ADVOCACY FOR OCEAN LITERACY AS A FUNDAMENTAL REQUIREMENT IN HUMANITIES SCIENCES GLOBALLY FOR SUSTAINABLE AND EFFECTIVE OCEAN GOVERNANCE

The implementation of UN [1] Sustainable Development Goals, specifically Goal 14, and the UN Decade of Ocean Science for Sustainable Development 2021- 2030, (UNESCO, 2021), has generated global interest in ocean literacy, albeit without corresponding formal impetus for formal adoption of the concept - as is the case for many developing countries. This paper explores the inextricable links between Sustainable Development Goals (SDGs) 14, 4 and 17. Ocean literacy is needed as a fundamental human science requirement for student and youth learning, across geographies, languages and curricula. Evidently, there are global examples of successful OL [2] initiatives which have been shown to be effective tools in creating unique, immersive, life-impacting learning experiences about the marine environment for both learners and educators. (Mann-Borgese et al., 2018) (Fauville et al., 2018a) Cognisance is also given to the current period of the UN Decade of Indigenous Languages 2022 – 32 (Martin, 2017), aptly displayed in the translation of the International Ocean Literacy Survey [3] (IOLS) framework into 16 international languages. (Fauville et al., 2018) The introduction of learner-friendly material, including in story-telling formats, is proposed as an effective learning tool for young learners. One such example is a cartoon publication in story format, illustrating ocean-literate choices based on IMO principles, translated by this paper’s author, into Africa’s most widely spoken Sub-Saharan language, Swahili,[4] – with relevance of indigenous languages. (Salawu, 2006). This submission advocates for learning systems that define relevant content and introduce ocean pedagogies aimed as empowering learners by establishing ocean literacy as a fundamental human science. The ability to effect positive and self-driven personal behaviour creates the best defence for ocean and planet sustainability by enhancing learners’ familiarity with ocean literacy principles, creating or strengthening the people-planet relationship, affect paradigm shifts in anthropogenic activities and inclusion of alternative marine environment education. (Watanabe, 2020). A collaborative approach amongst all stakeholders is necessary for the sake of the planet, people and progress.