Introducing Ecohealth education in a Teacher Training Institute in Lao PDR: a case study

2020 ◽  
Author(s):  
Sachi Tomokawa ◽  
Takashi Asakura ◽  
Ngouay Keosada ◽  
Vannasouk Bouasangthong ◽  
Vanthala Souvanhxay ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Environmental Education ◽  
Teaching And Learning ◽  
Lao Pdr ◽  
Training System ◽  
Active Involvement ◽  
Teaching Content

Summary This paper argues the effectiveness of Ecohealth education for improving the quality of health and environmental education and for achieving sustainable development in developing countries. To illustrate the need for Ecohealth education, we review the transitions in health education, environmental education and Education for Sustainable Development (ESD) in various developing countries. Moreover, we discuss issues relating to these disciplines and consider the possible roles that Ecohealth education can play. Then, drawing on a case study conducted in Lao PDR, we propose a concrete example of the teaching content of Ecohealth education. We conclude that Ecohealth education can embody the concepts of ESD with respect to health and environmental issues, and thus can contribute to improvements in the quality of health and environmental education, and of ESD. In addition, we propose the following five actions for implementing Ecohealth education in developing countries: (i) promote research based on the approaches of public health and anthropology, and develop teaching materials that use the research results, (ii) empower school-aged children, (iii) encourage the active involvement and sharing of problems among communities, (iv) strengthen participatory teaching and learning methodology and (v) build a training system and train relevant teachers.

Environmental Education and Education for Sustainable Development Through Mobile Learning

2021 ◽  
pp. 1135-1157
Author(s):  
Shachi Shah ◽  
V. Venkat Ramanan
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Environmental Education ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Collaborative Environment ◽  
Development Policies

Growing planetary challenges demand environmental consciousness and energetic workforce. The environmental education and education for sustainable development are essential for the knowledge workers so as to intellectually empower them with cognitive skills, analytical abilities and problem solving capabilities leading to the efficient development and implementation of sustainable development policies and programmes. Increasing Access through Mobile Learning for EE and ESD is the need of the hour, especially for developing countries where the use of mobile technology is increasing at a phenomenal rate. Mobile learning will augment the efficacy of participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for environment and sustainable development. M-Learning enables learners to merge their learning experiences in a shared collaborative environment. This paper shows how mobile learning can transform the delivery of EE and ESD.

scholarly journals Delving Into Key Dimensions of ESD Through Analyses of a Middle School Science Textbook

2016 ◽  
Vol 7 (2) ◽  
pp. 34-42 ◽  
Author(s):  
Elvan Sahin
Keyword(s):  
Middle School ◽  
Sustainable Development ◽  
Environmental Education ◽  
Teaching And Learning ◽  
School Science ◽  
Middle School Science ◽  
Sustainable Change ◽  
Key Dimensions ◽  
A Current

Abstract Uncertainties and debates regarding the term of sustainable development are still going on, and similarly, the notion of education for sustainable development (ESD) is open to debate. There has been an attempt to make the concept of ESD evident, which is quite challenging. Palmer (1998) stated the appropriateness of ESD within environmental education and presented ESD as a new trend for teaching and learning about the environment. In line with these interpretation, Sauvé (2002) pointed out that ESD seems to emerge as a current issue within environmental education. Contrary to these claims, some researchers do not interpret ESD as an evolution within environmental education. According to Sterling (2001), ESD can be recognized as sustainable education in which there is a movement toward the renewal of education systems and institutions ‘doing better things’ and ‘seeing things differently’. Apart from those qualitatively different interpretations of ESD, in 1998 the Council for Environmental Education published a strategy report (CEE, 1998) which is particularly significant for teachers. This report specified seven key dimensions regarding ESD, namely: interdependence; citizenship and stewardship; needs and rights of future generations; diversity; quality of life, equity and justice; sustainable change; and uncertainty and precaution in action. This study could provide an analysis of Turkish middle school science textbooks with respect to these key dimensions on ESD. Current evidences showed that these textbooks do not refer to the dimensions of sustainable development sufficiently.

Environmental Education and Education for Sustainable Development Through Mobile Learning

2018 ◽  
pp. 102-124 ◽  
Author(s):  
Shachi Shah ◽  
V. Venkat Ramanan
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Environmental Education ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Collaborative Environment ◽  
Development Policies

Growing planetary challenges demand environmental consciousness and energetic workforce. The environmental education and education for sustainable development are essential for the knowledge workers so as to intellectually empower them with cognitive skills, analytical abilities and problem solving capabilities leading to the efficient development and implementation of sustainable development policies and programmes. Increasing Access through Mobile Learning for EE and ESD is the need of the hour, especially for developing countries where the use of mobile technology is increasing at a phenomenal rate. Mobile learning will augment the efficacy of participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for environment and sustainable development. M-Learning enables learners to merge their learning experiences in a shared collaborative environment. This paper shows how mobile learning can transform the delivery of EE and ESD.

Alternatives to solve SDG trade-offs and to enforce SDG synergies: a systematic literature review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrei Boar ◽  
Erola Palau Pinyana ◽  
Marc Oliveras-Villanueva
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Business Models ◽  
Economic Models ◽  
Clean Energy ◽  
Content Type ◽  
Trade Offs

PurposeThis paper takes a critical view of synergies and trade-offs and discloses the practices that countries and companies should apply to achieve sustainable development.Design/methodology/approachThis paper offers a systematic literature review of 408 papers to find models of sustainable development goals (SDGs) interaction with the aim of shedding light on the existing synergies and trade-offs and finding solutions to enhance these synergies and minimize the trade-offs.FindingsBoth rich and developing countries should follow multiple strategies to improve the quality of life of their citizens. Developing countries should focus on eradicating poverty. Rich countries should apply new economic models that are more likely to be environmental-friendly. Finally, the topic of SDGs should be revisited by the United Nations.Practical implicationsBoosting the quality of education and providing clean energy are two of the most relevant actions that should to be taken by countries, as they will accelerate the fulfilment of all the other SDGs. The use of circular economic models or new business models, such as the sharing economy, is essential to the achievement of sustained economic growth without negative environmental impact.Originality/valueThe paper analyzes SDG interactions and offers a critical vision of practices that countries and companies should adhere to for achieving sustainable development.

scholarly journals Improving Information management in resource as a service framework using gamification technique: a case study in Institut Pendidikan Guru Malaysia

2018 ◽  
Vol 7 (2.14) ◽  
pp. 70
Author(s):  
M Nordin A Rahman ◽  
WM Khairi ◽  
W Awang
Keyword(s):  
Competitive Advantage ◽  
Information Management ◽  
Teaching And Learning ◽  
Storage Management ◽  
Quality Of Services ◽  
Management Process ◽  
Different Types ◽  
Service Framework

The issue of information management is crucial for any academic institution. Convenient access to requested content is creating a competitive advantage for different types of decisions. Information management process in Institut Pendidikan Guru (IPG) often create problems because there is no systematic way of storage management. IPG lecturers stored their teaching materials in different kind of methods. This situation cause in a loss of resources, difficult to retrieve and also cannot be identified when it's needed. Dealing with large volumes of resources it is essential to use technological solutions that enable flexible storage, retrieval, processing and interpreting information. To solve the problems, this article introduced a framework that use single platform and named as Information Sharing for Learning (IS4L) for managing teaching and learning resources in IPG. The resources will be stored and can be accessed at any time. The framework also applied the technique of gamification to motivate and encourage users to use the application and consequently will increase the volume of resources stored. The developed application based on the proposed framework could help to motivate and engage peoples to share their resources and enhance quality of services in IPG. Finally it could assist to improve the performance and effectiveness of services to achieve users’ satisfaction. 

Systemic corruption and public procurement in developing countries: are there any solutions?

2018 ◽  
Vol 18 (2) ◽  
pp. 131-147 ◽  
Author(s):  
Sope Williams-Elegbe
Keyword(s):  
Quality Of Life ◽  
Developing Countries ◽  
Design Methodology ◽  
Public Procurement ◽  
Content Type ◽  
Asymmetry Of Information ◽  
Culture Of Silence ◽  
Systemic Corruption

Purpose Corruption affects development and quality of life of citizens in affected countries. The increase in anti-corruption measures globally reflects a consensus that corruption is pervasive and costly. Public procurement is one area in which corruption manifests because of the sums of money involved; the asymmetry of information; and the bureaucratic nature of decision-making, which presents opportunities for abuse. In developing countries, procurement corruption is rife because of institutional weaknesses, lack of enforced accountability mechanisms and culture of silence in relation to public sector malfeasance. Design/methodology/approach This paper examines procurement corruption in countries with systemic corruption, using Nigeria as a case study, to determine how to reduce public procurement corruption. Findings The paper will highlight prevalent corrupt schemes in public procurement in Nigeria, examine the reasons for the failure of state anti-corruption institutions and analyze the kinds of initiatives that reduced procurement corruption and increased accountability in other countries and the utility of adopting such mechanisms in the Nigerian context.

scholarly journals New Zealand Aid and Dairy Development in Sri Lanka

2021 ◽  
Author(s):  
◽  
Jasmine Edwards
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Developing Countries ◽  
New Zealand ◽  
Sri Lanka ◽  
Development Policy ◽  
Market Potential ◽  
Dairy Consumption ◽  
Dairy Development

<p>New Zealand’s aid investment in dairy development is seen, on the one hand, as a means to improve economic, health and food security issues in developing countries. Dairy development, further, is linked to New Zealand’s trade interests and supports industry expansion strategies that target the market potential in developing countries. On the other hand, it is argued that dairy consumption and production should be reduced to respond to climate change and potential negative health impacts in countries with traditionally low dairy consumption. The potential impacts of dairy development on sustainable development are complex, interconnected and contradictory. Moreover, local and gendered understandings of the impacts of dairy development are underrepresented in literature.   Drawing on a sustainable livelihood approach and gender lens as a theoretical framework, this research explores smallholder farmers’ views through a case study of a New Zealand-funded aid project in Sri Lanka, the Wanni Dairy Project, which is increasing dairy production to improve rural livelihoods. In doing so, this thesis considers the multiple impacts of dairy development on sustainable livelihoods. In particular, it explores understandings of social, gender and environmental factors. Data was collected during five weeks of qualitative, case study research (using interviews, photovoice and observation methods) with female, conflict-affected farmers in Sri Lanka and stakeholders in dairy development.   This thesis contends that better understandings of the impacts of dairy development and aid can be valuably informed by local perspectives. It highlights the inherent connectivity between social, environmental and economic factors of the Wanni Dairy Project, and areas of dissonance between local understandings of the impacts of dairy development and global discourse on sustainable development. Specifically, this thesis draws attention to the diverse impacts of increasing income, health factors, and cultural and religious factors; it highlights women’s independence, empowerment and agency, and ongoing inequities; and it addresses environmental impacts, climate change, and the implications of scale. This research, therefore, contributes to the information upon which development policy-makers and practitioners – government, development organisations and private sector actors – can base effective and sustainable development policy and practice.</p>

MOOC and Blended Learning Models

2018 ◽  
pp. 276-288 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

Mobile Experience in Teaching Chinese Pinyin

2022 ◽  
pp. 148-173
Author(s):  
Qiannan Li
Keyword(s):  
New Zealand ◽  
Oral Communication ◽  
Teaching Content ◽  
Multimedia Technologies ◽  
Teaching Goal ◽  
Language Teaching Methods ◽  
Chinese Teaching ◽  
Teaching Chinese

In New Zealand, for non-Chinese speaker learners aged 5-12, the Chinese courses provided by the Confucius Institute are usually based on the premise of increasing interest, with the main teaching goal of improving students' oral communication skills and increasing their understanding of Chinese and Asian culture. Therefore, it is an effective way to improve the quality of Chinese teaching by fully considering the students' cultural background and combining modern teaching techniques with traditional teaching content. Guided by N.S. Prabhu's task-based language teaching methods, this chapter uses a case study method to explore how to use the mobile applications and other multimedia technologies to improve the teaching effect of Chinese Pinyin in a New Zealand elementary school.

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