainability, Formal Educational Institutions should fully embrace the needs and benefits of incorporating Ocean Literacy in their schools. They should engage multiple members of their school community, including educators, students, families and communities. Ocean Literacy should take a multi-disciplinary approach and be transversally incorporated into a wide range of educational efforts, thus reinforcing teaching and learning processes as opposed to creating additional workloads. Ocean Literacy is required at all levels of formal education, including Early Childhood Education, Primary, Secondary, Special Needs and Post-Secondary education. EXPECTED OUTCOME Formal Education institutions around the world incorporate and deliver Ocean Literacy, providing educators and learners opportunities to contribute to Ocean sustainability.

TARGETS*

INDICATORS*

By 2025, schools across the world will have access to quality up-to-date Ocean Literacy educational resources and materials, delivered in their own language and relevant to global issues as well as their specific context.

Number of resources and materials

By 2030, 70% of formal educators worldwide receive continuous training in Ocean Literacy and pedagogical tools to incorporate Ocean Literacy in the classroom.

Progress by countries in the proportion of teachers trained

By 2030, 70% of students worldwide are educated in Ocean Literacy and are provided with opportunities to contribute to Ocean sustainability.

Progress by countries in the proportion of students educated.

Progress by countries in the proportion of students engaged in Ocean sustainability actions

By 2030, formal education institutions worldwide exhibit a whole-institution approach towards Ocean Literacy, in which Ocean sustainability is incorporated at each level of the administration including school governance, teaching/learning content and

Number of schools meeting whole-institution approach criteria for Ocean Literacy

TARGETS*

INDICATORS*

methodology, campus and facility management, community engagement and partnerships.

* Targets and Indicators apply to Early Childhood Education, Primary, Secondary, Special Needs and Post-Secondary education.

EXAMPLES OF ACTIONS

Action Learning Opportunities

Contribution Opportunities

Application to Societal Outcomes

Identification and mapping of educational tools and resources, update and validate resources.

Process allows increased understanding on available educational tools.

Processes support promotion, development and improvement of OL resource materials for both learners and educators and can guide and encourage the development of concrete sustainability actions.

Educational resource tools may be focused on all SO or on specific SO

Elaboration of educational resources in partnership with Ocean experts (e.g. Ocean Science community, traditional knowledge leaders)

Participatory processes allow cross-sector learning.

Training of pre-service

educators and active

educators from multiple

disciplines: OL

workshops, fieldtrips, in

person and online

courses, training

conferences, continuing

education.

Activities allow educators to develop and enhance their knowledge and positive attitudes toward ocean sustainability, as well as understand concrete ways on how to deliver these in the classroom.

Training and exchanges can incorporate, focus or lead to concrete classroom activities, as well as projects and initiatives addressing Societal Outcomes.

Activities can be focused on all SO or on specific SO topics as appropriate.

Identify opportunities to include OL in classroom and develop specific classroom sessions

Process allows educators to develop increased knowledge on the ocean and learners to benefit from increased access to OL

Classroom sessions can encourage the development of concrete

Action Learning Opportunities

Contribution Opportunities

Application to Societal Outcomes

sustainability actions

Student leadership incubators, student ambassador programs, eco-clubs, environmental project assignments, celebrating student leadership

Platforms allow students to ‘learn by doing’, thus learning about the Ocean in addition to other skills (e.g. leadership, entrepreneurship, etc.)

Students are encouraged to address sustainability challenges and contribute with solutions.

Student lead-projects, campaigns and initiatives can be applied to all different SO.

Nature-based opportunities for students

Opportunities allow students to be exposed to the Ocean, encouraging active learning and reinforcing an emotional connection to the Ocean.

Experiences in the field can allow students to take direct action towards a SO or be encouraged to act afterwards.

Experiences encourage students to understand and contribute to different SO. They can prioritize specific SO according to the relevant locations.

Development of Ocean Literacy Action Plan by schools, including identifying opportunities to incorporate OL in classrooms, enhance sustainability of operations and train administrative staff.

Processes allow increased understanding on Ocean Literacy among a wide range of school members.

Plans should focus on all SO yet can prioritize specific SO if relevant.

Knowledge exchanges between formal educators and experts (including Ocean Science community and Traditional Ecological Knowledge leaders), as well as between students and experts. For example, coordination meetings, workshops, classroom visits.

Exchanges allow dialogue and knowledge transfer between sectors, as well as the development of new and enhanced opportunities to deliver Ocean Literacy.

Exchanges can foster and guide collaborative projects to both study and contribute to the SO.

Exchanges can be focused around all SO or specific SO according to context.

Corporate Action The corporate sector is a major driver of development and has a critical role in influencing environmental and socio-economic contexts. To advance Ocean sustainability, a ‘new approach’ towards Ocean Literacy is greatly needed within the global corporate sector. This approach refers to the fact that businesses should generate ownership regarding Ocean issues, both in the case of companies operating within the Blue Economy as well as in companies operating in all other sectors. This applies to large, medium and small companies. The corporate sector should understand how multiple industries benefit from a sustainable ocean and that protecting the Ocean is good for business. Fostering this approach within the corporate sector entails working with corporate stakeholders and participants across the value chain, including but not limited to employees, investors, suppliers, vendors and customers. The business sector should focus on fostering commitment to Ocean sustainability and Ocean Literacy within its policies and planning, internal operations and external relationships. EXPECTED OUTCOME Businesses and corporations across the world demonstrate ownership, commitment and stewardship in Ocean sustainability.

TARGETS

INDICATORS

By 2030, Ocean Sustainability is strongly incorporated into strategic planning mechanisms, regulations and policies for the corporate sector around the world.

Number of businesses with policies, regulations and plans that incorporate Ocean sustainability

By 2030, companies across the world enhance and incorporate actions for Ocean sustainability within their regular operational processes, including in technological development, elaboration and provision of products and services, investing strategies, impact measurement and transparency.

Progress by companies in reducing environmental impact from their operations to benefit ocean sustainability.

Progress by companies in fostering positive environmental impact through their operations to benefit ocean sustainability.

By 2025, employees and investors of the corporate sector worldwide receive training in Ocean Literacy, understanding the connection of their operations with the ocean and receiving opportunities to engage in sustainable actions for the ocean.

Number of employees and number of investors trained

Number of companies offering Ocean Literacy training to their employees and investors

TARGETS

INDICATORS

By 2025, partnerships are developed and enhanced among companies, and between companies and other sectors, to strengthen ocean sustainability.

Number of Corporate Social Responsibility and Philanthropy actions dedicated to Ocean Sustainability

Budget allocated to actions directly focused on supporting Ocean sustainability

EXAMPLES OF ACTIONS

Action Learning Opportunities

Contribution Opportunities

Application to Societal Outcomes

Internal planning documents identify ways to contribute to Ocean sustainability, as well as adopt and communicate these throughout the organization.

Corporate community members learn through the planning process as well as through communication and adoption of sustainable actions.

Identification of potential contributions (examples below) allow companies to target their positive impact while strengthening their business model.

Policies and regulations can be focused on all SO, or prioritize specific SO according to the company’s sector, focus and activities.

Implement actions to reduce environmental impact of operations. For example: - Adequate waste management and recycling - Avoid use of polluting materials - Reducing carbon emissions and offsetting carbon emissions - Restoring ecosystems - Reducing impact and transformation to coastlines - Select sustainable seafood for consumption

Operational activities directly contribute to Ocean Sustainability

Actions can be focused on specific SO. The examples provided contribute to the following SO: -Clean Ocean -Healthy and Resilient Ocean - Safe Ocean -Sustainably Harvested and Productive Ocean

Action Learning Opportunities

Contribution Opportunities

Application to Societal Outcomes

- Environmental impact of operations made transparent to the public

-Transparent and Accessible Ocean

Workshops, modules, webinars, field visits, online courses and awareness programs on ocean sustainability for employees, investors and the overall corporate community.

Activities allow participants to develop knowledge and positive attitudes toward ocean sustainability, as well as understand concrete ways on how to engage in sustainability.

Participants can apply the perspectives, skills and tools acquired in regular operations and in developing new corporate efforts.

Efforts can focus on a specific SO or address all SO in a comprehensive manner.

Corporate Social Responsibility (CSR) and Corporate Volunteering Programs focused on supporting Ocean sustainability, as well as the development of funding mechanisms for programs focused on Ocean sustainability

Participants learn about Ocean sustainability through direct action and witnessing corporate commitment.

Programs directly contribute to addressing Ocean Sustainability challenges prioritized by each company.

Community Engagement Citizens and communities, both urban and rural, and both coastal and non-coastal, have a key role to play in Ocean sustainability. To advance Ocean Literacy, further opportunities need to be built for communities and citizens to exchange information, learn and develop collaborative action to help guide Ocean sustainability. Non-formal Education, commonly referred to as community education or lifelong education, refers to all education efforts occurring outside the formal school system. It includes a diverse range of approaches, ranging from home-based learning to government schemes and community initiatives, as well as non-formal education centers. Non-formal Education is fundamental for the advancement of Ocean Literacy. It allows opportunities to engage a wide range of stakeholders with the Ocean, including but not limited to fishermen, women, youth, disadvantaged and marginalized groups, media and the general public, among many others. Cultural and spiritual leadership as well as traditional knowledge are key in this context. By advancing non-formal education in urban and rural settings, community members will have increased capacity to support sustainable management of the ocean. EXPECTED OUTCOME Urban and rural communities across the world have increased capacity and access to opportunities to contribute with Ocean sustainability.

TARGETS

INDICATORS

By 2030, Ocean Literacy is built into non-community regulations, policies and governance structures around the world.

Number of policies, governance structures and regulations

Progress in the degree of implementation of policies and regulations

By 2025, multi-stakeholder networks and collaborations are built and operate at a local level, fostering sustainable action for ocean issues.

Number of collaborations developed through networks

Number of people indirectly reached through implementation of collaborations

By 2028, coastal and non-coastal community members have increased opportunities to receive education and engage in Ocean sustainability actions.

Number of community members educated

Number of community members engaged in Ocean sustainability actions

By 2025, there is an increased recognition and incorporation of traditional knowledge in Ocean Literacy efforts.

Progress by countries in the degree of implementation and application of policies/institutional frameworks that recognize Traditional knowledge in Ocean Literacy efforts

Number of documented Ocean Literacy efforts incorporating traditional knowledge

EXAMPLES OF ACTIONS

Action Learning Opportunities

Contribution Opportunities

Application to Societal Outcomes

Build and reinforce participatory spaces for ocean governance (e.g. community councils) to integrate Ocean Literacy perspectives into communities’ planning and decision-making processes

Process allows increased understanding of Ocean issues by community members and exchange of knowledge between diverse sectors.

Spaces design and support specific decisions and actions that contribute to Societal Outcomes.

Governance mechanisms should address all SO and further prioritize specific SO if relevant to the local context.

Knowledge exchanges between scientists and local community members (e.g. project partnerships, event presentations, etc.)

Cross-sectoral learning enhances knowledge, perspectives and skills in both directions.

Acquired learning and relationships allow to propose and design joint actions for ocean sustainability

Knowledge exchanges and training can be focused on all SO or specific SO as needed

Training opportunities for the scientific community to better reach and engage other audiences

Understanding the impact and application of broader science communication

Reinforced knowledge mobilization of scientific findings beyond the academic community

Citizen Science and participatory monitoring projects and programs

Citizens understand trends and characteristics of Ocean related issues by directly participating in active data collection and processing, as well as actively supporting Ocean initiatives.

Observations and data collected can contribute to further understanding and managing the Ocean

Projects and programs can be focused on a variety or combination of SO

Volunteering programs Volunteering programs can be focused on directly or indirectly reducing impacts on the Ocean

Promote ocean related sustainable livelihoods and jobs

Jobs and livelihoods further connect people to the ocean through

Livelihoods and jobs can be focused on

Livelihoods can be related and help

Action Learning Opportunities

Contribution Opportunities

Application to Societal Outcomes

increased knowledge and socio-economic benefit.

directly or indirectly contributing to Societal Outcomes.

address specific or multiple SO.

Knowledge exchanges between Indigenous leaders and scientists

Cross-sectoral learning enhances knowledge, perspectives and skills in both directions.

Development of joint initiatives addressing Societal Outcomes. Enhancement of science and indigenous actions through diverse knowledge systems

Knowledge exchanges and training can be focused on all SO or specific SO as needed

Media training programs on Ocean Literacy

Members of media understand Ocean issues, as well as their influence on Ocean sustainability

News stories developed can invite viewers to act towards sustainability.

Establish funding scheme for Ocean Literacy community projects

Strategic process allows increased understanding of Ocean issues and impacts that need to be prioritized locally

Funding contributes to development of a wide variety of Ocean Literacy initiatives

Funding schemes should address all SO and further prioritize specific SO if relevant to the local context.

3.3. Implementation mechanisms:

National Ocean Literacy Strategies Building upon the present Global Strategy, each Member State is encouraged to design a relevant National Ocean Literacy Strategy, as well as an appropriate coordination, implementation and monitoring mechanism. Each Member State will also be expected to designate a National Focal Point for Ocean Literacy, who will be expected to interface with IOC-UNESCO to monitor and report on country performance. Member States are encouraged to set national targets and indicators as appropriate, based on national context.

Collaborations, Partnerships and Networks Collaborations, partnerships and networks are fundamental to achieve the UN Decade Global Ocean Literacy Strategy. This will include cross-sectoral partnerships and collaborations, for example between the Ocean Science Community and Traditional Knowledge leaders and policymakers and education professionals. Multi-sectorial partnerships and collaborations will be promoted globally, as well as developed as part of IOC-UNESCO flagship initiatives. Efforts carried out by local, national, regional, sub-regional and global networks will be strongly encouraged.

Showcasing Ocean Literacy Efforts The IOC-UNESCO online Portal on Ocean Literacy will serve as a platform to showcase and share Ocean Literacy resources, opportunities and efforts by stakeholders worldwide. This in turn will support knowledge exchange, compilation of information, celebration of Ocean Literacy initiatives and tracking of progress.

Endorsement An official ‘Global Ocean Literacy Strategy’ logo will be developed, to further encourage and promote Ocean Literacy Actions to take place during the UN Decade. The logo will also serve as an identification for a global community of practice, providing endorsement to Ocean Literacy efforts and showcasing Ocean Literacy worldwide. The logo will be open to wide use by a variety of global stakeholders meeting specific registration requirements. Logo design and criteria for logo use will be developed and disseminated prior to the UN Decade.

Research, Monitoring and Evaluation To advance and help guide Ocean Literacy efforts, reinforced research and assessment on Ocean Literacy efforts and behavioral change will be encouraged. This can include mapping and assessing baseline information on Ocean Literacy efforts, measuring progress towards Ocean Literacy targets and the impacts of Ocean Literacy on achieving the UN Decade Societal Outcomes. Research efforts will be encouraged as independent studies, as part of Ocean Literacy implementation mechanisms and within IOC-UNESCO flagship initiatives.