Assessing progress towards the seven ocean literacy principles in China and in the EU

Abstract

Ocean literacy is defined as having ‘an understanding of the ocean’s influence on us and our influence on the ocean (Cava et al., 2005).’ The seven ocean literacy principles provide guidelines for the implementation of ocean literacy. This thesis focuses on assessing the progress in the process of implementing the seven ocean literacy principles through a comparative study between the EU (with special focus on Malta) and China. The first chapter introduces the importance of the ocean and seas and ocean literacy, with a general overview of international efforts in implementing ocean literacy. With regards to the deteriorating ocean health, various policies and actions have been formulated to ameliorate negative conditions of the ocean. The second chapter focuses on the development of ocean literacy and the seven ocean literacy principles and implementation status in the EU and China. Ocean literacy appeals for bottom-up approaches including ocean citizenship and ocean education, to improve the status of the ocean through the general public and daily behaviour. In 2002, due to a lack of oceanrelated curriculum from K-12, ocean scientists and educators developed a framework to promote ocean science in schools. Later, ocean literacy spread its influence on both the EU and China, amongst others. Thus, through a documentary-based and desk research approach outlined in chapter three, a comparative study between the EU and China is provided in chapter four. Due to the different geological, economic, cultural and environmental conditions found in the study locations, the implement of ocean literacy varies at both national or regional scales. Currently, all counties face challenges and opportunities in relation to ocean issues. In the future, ocean literacy implementation will need to be combined effectively with both the sustainable development goals and blue economy. Cooperation and coordination will be the key words in any successful long-term sustainable development of the ocean. The final chapter provides a summary of the key finding and recommendations for the future development especially in ocean literacy of the EU and China. An important conclusion is that it is necessary to promote all stakeholders’ engagement as a bottomup approach to advance ocean literacy and establish an ocean-literate society.