Join the conversation


Preparatory Phase


Vinicius Lindoso

DRAFT STRATEGY - Ocean Literacy for the UN Decade of Ocean Science for Sustainable Development







5 mon

The document "DRAFT STRATEGY Ocean Literacy for the UN Decade of Ocean Science for Sustainable Development" 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. Feel free to share all relevant comments and feedback regarding this DRAFT PLAN. Download the document:


5 mon

Dear All, we look forward to receive your comments on the strategy. Thanks! Francesca

Vinicius Lindoso

4 mon

Hi, what about the Blue Economy principles?

Mark E. Capron, PE

4 mon

OceanForesters is new to this Forum. We appreciate suggestions for how to make comments and post concepts for consideration as actions during the UN Decade of Ocean Science for Sustainable Development. Reply for DRAFT STRATEGY – Ocean Literacy for the UN Decade of Ocean Science for Sustainable Development “Ocean Literacy…” offers an excellent discussion of why and how to achieve ocean literacy. The document could use an Executive Summary that is less than a page and easily understood by eighth grade students. Ideally, the Executive Summary is drafted in several languages (not written in one language and then translated). Providing tables of expected outcomes and examples of actions really gets the point across. That point being – The UN Decade of Ocean Science for Sustainable Development must trigger actions. Those actions must produce the 6 key Societal Outcomes, especially for developing countries. To that end, you might add an appendix to “Ocean Literacy” that integrates “Literacy” with “Science” and “Development” actions. Doing so makes the Literacy actions even more “concrete” than they already are and helps ensure the Science and Development actions are tweaked to maximize Literacy. The following is a sketch of Literacy actions as they might be integrated with the Science and Development of total ecosystem aquaculture systems. (Total ecosystem (aka restorative) aquaculture systems and essential science needs are discussed after the list of related Literacy actions.) Advancing Policy – Ocean Literacy training … for government officers. Knowledge exchanges …. – Operating food and science reefs will have cameras, microscopes, and sound sensors that allow an immersive experience from the office or conference room. The computer models would allow the government officer to play “what if” for responding to a marine warming event or when negotiating a trade agreement involving the seafood productivity from all the countries purpose-built reefs. Formal Education – Elaboration of educational resources …. Training of pre-service educators … opportunities to include OL in the classroom …. Student leadership incubators …. Nature-based opportunities – Each food and science reef can provide an immersive ocean science experience from inside any web-connected classroom. Every student can perform original (and confirming) research, without leaving home, to help answer pressing questions such as: Can we arrange reef conditions to sustain a healthy and productive ecosystem for centuries? (In spite of Climate Change and ocean acidification.) Of course, students will have opportunities to physically interact with the reef, especially when training for food production or science jobs. (Each food and science reef is actually a food-science-training reef.) Corporate Action – All actions, but especially: Adequate waste management and recycling; Restoring ecosystems; Select sustainable seafood; and Workshops, modules, webinars, field visits…. – See Advancing Policy and Formal Education. Community Engagement – All actions. – Both the initial food-science-training reefs and the subsequent sustainable food reefs are essentially new ocean resources. As such they can be established with whatever governance structure suits the local community. The initial food-science-training reefs might be owned by educational institutions. The sustainable food reefs might be owned and operated by community government, fishing cooperatives, or private business. Whatever the governance, the reef operations must be integrated with nutrient recovery and food distribution systems. A wide diversity of skills and equipment is necessary to manage the diversity of seafood and ecosystem support species. Reef owner/operators need to be coordinating their efforts globally. They all need computer models of their ecosystem for “what if” preparations. They need to identify and share climate change adaptations. They will often adjust harvest times for local issues, the global supply of seafood (by species), and the global demand (by species). (A local issue might be a single species population explosion that threatens ecosystem collapse.) Concept – Total ecosystem aquaculture reefs Developing countries need to feed people and produce export income. Ocean scientists need to quickly find ways to sustain tropical developing country fisheries. Both are synergistically combined in a new kind of aquaculture infrastructure: seafood-producing, science-enabled reefs. Seafood with ecosystem support – Total ecosystem aquaculture involves installing substrate for the growth of plants and sea creatures with the engineered return of nutrients equal to the amount of nutrients removed. The nutrient return, planting, stocking, and harvest is managed to maintain a healthy biodiverse reef ecosystem. Tropical Pacific seafood species include: mud crab, giant clams, oysters, crabs, shrimps, lobsters, octopus, squid, sea urchins, sea cucumbers, sponges, and free-range finfish, including milkfish, perch, grouper, snapper, sea bream, and many more. Ecosystem support species (necessary but not typically harvested) include: seaweed, seagrass, mangroves, coral, worms, barnacles, snails, sea stars, anemones, microscopic creatures, bacteria, and much more. Ocean science – Ocean scientists must conduct intense data gathering on the reefs with simultaneous measurements of environmental DNA in water samples and creature stomachs, automated flow cytometry, autonomous image recognition from stationary and mobile cameras, autonomous signal processing for active and passive sonar, and assorted chemistry and physical properties sensors. The data is needed to find ways to maintain tropical fisheries in spite of more issues than are shown in the pictures above. (Pictured issues include – Fish migrating to the poles as waters warm. Most fish (most sea creatures) become smaller as the waters warm. Warming and acidification kills coral and shellfish.) Most impactful locations – The food and science reefs are best placed along tropical coastlines of developing countries where the seafloor depth is between 0 to 200 meters. If the seafloor is less than about 30 meters, the reef is best placed where the water has an excess of nutrients and/or sediment. Laucala Bay, Fiji would be typical for this situation. Professors at the University of the South Pacific explain applying total ecosystem aquaculture at: Note the list of other ocean-based entries at the bottom of the USP entry. With seafloor depth between about 30 to 200 meters, the purpose-built reef would be flexible, floating, and permanent. Generally, the reef’s plant-growing substrate would be 3 to 10 meters deep depending on the optimum depth for the local macroalgae or seagrass. The reef might submerge to 50-meter depth, when tropical storms pass nearby. Ideal locations for the first food and science open-ocean reefs include: The Bay of Thailand; the Bay of Bengal; near Tanzania and/or Madagascar, near Ghana, Costa Rica (both Caribbean and Pacific). Each of these locations would represent typical species and tropical marine ecosystems for many countries near them. (There are some non-tropical developing counties and even developed countries where food and science reefs will be needed for general ocean health and adaptations for climate impacts: the Mediterranean Sea, the Baltic Sea, and the U.S. Gulf of Mexico.) Food and science reefs should be near a host university with access to seafloor, oceanographic, and nutrient conditions typical of a larger area.

Melita Mokos

4 mon

Hi Francesca, I don't have much to add but there are just a few comments. 1. Advancing Policy - I think this should be focused not only in advancing policies related to education but also to other sectors (policy making, business etc. which is discussed in other priority areas though) For the targets - maybe 2025 will be too soon to integrate OL in the curriculums. Changing curriculum is a long term process and some countries might have just finished the change of the curriculum and don't plan to do it systematically again in a longer time. 2. Formal Education - It is suggested to include OL to all levels of education but it also needs to be included in the education of future teachers (include it in the study programmes for teaching) as well as in marine science study programmes. 3. Corporate action - as an example of action, I suggest calling businesses to corporate social responsibility aimed at OL, ocean conservation related activities That's it from me! :) Melita